Lexical distributional cues, but not situational cues, are readily used to learn abstract locative verb-structure associations
Lexical distributional cues, but not situational cues, are readily used to learn abstract locative verb-structure associations
复制标题
词汇分布线索（但不是情境线索）很容易用于学习抽象方位动词结构关联
DOI：
10.1016/j.cognition.2016.05.001
复制
发表时间：
2016
期刊：
影响因子：
3.4
通讯作者：
Ben Ambridge
中科院分区：
文献类型：
--
作者：
Katherine E. Twomey;F. Chang;Ben Ambridge
孩子们必须学习方位动词的结构偏向，以避免犯过度概括的错误（例如，我把水倒进杯子里）。人们认为，他们使用语言和情景信息来学习编码结构偏见的动词类。除了情景线索，我们研究了儿童和成人是否可以使用名词的词汇分布在动词后的名词短语的及物性话语分配新的动词的方位类。在实验一中，儿童和成人使用词汇分布线索分配动词类，但不能适当地使用情景线索。在实验2中，成年人一般分布学习类新的动词参数，表明分布信息可以提示抽象的动词类。总的来说，这些研究表明，人类语言学习者可以使用一种词汇分布机制，这种机制类似于使用大型未标记语料库来学习动词含义的计算语言系统所使用的机制。
Children must learn the structural biases of locative verbs in order to avoid making overgeneralisation errors (e.g.,∗I filled water into the glass). It is thought that they use linguistic and situational information to learn verb classes that encode structural biases. In addition to situational cues, we examined whether children and adults could use the lexical distribution of nouns in the post-verbal noun phrase of transitive utterances to assign novel verbs to locative classes. In Experiment 1, children and adults used lexical distributional cues to assign verb classes, but were unable to use situational cues appropriately. In Experiment 2, adults generalised distributionally-learned classes to novel verb arguments, demonstrating that distributional information can cue abstract verb classes. Taken together, these studies show that human language learners can use a lexical distributional mechanism that is similar to that used by computational linguistic systems that use large unlabelled corpora to learn verb meaning.
影响因子：
5.4
作者：
Chang, F;Dell, GS;Bock, K
通讯作者：
Bock, K
影响因子：
4.3
作者：
Barr, Dale J.;Levy, Roger;Scheepers, Christoph;Tily, Harry J.
通讯作者：
Tily, Harry J.
影响因子：
3.4
作者：
Chang, F;Bock, K;Goldberg, AE
通讯作者：
Goldberg, AE