Morphological cues to verb meaning
Morphological cues to verb meaning
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DOI：
10.1017/s0142716401004064
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发表时间：
2001-12-01
影响因子：
2.1
通讯作者：
Johnston, J
中科院分区：
文献类型：
--
作者：
Carr, L;Johnston, J
两个实验探讨了动词屈折变化在动词学习中的作用。在研究一中，3- 5岁的儿童与典型的语言发展被要求扩展新的动词，以新的实例。他们听到动词的词形变化是-艾德还是-ing，并被迫在保持活动或原始事件结果的事件之间做出选择。年龄较小的儿童选择的事件根据动词的变化：相同的活动事件-ing和相同的结果事件-ed。研究II旨在调查这种因果偏倚的性质。一组4至5岁的特定语言障碍儿童完成了相同的动词扩展任务。他们在年龄和智商方面与年龄较大的研究I儿童相当，但语言水平低于年轻组。SLI组的儿童既没有使用屈折策略，也没有使用相同结果策略。这两项研究的结果指出，在儿童将屈折线索视为动词含义的可靠指南的发展时期。讨论的重点是这种曲折的自举和语言特征的相同结果的偏见，取代它的兴衰。
Two experiments investigated the role of inflections in verb learning. In Study I, 3- to 5-year-olds with typical language development were asked to extend novel verbs to new instances. They heard the verbs inflected with either -ed or -ing and were given a forced choice between events that maintained either the activity or the result of the original event. The younger children selected events according to the verb inflection: same-activity events for -ing and same-result events for -ed. Older preschoolers chose same-result events throughout. Study II was conducted to investigate the nature of this causal bias. A group of 4- to 5-year-olds with specific language impairment completed the same verb extension task. They were equivalent to the older Study I children in age and IQ but were at lower language levels than the younger group. Children in the SLI group used neither the inflectional strategy nor the same-result strategy. Findings from the two studies point to a developmental period during which children treat inflectional cues as reliable guides to verb meaning. The discussion focuses on the rise and fall of such inflectional bootstrapping and the linguistic character of the same-result bias that replaces it.