CHILDREN'S SENSITIVITY TO PHONOLOGICAL AND SEMANTIC CUES DURING NOUN CLASS LEARNING: EVIDENCE FOR A PHONOLOGICAL BIAS
CHILDREN'S SENSITIVITY TO PHONOLOGICAL AND SEMANTIC CUES DURING NOUN CLASS LEARNING: EVIDENCE FOR A PHONOLOGICAL BIAS
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DOI：
10.1353/lan.2019.0031
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发表时间：
2019-06-01
期刊：
影响因子：
2.1
通讯作者：
Small, Kenny
中科院分区：
文献类型：
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作者：
Culbertson, Jennifer;Jarvinen, Hanna;Small, Kenny
之前关于名词分类系统（例如语法性别）习得的研究发现，儿童学习者不成比例地依赖语音线索来确定新名词的类别，即使竞争性语义线索在他们的语言中更可靠。卡伯特森，Gagliardi和Smith（2017）使用成人的人工语言学习实验来论证，这可能是由于在习得过程中语音信息的早期可用性。学习者最初的表征是基于名词的形式特征，后来才从名词的意义中整合语义线索。在这里，我们使用相同的方法来证明早期可用性也会影响儿童（6至7奥尔兹）的线索使用。然而，我们也发现证据的发展变化的敏感性语义，当这两种类型的线索同时可用，儿童更有可能依赖于语音比成人。我们的研究结果表明，早期可用性和偏向语音线索有助于儿童在自然语言习得中过度依赖语音。
Previous research on the acquisition of noun classification systems (e.g. grammatical gender) has found that child learners rely disproportionately on phonological cues to determine the class of a new noun, even when competing semantic cues are more reliable in their language. Culbertson, Gagliardi, and Smith (2017) use artificial language learning experiments with adults to argue that this likely results from the early availability of phonological information during acquisition. Learners base their initial representations on formal features of nouns, only later integrating semantic cues from noun meanings. Here, we use these same methods to show that early availability affects cue use in children (six- to seven-year-olds) as well. However, we also find evidence of developmental changes in sensitivity to semantics; when both cue types are simultaneously available, children are more likely to rely on phonology than adults are. Our results suggest that both early availability and a bias favoring phonological cues contribute to children's overreliance on phonology in natural language acquisition.*