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Sensitivity to Meaningful Morphological Information Acquired through Reading Experience

对通过阅读体验获得的有意义的形态信息的敏感性

基本信息

批准号：
ES/W002310/1
负责人：
Kathleen Rastle
金额：
$ 70.28万
依托单位：
Royal Holloway University of London
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2022
资助国家：
英国
起止时间：
2022 至无数据
项目状态：
未结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FW002310%2F1
关键词：
Sensitivity Meaningful Morphological Information Acquired

项目摘要

The majority of words in English and in other languages are built by combining smaller units of meaning called morphemes (e.g. clean+ly, un+clean). Understanding how a language's morphology works is vital because it allows us to generalise; for example, we can understand 'misclean' because we know that [mis-] and [clean] function as meaningful elements. Research suggests that morpheme knowledge provides an important heuristic for vocabulary growth, and that this knowledge facilitates rapid reading comprehension in adults. The aim of this project is to discover how we acquire abstract knowledge of affix morphemes (e.g. -ify, -ly). These units typically do not occur in isolation, so their functions must be inferred through experience with whole words (e.g. purify, falsify, simplify). Recent theories suggest that we learn these units because they provide powerful information about word meaning (e.g. -ify means 'to make [stem]'). However, these theories have been developed largely through laboratory experiments using simple miniature languages. The way that morphemes communicate meaning in real language is far more complex: we do not know what drives learning 'in the wild' or what it is that children are learning. This project develops two research streams to quantify how children's language experience shapes their morpheme knowledge. Our first research stream offers an unprecedented attempt to quantify the nature of affix information in children's literature. We will build a large-scale children's text corpus including books suitable for ages 7 to 16, and will develop theoretically-driven metrics that capture the nature of affix information. The development of these metrics will capitalise on new computational techniques that permit us to capture how morphemes contribute to meaning in a richer and more nuanced way than has previously been possible. We will calculate these metrics across the whole corpus but also as text accumulates across material suitable for different age bands. This latter analysis is important because the vocabulary used in books across this age range is likely to change considerably (particularly for longer, morphologically-complex words), and this will influence what children can learn about individual affixes. Our second research stream then probes how the affix regularities uncovered in the first research stream influence children's morphemic knowledge. We will conduct a large-scale behavioural study that measures affix knowledge in children between the ages of 7 and 16. This work advances the state-of-the-art because it allows us to move beyond questions of whether or not relatively small groups of children show morphological effects. Instead, our prediction is that morpheme knowledge should be a function of (a) an individual child's linguistic experience; and (b) the statistical regularity with which specific affixes contribute to word meaning. Item-based measures will be derived from the corpus analysis; participant-based measures will be derived from a variety of measures of language and literacy. The immediate outcome of this work will be a new theory of how language experience underpins the acquisition of morphemic knowledge. This new theory will contribute more broadly to our understanding of how language experience shapes language knowledge, and it will stimulate new thinking about why reading might be a particularly important source of language experience. This project will also produce a new children's text corpus and high-dimensional semantic representations built from that corpus. These products will be made available in user-friendly interfaces to the fullest extent possible to facilitate future research.

英语和其他语言中的大多数单词都是通过组合更小的意义单位来构建的，称为语素（例如，clean+ly，un+clean）。理解一种语言的形态学是如何工作的是至关重要的，因为它允许我们概括;例如，我们可以理解“misclean”，因为我们知道[mis-]和[clean]作为有意义的元素。研究表明，词素知识为词汇增长提供了重要的启发，并且这种知识有助于成人的快速阅读理解。这个项目的目的是发现我们是如何获得词缀词素的抽象知识的（例如-ify，-ly）。这些单位通常不会孤立地出现，所以它们的功能必须通过整个词的经验来推断（例如purify，falsify，simplify）。最近的理论表明，我们学习这些单位是因为它们提供了关于单词意义的强大信息（例如，-ify意味着“使[词干]”）。然而，这些理论在很大程度上是通过使用简单的微型语言的实验室实验发展起来的。语素在真实的语言中传达意义的方式要复杂得多：我们不知道是什么驱动了"野外“学习，也不知道孩子们在学习什么。本计画发展两个研究方向，以量化儿童的语言经验如何塑造他们的语素知识。我们的第一个研究流提供了一个前所未有的尝试，量化的性质，词缀信息在儿童文学。我们将建立一个大规模的儿童文本语料库，包括适合7至16岁的书籍，并将开发理论驱动的指标，捕捉词缀信息的性质。这些指标的发展将利用新的计算技术，使我们能够捕捉语素如何以比以前更丰富和更微妙的方式对意义做出贡献。我们将在整个语料库中计算这些指标，但也会在适合不同年龄段的材料中积累文本。后一种分析很重要，因为在这个年龄段的书籍中使用的词汇可能会发生很大的变化（特别是对于较长的，形态复杂的单词），这将影响孩子们对单个词缀的学习。第二个研究则探讨了第一个研究中发现的词缀“”对儿童语素知识的影响。我们将进行一项大规模的行为研究，测量7至16岁儿童的词缀知识。这项工作推进了最先进的技术，因为它使我们能够超越相对较小的儿童群体是否表现出形态效应的问题。相反，我们的预测是，词素知识应该是一个函数（a）一个单独的孩子的语言经验;（B）的统计规律，具体的词缀有助于词义。以项目为基础的衡量标准将来自语料库分析;以参与者为基础的衡量标准将来自各种语言和识字的衡量标准。这项工作的直接成果将是一个新的理论，语言经验如何巩固收购的语素知识。这一新的理论将有助于我们更广泛地理解语言经验如何塑造语言知识，它将激发新的思考，为什么阅读可能是语言经验的一个特别重要的来源。这个项目还将产生一个新的儿童文本语料库和从该语料库构建的高维语义表示。这些产品将尽可能以方便用户的界面提供，以便利今后的研究。