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Understanding Other Minds 理解他人的思想
IF 1.5 2区 文学 0 LANGUAGE & LINGUISTICS Pub Date : 2020-12-10 DOI: 10.1080/15475441.2020.1831502
A. Papafragou
Human beings spend vast amounts of time thinking about what other people believe, want, hope, and fear. Understanding other minds is part of our social nature and forms the basis of the social fabric of our communities and our world. For the past 35 years, a large research field has explored the inner workings of mental state reasoning, broadly known as Theory of Mind (Baron-Cohen et al., 1985). At the core of this field lies the question of how Theory of Mind develops – namely, how children come to understand that other people have beliefs, desires, intentions, and other mental states that can be used to explain or predict behavior. Many studies have focused specifically on how children develop the understanding that access to information and the resulting beliefs in other people’s minds may be different from their own, and that sometimes other people can hold beliefs that are false (e.g., Scott & Baillargeon, 2017; Wellman, 2014). From the perspective of language acquisition, the ability to entertain thoughts about other minds can help explain how children acquire language so rapidly and without overt instruction. Most obviously, perhaps, Theory of Mind mechanisms can contribute to the discovery of semantic meaning; for instance, children can infer the meaning of a novel word by consulting the speaker’s eye gaze or mental state (Baldwin, 1991; Bloom, 2000). Furthermore, understanding other minds allows learners to bridge the gap between what words and sentences mean and what a speaker intends to communicate by uttering them in a specific context – for instance, whether the speaker is being literal or ironic (Grice, 1975; Sperber & Wilson, 1986). Thus, from the perspective of the young learner, the ability to think about other minds can be used both to constrain hypotheses about what a novel word means and to contextually enrich the meaning of known words and structures. However, the nature of mindreading abilities, their availability and growth in both humans and other animals, and their specific contribution to language learning are all still a matter of debate. With these issues in mind, the present author and the leadership of the Society for Language Development organized a symposium on the topic of “Understanding other minds” on November 12, 2018, at Boston University. The invited speakers were Gyorgi Gergely, Alexandra Rosati, and Jill deVilliers. The goal of the symposium was to highlight classic and more recent findings and theorizing in this rapidly changing field, and to promote discussion of where the field should go next. The three speakers were later invited to prepare articles for a special section of Language Learning and Development dedicated to the same topic. One of them, Gyorgi Gergely, was not able to contribute a paper within the timeframe of the volume. The present special section represents two important perspectives on how we understand others, how this understanding relates to language, and how thoughts about others mig
人类花了大量的时间去思考别人相信什么、想要什么、希望什么和害怕什么。理解他人的思想是我们社会天性的一部分,也是我们社区和世界社会结构的基础。在过去的35年里,一个大型的研究领域探索了精神状态推理的内部运作,这被广泛地称为心理理论(Baron-Cohen et al., 1985)。这个领域的核心问题是心理理论是如何发展的——也就是说,孩子们是如何理解别人有信仰、欲望、意图和其他可以用来解释或预测行为的心理状态的。许多研究专门关注儿童如何发展理解,即获取信息的途径和他人心中由此产生的信念可能与自己的不同,有时其他人可能持有错误的信念(例如,Scott & Baillargeon, 2017;Wellman, 2014)。从语言习得的角度来看,思考他人思想的能力可以帮助解释为什么孩子在没有明显指导的情况下如此迅速地习得语言。最明显的可能是,心智理论机制有助于发现语义;例如,儿童可以通过参考说话人的目光或心理状态来推断一个新单词的意思(Baldwin, 1991;布鲁姆,2000)。此外,理解他人的想法可以让学习者在单词和句子的意思和说话者在特定的语境中想要表达的意思之间架起桥梁——例如,说话者是在字面上还是在讽刺(Grice, 1975;Sperber & Wilson, 1986)。因此,从年轻学习者的角度来看,思考他人想法的能力既可以用来限制对新单词含义的假设,也可以在上下文中丰富已知单词和结构的含义。然而,读心术的本质,它在人类和其他动物中的可用性和发展,以及它对语言学习的具体贡献,都仍然是一个有争议的问题。考虑到这些问题,本文作者和语言发展学会(Society for Language Development)的领导于2018年11月12日在波士顿大学组织了一场题为“理解其他思想”的研讨会。受邀的演讲者是Gyorgi Gergely, Alexandra Rosati和Jill deVilliers。研讨会的目的是强调在这个快速变化的领域中经典的和最新的发现和理论,并促进对该领域下一步发展方向的讨论。这三位发言者后来应邀为《语言学习与发展》专门讨论同一主题的一个栏目编写文章。其中一位,Gyorgi Gergely,未能在该卷的时间框架内提交一篇论文。本节特别介绍了两个重要的观点,即我们如何理解他人,这种理解如何与语言联系起来,以及关于他人的想法如何起源于我们的灵长类亲戚。Jill deVilliers在她的文章中阐述了心理状态语言和对命题态度的理解是如何相互关联的问题。这篇论文提出了一种可能性,即自然语言的特性可能会促进——而不仅仅是反映——读心术的能力。具体来说,deVilliers推测一些命题态度意义是通过自然语言的语法产生的,并考虑了几种可能产生这一结果的机制。一种可能性是,语言可以提供表征和/或计算资源,以方便
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引用次数: 0
In Support of Phonological Bias in Implicit Learning 支持内隐学习中的语音偏差
IF 1.5 2区 文学 0 LANGUAGE & LINGUISTICS Pub Date : 2020-11-30 DOI: 10.1080/15475441.2020.1802279
Katya Pertsova, Misha Becker
ABSTRACT This paper explores the hypothesis that children pay more attention to phonological cues than semantic cues when acquiring grammatical patterns. In a series of artificial allomorphy learning experiments with adults and children we find support for this hypothesis but only for those learners who do not show clear signs of explicit learning. In particular, learners who cannot verbalize a correct rule after the experiment nevertheless perform above chance on phonological patterns, but not the semantic ones. On the other hand, learners, particularly adults, are more likely to (explicitly) discover and successfully verbalize a rule based on a salient feature of animacy compared to a phonological feature based on the number of syllables. We discuss implications of these results in the context of a distinction between explicit and implicit learning mechanisms and how this distinction relates to the study of phonological bias.
