Complex meanings shape early noun and verb vocabulary structure and learning.

IF 1.1 4区 心理学 Q4 PSYCHOLOGY, EXPERIMENTAL Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale Pub Date : 2024-10-21 DOI:10.1037/cep0000355
Justin B Kueser, Arielle Borovsky
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Abstract

Verbs and nouns vary in many ways-including in how they are used in language and in the timing of their early learning. We compare the distribution of semantic features that comprise early acquired verb and noun meanings and measure their effect on learning. First, couched in prior literature, we use semantic feature data to establish that features pattern on a hierarchy of complexity, with perceptual features being less complex than other features like encyclopaedic features. Second, given overall semantic and syntactic differences between nouns and verbs, we hypothesize that the preference for directly perceptible features observed for nouns will be attenuated for verbs. Building on prior work using semantic features and semantic networks in nouns, we find that compared to early learned nouns (N = 359), early learned verbs (N = 103) have meanings disproportionately built from complex information inaccessible to the senses. Third, we find that 16- to 30-month-old children's early noun and verb vocabularies (N = 3,804) show semantic relationships that differ in their use of this complex information from the beginning of vocabulary development. Last, we find that the complexity of nouns' and verbs' meanings affects their typical order of learning in early vocabulary development. Complexity differs in early noun and verb meanings, affects the semantic structure of children's vocabularies, and shapes the course of word learning. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

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复杂的含义决定了早期名词和动词词汇的结构和学习。
动词和名词有很多不同之处,包括它们在语言中的使用方式和早期学习的时间。我们比较了构成早期习得的动词和名词意义的语义特征的分布,并测量了它们对学习的影响。首先,根据先前的文献,我们使用语义特征数据来确定特征模式的复杂性等级,感知特征的复杂性低于百科全书特征等其他特征。其次,考虑到名词和动词在语义和句法上的整体差异,我们假设在名词中观察到的对直接可感知特征的偏好在动词中将会减弱。在之前使用名词语义特征和语义网络的研究基础上,我们发现与早期学习的名词(N = 359)相比,早期学习的动词(N = 103)的意义不成比例地来自于感官无法获取的复杂信息。第三,我们发现 16 至 30 个月大儿童的早期名词和动词词汇(N = 3,804)显示出语义关系,从词汇发展初期开始,他们对这种复杂信息的使用就有所不同。最后,我们发现名词和动词意义的复杂性会影响其在早期词汇发展中的典型学习顺序。早期名词和动词意义的复杂程度不同,会影响儿童词汇的语义结构,并左右词汇学习的进程。(PsycInfo Database Record (c) 2024 APA, 版权所有)。
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来源期刊
CiteScore
2.30
自引率
7.70%
发文量
40
期刊介绍: The Canadian Journal of Experimental Psychology publishes original research papers that advance understanding of the field of experimental psychology, broadly considered. This includes, but is not restricted to, cognition, perception, motor performance, attention, memory, learning, language, decision making, development, comparative psychology, and neuroscience. The journal publishes - papers reporting empirical results that advance knowledge in a particular research area; - papers describing theoretical, methodological, or conceptual advances that are relevant to the interpretation of empirical evidence in the field; - brief reports (less than 2,500 words for the main text) that describe new results or analyses with clear theoretical or methodological import.
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