LANGUAGE LEARNABILITY AND LANGUAGE DEVELOPMENT

语言学习和语言发展

• 批准号: 3315428
• 负责人: STEVEN PINKER
• 金额: $ 9.24万
• 依托单位: MASSACHUSETTS INSTITUTE OF TECHNOLOGY
• 依托单位国家: 美国
• 财政年份: 1983
• 资助国家: 美国
• 起止时间: 1983-09-01 至 1986-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3315428
• 关键词: child (0-11); child behavior; child psychology; language development; learning; speech; verbal behavior

A multifaceted research project is proposed to test and refine a theory of how children use the sentences addressed to them to learn the syntax of their mother tongue. The theory describes an acquisition mechanism that takes sentences plus context-induced semantic representations as input, and yields as output a set of grammatical rules defining the language's phrase structure, affixation, control and complementation, long-distance binding, and lexical productivity. The acquisition machanism, whose output rules are in the form described by Bresnan's Lexical Functional Grammar, first uses certain types of semantic information as evidence for the arrangement of specific syntactic primitives in the input, and then analyzes remaining unknown elements in terms of their ditribution within partially known structures. The theory is tested and refined in five ways: 1) examining the structure of languages other than English to see of the existing mechanism can acquire them; 2) accounting for existing data on children's language by considering them as intermediate stages of the operation of the learning mechanisms; 3) gathering new data on children's language to address questions raised by the theory, especially in studies that expose children to novel forms and then test their comprehension, production, and judgment of releted forms; 4) examining the syntactic and semantic properties of parental speech to children, to see if the model's reliance on syntax-semantics correspondences in early parental speech is well-motivated; and 5) simulating the mechanisms as a computer program, to test the robustness of the entire set of acquisition pocedures acting together.

一个多方面的研究项目提出了测试和完善的理论， 孩子们如何使用给他们的句子来学习语法 母语。 该理论描述了一种获取机制， 将句子加上上下文诱导的语义表示作为输入， 输出一组定义语言短语的语法规则 结构，附着，控制和互补，远距离结合， 和词汇生产力。 获取机制，其输出规则 是以Bresnan的词汇功能语法所描述的形式，首先， 使用某些类型的语义信息作为排列的证据 在输入中的特定句法原语，然后分析剩余的 未知元素在部分已知元素中的分布 结构. 该理论通过五种方式进行检验和提炼：1）检验 英语以外的其他语言的结构，看看现有的 （2）对现有的儿童健康数据进行统计; 语言，将其视为操作的中间阶段， 学习机制; 3）收集有关儿童语言的新数据， 解决理论提出的问题，特别是在研究中， 孩子们对新的形式，然后测试他们的理解，生产， 相关形式的判断; 4）检查句法和语义 父母言语的属性给孩子，看看模型的依赖性 早期父母言语中句法语义对应关系的研究 良好的动机;和5）模拟的机制，作为一个计算机程序， 测试整个采集过程的鲁棒性， 一起