摘要本文探讨了儿童在习得语法模式时更重视语音线索而不是语义线索的假设。在对成人和儿童进行的一系列人工异形学习实验中,我们发现这一假设得到了支持,但只适用于那些没有表现出明确外显学习迹象的学习者。特别是,在实验后不能用语言表达正确规则的学习者,在语音模式上的表现高于机会,但在语义模式上却没有。另一方面,与基于音节数的语音特征相比,学习者,尤其是成年人,更有可能(明确地)发现并成功地用语言表达基于动画显著特征的规则。我们在外显和内隐学习机制之间的区别以及这种区别与语音偏差研究的关系的背景下讨论这些结果的含义。
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引用次数: 0
Effects and Non-Effects of Late Language Exposure on Spatial Language Development: Evidence from Deaf Adults and Children 晚期语言暴露对空间语言发展的影响和非影响:来自聋人成人和儿童的证据
IF 1.5 2区 文学 0 LANGUAGE & LINGUISTICS Pub Date : 2020-11-23 DOI: 10.1080/15475441.2020.1823846
D. Z. Karadöller, Beyza Sümer, A. Özyürek
ABSTRACT Late exposure to the first language, as in the case of deaf children with hearing parents, hinders the production of linguistic expressions, even in adulthood. Less is known about the development of language soon after language exposure and if late exposure hinders all domains of language in children and adults. We compared late signing adults and children (MAge = 8;5) 2 years after exposure to sign language, to their age-matched native signing peers in expressions of two types of locative relations that are acquired in certain cognitive-developmental order: view-independent (IN-ON-UNDER) and view-dependent (LEFT-RIGHT). Late signing children and adults differed from native signers in their use of linguistic devices for view-dependent relations but not for view-independent relations. These effects were also modulated by the morphological complexity. Hindering effects of late language exposure on the development of language in children and adults are not absolute but are modulated by cognitive and linguistic complexity.
在父母听力正常的聋儿中,较晚接触第一语言会阻碍语言表达的产生,甚至在成年后也是如此。人们对语言接触后不久的语言发展以及语言接触后期是否会阻碍儿童和成人所有语言领域的发展知之甚少。我们比较了在接触手语后2年的晚期手语成人和儿童(MAge = 8;5)与同龄的母语手语同龄人在特定认知发展顺序下获得的两种类型的位置关系的表达:视图独立(in - on - under)和视图依赖(左-右)。晚期手语儿童和成人在视觉依赖关系的语言手段使用上与母语手语者不同,但在视觉独立关系的语言手段使用上没有差异。这些效应也受到形态复杂性的调节。晚期语言暴露对儿童和成人语言发展的阻碍作用不是绝对的,而是受认知和语言复杂性的调节。
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引用次数: 8
Levels of Integration in Children’s Early Clause Combining in Hebrew 儿童早期希伯来语分句组合的整合水平
IF 1.5 2区 文学 0 LANGUAGE & LINGUISTICS Pub Date : 2020-10-28 DOI: 10.1080/15475441.2020.1814781
Lyle Lustigman, R. Berman
ABSTRACT The study examines phases in developing specification of grammatical marking of emergent clause-combining (CC) as indicative of children’s growing ability to integrate two or more independent predications. To this end, both intra- and inter-clausal analyses were applied to all CC utterances produced by three Hebrew-acquiring children aged 2;0–3;0, covering both child autonomous productions and adult-child co-constructed CC. Based on four phases in CC construction shared by the three children, the following developmental trends were identified for both coordination and subordination in our database. First, children start combining two predications with lexical verbs early on, but these are confined to non-marked or adult-supported constructions. Second, early connective-marked CC involves mainly verbless copular or existential clauses. And autonomously produced lexical-verb combinations marked by connectives emerge several months later. This initial “trade-off” and gradual progression in grammatical specificity to full-fledged, lexically marked CC is interpreted as reflecting the developmental route of children’s early clause integration in interactive discourse.
