LANGUAGE LEARNABILITY AND LANGUAGE DEVELOPMENT

这个项目试图了解儿童是如何获得语法的 他们的第一语言。语言习得理论是由 考虑成人语言的结构和语言输入 可供儿童使用，制定能够 从输入中发现语言，并测试儿童是否使用 这样的过程。技术包括分析儿童的自发行为 语音，并在他们表演句子的实验中对他们进行测试， 描述图片，或判断其他演讲者的图片是否可接受 发声。该项目的这一阶段重点是收购 词尾变化(例如，走路/走路)，是人类的重要组成部分 语言。这是研究人类免疫缺陷的本质的中心话题。 注意，具体地说，它是否像计算机处理规则一样(例如 “形成过去，加进一个词”)，就像一个联想的网络 (其中心理单位代表单词的发音，如‘wa’和 ‘ak’，通过练习与代表声音的单位联系在一起 过去的形式，如‘akd’)。该项目试图回答经验主义的问题 与这场辩论相关的问题：为什么儿童使用正确的 像这样的不规则形式在他们开始犯错误之前就来了，比如 这是因为早期的正确形式是死记硬背的 错误是由于使用规则造成的吗？是什么导致孩子们犯错？ 像ComEd一样-是由于证据的相对数量的变化 儿童可以用不同的方式构成过去时， 掌握现在和过去的语义区别， 年龄，还是对整体语言发展的影响？它的性质是什么？ 孩子们用来创造过去式的心理操作-- 从现在时动词的发音到过去时的发音 时态动词，基于与发音相似的形式的类比 事先，或者是对单词的语法敏感的规则 结构？是什么让孩子们不再犯像ComEd这样的错误：频繁 接触到正确的形式，如Come，Match Up来了又来了两次 同一个词的不同版本，意识到Come的意思是‘过去的’， 或者父母的纠正？这些答案将有助于我们理解 大脑处理复杂的有规则的信息。它还可以 导致了对正常儿童能力的准确描述 学习词形变化，然后将其应用于语言的症状 疾病，帮助诊断、表征和补救 这样的综合症。此外，了解学习如何在 儿童可以帮助设计第二语言教学课程。

This project seeks to understand how children acquire the grammar of their first language. Theories of language acquisition are developed by considering the structure of adult languages and the linguistic input available to children, formulating processes that are capable of discovering languages from input, and testing to see if children use such processes. Techniques include analyzing children's spontaneous speech, and testing them in experiments in which they act out sentences, describe pictures, or judge the acceptability of other speakers' utterances. This phase of the project focuses on the acquisition of inflection (e.g. walk/walked), and important component of human languages. This is a central topic in research on the nature of the mind, specifically, whether it is like a computer processing rules (e.g. "to form the past, add -ed to a word"), like a network of associations (where mental units standing for sounds of the word, such as 'wa' and 'ak', are associated through practice with units standing for sounds of the past form, such as 'akd'). The project seeks to answer empirical questions relevant to this debate: Why do children use correct irregular forms like came before they start to make errors such as comed- is because the early correct forms are learned by rote and the errors are to due to rule use? What causes children to make mistakes like comed - is due to a change in the relative amounts of evidence available to the child for different ways of forming the past tense, to the mastery of the semantic distinction between present and past, to age, or to overall linguistic development? What is the nature of the mental operation that children use to create past tense forms - associations from the sounds of present tense verbs to sounds of past tense verbs, based on analogies to similar-sounding forms encountered beforehand, or a rule that is sensitive to the word's grammatical structure? What makes children stop making errors like comed: frequent exposure to correct forms like came, matching up came and come as two versions of the same word, realizing that came means 'come in the past', or parental corrections? The answers will help our understanding of how the brain processes complex rule-governed information. It could also lead to a precise characterization of normal children's abilities to learn inflection which can then be applied to syndromes of language disorders, helping in the diagnosis, characterization, and remediation of such syndromes. In addition, understanding how learning succeeds in children may help in the design of second language teaching curricula.