Mechanism of verb learning: How young children infer meanings of novel verbs

动词学习机制：幼儿如何推断新动词的含义

• 批准号: 12610091
• 负责人: IMAI Mutsumi
• 金额: $ 2.5万
• 依托单位: Keio University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2000
• 资助国家: 日本
• 起止时间: 2000 至 2002
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-12610091/
• 关键词: word meaning inference; word learning; verb learning; constraints; language acquisition; cognition development; 動詞の獲得; 動詞語意; アクションの記憶; レキシコンの構築; 動詞の学習; 名詞の学習; 語意学習バイアス; 認知発展; 概念発達; 認知学習; 言語獲得; 語彙獲得; 言語学習; 動詞

Learning new words in action scenes involves at least three cognitive processes: (1) identify the word's form class; (2) map the target word to the appropriate referent in the scene; (3) determine how the word should be generalized. In particular, a learner needs to know, given the word's form class, what element of the scene is relevant for generalization of the word, and what elements are not. The present research examined how 3- and 5-year-old Japanese children map a novel noun and a verb to a dynamic action event and generalize them to new instances.The results of five studies converged to suggest that, while both 3- and 5-year-olds are able to map a noun to a novel object and generalize the noun on the basis of the sameness of the object regardless of the action associated with the object, only 5-year-olds understand that verbs should be generalized on the sameness of the action per se independent of the theme object.

在动作场景中学习新单词至少涉及三个认知过程：（1）识别单词的形式类别； (2) 将目标词映射到场景中适当的指示物； (3)确定该词应如何概括。特别是，学习者需要知道，给定单词的形式类别，场景中的哪些元素与单词的概括相关，哪些元素不相关。本研究考察了 3 岁和 5 岁的日本儿童如何将新名词和动词映射到动态动作事件，并将其推广到新的实例。五项研究的结果一致表明，虽然 3 岁和 5 岁的孩子都能够将名词和动词映射到新的对象，并根据对象的相同性来概括名词，而不管与该对象相关的动作如何，只有 5 岁的孩子明白动词应该概括为新的对象。动作本身的相同性，与主题无关 目的。

项目成果

今井むつみ: "サピア・ワーフ仮説再考:思考形成における言語の役割その相対性と普性"心理学研究. 71(5). 415-433 (2000)

Mutsumi Imai：“重新考虑萨皮尔-沃尔夫假说：语言在思维形成中的作用及其相对性和普遍性”心理学研究71（5）415-433（2000）。

今井 むつみ: "こころの生得性:言語・概念獲得に生得的制約は必要か認知科学の探求シリーズ"共立出版. 246 (2000)

Mutsumi Imai：“心灵的先天性：语言/概念习得是否需要先天的限制？认知科学探索系列”Kyoritsu Shuppan 246 (2000)。

Kobayashi, I., Furukawa, K., Ozaki, T. & Imai, M., S. Arikawa & A.Shinohara (Eds): "A computation model for children' s language acquisition using ILP, in Progress in Discovery Science : Final Report of the Japanese Discovery Science Project"Springer-Verl

小林，I.，古川，K.，尾崎，T.

Kobayashi, I., Furukawa, K., Ozaki, T., Imai, M., S.Arikawa, A.Shinohara (his): "A computation model for children's language acquisition using ILP"Springer-Verlag. 81 (2002)

Kobayashi, I.、Furukawa, K.、Ozaki, T.、Imai, M.、S.Arikawa、A.Shinohara（他的）：“使用 ILP 的儿童语言习得计算模型”Springer-Verlag。

Imai, M., Mazuka, R., Gentner, S.Golden-Meadow(Eds.): "Re-evaluation of linguistic relativity : Language-specific categories and the role of universal ontological knowledge in the construal of individuation"MIT Press(To appear).

Imai, M.、Mazuka, R.、Gentner, S.Golden-Meadow（编辑）：“语言相对论的重新评估：语言特定类别和普遍本体论知识在个体化解释中的作用”麻省理工学院出版社（