MEMORY SUPPORT: SENTENCE REPRESENTATION & VERB LEARNING

获取动词意义的困难促使了句法 适合儿童的动词学习自举理论 句法知识以及他们对事件的观察。但如何做到呢 句法自举能奏效吗？它们之间的关系是什么 句子结构和意义最初可能可以访问 孩子们？最近的发现导致了句法的修订版本 Bootstrapping，类似的映射视图，其中很少或没有 需要明确的句法知识。这件事的中心原则是 修正后的观点认为，一个句子的表述由 按部分结构排序的可识别名词可被解释 类比于事件的结构化概念表示。 拟议的研究探索了类比的强有力的预测 映射观：如果儿童能够通过以下方式理解句子结构 类比，没有事先的句法学习，然后结构敏感 孩子们应该尽快找到动词的解释 代表句子的结构。为了检验这一说法，建议 研究探索了儿童对句子的表征，在下面提问 在什么情况下类比映射的结构要求 都相遇了。一系列研究考察了重复和重复的作用 启动儿童的言语表达。是否存在重复 对话允许非常小的儿童代表多个单词 句子准确吗？初步研究记录了一个基本的听觉单词 2岁和3岁儿童的启动效应，并将其性能与 成年人也有类似的发现。后续实验的后续研究 这表现在三个方面：第一，启动范式被用来探索 学龄前儿童句子表征、词汇启动测试 在句子中，以及韵律和句子结构本身。 其次，关于听觉启动的发现将与以下分析进行比较 对儿童的自发演讲，评估对话的难易程度 便于儿童呈现的展示功能 句子。第三，关于儿童言语表征的研究结果 将被整合到动词理解研究中。结果来自 启动研究将指导语篇语境的调整 新奇的动词有助于幼儿使用结构线索， 反过来，也会降低年龄较大的孩子对这种暗示的使用。A更多 幼儿对输入言语表征的知情图解 对于检验关于早期解释的假说至关重要 句子。启动范例提供了一个强大的工具 探索幼儿对语言的表征。使用这个 工具，拟议的研究考察了语言的重复是如何 Structures支持对结构敏感的解释 句子。

Difficulties in acquiring verb meanings have motivated the syntactic bootstrapping theory of verb learning, which appeals to children's knowledge of syntax as well as their observations of events. But how might syntactic bootstrapping work? What relationships between sentence structure and meaning might be initially accessible to children? Recent findings have led to a revised version of syntactic bootstrapping, the analogical mapping view, in which little or no explicit syntactic knowledge is required. The central tenet of this revised view is that a representation of a sentence consisting of recognizable nouns ordered in a partial structure can be interpreted by analogy to a structured conceptual representation of an event. The proposed studies explore a strong prediction of the analogical mapping view: If children can interpret sentence structures by analogy, without prior syntax learning, then structure-sensitive interpretations of verbs should be found as soon as children can represent the structure of the sentence. To test this claim, proposed studies explore children's representations of sentences, asking under what circumstances the structural requirements of analogical mapping are met. A series of studies examines the role of repetition and priming in children's representations of speech. Does repetition in conversation allow very young children to represent multiword sentences accurately? Initial studies document a basic auditory word priming effect for 2- and 3-year-olds, and compare its properties to analogous findings with adults. Subsequent experiments follow up on this in three ways: First, the priming paradigm is used to explore preschoolers' representations of sentences, testing priming for word in sentences and for prosodic and sentence structures themselves. Second, findings on auditory priming will be compared to analyses of spontaneous speech to children, assessing how readily conversations display features which facilitate children's representation of sentences. Third, findings about children's representations of speech will be integrated into verb comprehension studies. Results from priming studies will guide the tailoring of discourse contexts for novel verbs to facilitate younger children's use of structural cues, and conversely to degrade older children's use of such cues. A more informed picture of young children's representations of input speech is crucial to testing hypotheses about the early interpretation of sentences. The priming paradigm provides a powerful tool for exploring young children's representations of language. Using this tool, the proposed studies examine how the repetition of linguistic structures supports the structure sensitive interpretation of sentences.