LINGUISTICS--CHILDREN'S LEARNING OF WORDS

语言学--儿童的单词学习

• 批准号: 6344116
• 负责人: KAVERI SUBRAHMANYAM
• 金额: $ 7.33万
• 依托单位: CALIFORNIA STATE UNIVERSITY LOS ANGELES
• 依托单位国家: 美国
• 财政年份: 1978
• 资助国家: 美国
• 起止时间: 1978-06-14 至 2004-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6344116
• 关键词: Chinese; Hispanic Americans; adult human (21+); age difference; behavioral /social science research tag; data collection methodology /evaluation; developmental psychology; differential semantics; human subject; interview; language development; learning; nonEnglish language; preschool child (1-5); semantics; sociolinguistics; symbolism; vocabulary

Research has shown that by about 3-years of age, children learning English attend to ontological information (e.g., objects are bounded and have rigid shapes) when generalizing object and substance labels; by about 4-years they attend to the syntactic context (mass or count noun) of the label. Other research suggests that very young learners might be guided by expectations about labels during word learning. It is unclear whether attention to ontological kind is guided by such expectations, and if so, whether the expectations are language-specific or universal. The proposed research will investigate young children's learning of object and substance words using a cross-linguistic framework. It will examine whether expectations about labels guide children early in word learning and examine their nature over development. Finally it will assess when children start attending to other sources of information, such as the syntactic context, when generalizing novel labels. In Experiment 1, 4- to 5-year-olds and adult Spanish-speakers will be tested on a Label ("Is this also the dax?" and No-label task ("Is this the same as this?") using a "yes" or "no" method. In Experiment 2, 2-1/2- to 3-, 3- and4-year old-children and adult English-, Chinese (Mandarin)-, and Spanish-speakers will be tested on a Label ("Is this the dax or is this the dax?") and No-label task ("Is this the same as this or is this the same as this?") using a forced-choice task. In Experiment 3, English-speaking 2-1/2- to 3-year-olds and 3- to 4-year-olds will be tested only in a Label task, in which labels will be presented as either a count or mass noun. We expect that the youngest speakers of all 3 languages might be guided by similar expectations that subsequently more language-specific expectations will guide their attention. Based on an analysis of noun phrase structure, it is expected that Spanish- and English-speakers will attended to ontological kind, whereas Chinese-speakers will attend to material during labeling. We also expect to obtain language-specific construals from older children and adult s in the No-label task. In sum, the proposed research will clarify how universal language mechanisms interact with more language-specific mechanisms to guide learners' attention to different aspects of the stimulus and how language impacts non-linguistic tasks.

研究表明，到大约3岁时，学习英语的儿童会注意本体信息（例如，物体是有界的，有刚性的形状），当概括物体和物质标签时;到大约4岁时，他们注意到标签的句法上下文（质量或计数名词）。 其他研究表明，非常年轻的学习者可能会在单词学习过程中受到对标签的期望的指导。目前还不清楚对本体类的关注是否受到这种期望的指导，如果是这样，这种期望是特定于语言的还是普遍的。本研究将采用跨语言框架考察幼儿对客体词和实体词的学习。它将研究是否对标签的期望指导儿童早期的文字学习，并研究他们的性质超过发展。最后，它将评估儿童何时开始注意其他信息来源，如句法上下文，概括新的标签。在实验1中，4至5岁的儿童和成年西班牙语发言人将测试的标签（“这也是dax？和无标签任务（“这个和这个一样吗？）使用“是”或“否”方法。在实验2中，2-1/2-至3-，3-和4岁的儿童和成人英语，中文（普通话），和西班牙语的人将被测试的标签（“这是dax或这是dax？”）和无标签任务（“这和这一样吗？“）使用强迫选择任务。在实验3中，以英语为母语的2-1/2- 3岁儿童和3- 4岁儿童将只在标签任务中进行测试，在该任务中，标签将被呈现为计数或质量名词。我们预计，所有三种语言的最年轻的发言者可能会受到类似的期望，随后更多的语言特定的期望将引导他们的注意力。基于对名词短语结构的分析，我们认为西班牙语和英语使用者在标注时会注意到本体类，而汉语使用者在标注时会注意到材料类。我们还期望在无标记任务中获得年龄较大的儿童和成人的语言特异性的标记。总之，拟议的研究将阐明通用语言机制如何与更多的语言特定机制相互作用，以引导学习者的注意力到刺激的不同方面，以及语言如何影响非语言任务。