THE CHILDS LEARNING OF ENGLISH MORPHOLOGY
THE CHILDS LEARNING OF ENGLISH MORPHOLOGY
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DOI：
10.1080/00437956.1958.11659661
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发表时间：
1958-01-01
影响因子：
0.6
通讯作者：
BERKO, J
中科院分区：
文献类型：
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作者：
BERKO, J
在这项研究中，我们着手发现什么是儿童接触英语形态学学习。为了测试形态规则的知识，我们使用无意义的材料。我们知道，如果主语能够提供正确的复数结尾，例如，给我们创造的一个名词，他就已经内化了英语中复数变体的一个工作系统，并且能够概括到新的情况并选择正确的形式。如果一个孩子知道女巫的复数形式是女巫，他可能只是记住了复数形式。然而，如果他告诉我们，“gulch”的复数形式是“gulches”，我们就有证据表明，他实际上知道（尽管是无意识的）描写语言学家也会在他的语法中提出的那些规则之一。如果孩子们确实有形态规则的知识，这种知识是如何进化的？从简单、规则的规则到更不规则、更有条件的规则，是否有一个足以充分描述英语的发展过程？在非常
In this study1 we set out to discover what is learned by children exposed to English morphology. To test for knowledge of morphological rules, we use nonsense materials. We know that if the subject can supply the correct plural ending, for instance, to a noun we have made up, he has internalized a working system of the plural allomorphs in English, and is able to generalize to new cases and select the right form. If a child knows that the plural of witch is witches, he may simply have memorized the plural form. If, however, he tells us that the plural of* gulch is* gulches, we have evidence that he actually knows, albeit unconsciously, one of those rules which the descriptive linguist, too, would set forth in his grammar. And if children do have knowledge of morphological rules, how does this knowledge evolve? Is there a progression from simple, regular rules to the more irregular and qualified rules that are adequate fully to describe English? In very