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MEMORY SUPPORT: SENTENCE REPRESENTATION & VERB LEARNING

记忆支持：句子表示

基本信息

批准号：
2655158
负责人：
CYNTHIA L FISHER
金额：
$ 10万
依托单位：
UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN
依托单位国家：
美国
项目类别：
财政年份：
1997
资助国家：
美国
起止时间：
1997-09-19 至 2000-09-19
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/2655158
关键词：
association learning behavioral /social science research tag clinical research cues human subject language development memory preschool child (1-5) syntax verbal learning

项目摘要

Difficulties in acquiring verb meanings have motivated the syntactic bootstrapping theory of verb learning, which appeals to children's knowledge of syntax as well as their observations of events. But how might syntactic bootstrapping work? What relationships between sentence structure and meaning might be initially accessible to children? Recent findings have led to a revised version of syntactic bootstrapping, the analogical mapping view, in which little or no explicit syntactic knowledge is required. The central tenet of this revised view is that a representation of a sentence consisting of recognizable nouns ordered in a partial structure can be interpreted by analogy to a structured conceptual representation of an event. The proposed studies explore a strong prediction of the analogical mapping view: If children can interpret sentence structures by analogy, without prior syntax learning, then structure-sensitive interpretations of verbs should be found as soon as children can represent the structure of the sentence. To test this claim, proposed studies explore children's representations of sentences, asking under what circumstances the structural requirements of analogical mapping are met. A series of studies examines the role of repetition and priming in children's representations of speech. Does repetition in conversation allow very young children to represent multiword sentences accurately? Initial studies document a basic auditory word priming effect for 2- and 3-year-olds, and compare its properties to analogous findings with adults. Subsequent experiments follow up on this in three ways: First, the priming paradigm is used to explore preschoolers' representations of sentences, testing priming for word in sentences and for prosodic and sentence structures themselves. Second, findings on auditory priming will be compared to analyses of spontaneous speech to children, assessing how readily conversations display features which facilitate children's representation of sentences. Third, findings about children's representations of speech will be integrated into verb comprehension studies. Results from priming studies will guide the tailoring of discourse contexts for novel verbs to facilitate younger children's use of structural cues, and conversely to degrade older children's use of such cues. A more informed picture of young children's representations of input speech is crucial to testing hypotheses about the early interpretation of sentences. The priming paradigm provides a powerful tool for exploring young children's representations of language. Using this tool, the proposed studies examine how the repetition of linguistic structures supports the structure sensitive interpretation of sentences.

动词意义习得的困难促使了句法上的动词学习的自助理论，这吸引了儿童的语法知识以及对事件的观察。但如何句法引导是否可行什么样的关系，句子的结构和意义最初可能是可以理解的，孩子们？最近的研究结果导致了一个修订版的句法自举，类比映射视图，其中很少或没有需要明确的句法知识。这其中的核心原则修改后的观点是，一个句子的表示，以部分结构排序的可识别名词可以被解释通过类推，可以将其与事件的结构化概念表示相类比。拟议的研究探索了类比的强有力预测映射视图：如果儿童可以通过以下方式解释句子结构：类比，没有事先的语法学习，那么结构敏感动词的解释应该尽快找到孩子们可以代表句子的结构。为了验证这一说法，研究探讨了儿童对句子的表征，什么情况下类比映射的结构要求得到满足。一系列研究探讨了重复的作用，儿童言语表征中的启动效应。重复在对话允许非常小的孩子表示多个单词句子准确？最初的研究记录了一个基本的听觉词启动效应的2-和3岁的孩子，并比较其属性，与成人相似的发现。随后的实验跟进本文从三个方面进行了研究：第一，采用启动范式，学龄前儿童的句子表征，单词启动测试在句子中，韵律和句子结构本身。第二，将听觉启动的研究结果与对孩子们进行自发的谈话，评估对话是否容易显示功能，方便儿童的代表性，句子. 第三，关于儿童言语表征的研究结果将被整合到动词理解研究中。结果启动研究将指导语篇语境的剪裁，新的动词，以促进年幼的儿童使用结构线索，反过来，也会降低年龄较大的儿童对这些线索的使用。一个更幼儿对输入语音表征的知情图对检验早期解释的假设至关重要句子. 启动范式提供了一个强大的工具，探索幼儿的语言表征。使用此工具，拟议的研究探讨如何重复的语言结构支持结构敏感的解释句子.