摘要:本研究考察了紧急子句组合(CC)的语法标记的发展阶段,这表明儿童整合两个或多个独立谓语的能力正在增长。为此,我们对三名年龄分别为2岁、0 - 3岁和0岁的希伯来语习得儿童的所有CC话语进行了句内和句间分析,包括儿童自主生成的CC话语和成人-儿童共同构建的CC话语。基于这三名儿童共同构建CC的四个阶段,我们在数据库中发现了以下协调和从属的发展趋势。首先,孩子们很早就开始将两个谓语与词汇动词结合起来,但这些仅限于无标记或成人支持的结构。其次,早期连接标记的CC主要涉及无动词从句或存在从句。几个月后,以连接词为标志的自主生成的词汇-动词组合就出现了。这种最初的“权衡”和语法特异性的逐渐发展到成熟的、有词汇标记的CC被解释为反映了儿童早期互动话语中小句整合的发展路线。
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引用次数: 0
Morphosyntactic Cues for Quantifier Comprehension in Children 儿童量词理解的形态句法线索
IF 1.5 2区 文学 0 LANGUAGE & LINGUISTICS Pub Date : 2020-10-01 DOI: 10.1080/15475441.2020.1806847
E. Shetreet, Rama Novogrodsky
ABSTRACT Universal quantifiers, which refer to groups of individuals or events, can express a subtle distinction between collective (unified or simultaneous) and distributive (individuated and separate) events. Indeed, English uses different quantifiers for this distinction (“all” and “each”, respectively). Hebrew, however, has a single universal quantifier. Thus, the collective/distributive distinction associated with the universal quantifier is represented morphosyntactically. This study examined whether Hebrew-speaking children (4–6 year olds) detect the collective/distributive distinction based on morphosyntactic cues alone and whether they show similar performance pattern as adults. Using a novel drawing task, instructions were given in either a collective-preferred form or a distributive form, asking participants to add drawings to pictures of multiple items. Within-subjects (Experiment 1) and between-subjects designs (Experiment 2) were used. Overall, children distinguished between the forms, indicating that they attended the specific morphosyntic cues of these two forms. They produced distributive drawings following the distributive form, similarly to adults. However, they alternated between distributive and collective drawings following the collective-preferred form, unlike adults who mostly gave collective responses. We discuss a possibility for the interplay between the meaning of the universal quantifier and the morphosyntactic cues in children’s performance. This study provides insights into the acquisition of meaning that depends on morphosyntax.
通用量词是指一组个体或事件,可以表达集体(统一或同时)和分配(个性化和分离)事件之间的微妙区别。事实上,英语使用不同的量词来区分(分别是“all”和“each”)。然而,希伯来语只有一个全称量词。因此,与全称量词相关的集体/分配区别在形态句法上表现出来。本研究考察了讲希伯来语的儿童(4-6岁)是否仅根据形态句法线索就能发现集体/分配的区别,以及他们是否表现出与成人相似的表现模式。使用一种新颖的绘画任务,以集体偏好的形式或分配形式给出指示,要求参与者在多个项目的图片上添加绘图。采用受试者内(实验1)和受试者间(实验2)设计。总的来说,孩子们区分了这两种形式,表明他们参与了这两种形式的特定形态合成线索。他们按照分配形式绘制分配图,与成人相似。然而,他们在分配和集体绘图之间交替,遵循集体偏好的形式,不像成年人大多给出集体反应。我们讨论了普遍量词的意义和形态句法线索在儿童表现中的相互作用的可能性。这项研究提供了对依赖于形态句法的意义习得的见解。
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引用次数: 0
The Acquisition of the Tagalog Symmetrical Voice System: Evidence from Structural Priming 他加禄语对称语音系统的习得:来自结构启动的证据
IF 1.5 2区 文学 0 LANGUAGE & LINGUISTICS Pub Date : 2020-09-29 DOI: 10.1080/15475441.2020.1814780
Rowena Garcia, E. Kidd
ABSTRACT We report on two experiments that investigated the acquisition of the Tagalog symmetrical voice system, a typologically rare feature of Western Austronesian languages in which there are more than one basic transitive construction and no preference for agents to be syntactic subjects. In the experiments, 3-, 5-, and 7-year-old Tagalog-speaking children and adults completed a structural priming task that manipulated voice and word order, with the uniqueness of Tagalog allowing us to tease apart priming of thematic role order from that of syntactic roles. Participants heard a description of a picture showing a transitive action, and were then asked to complete a sentence of an unrelated picture using a voice-marked verb provided by the experimenter. Our results show that children gradually acquire an agent-before-patient preference, instead of having a default mapping of the agent to the first noun position. We also found an earlier mastery of the patient voice verbal and nominal marker configuration (patient is the subject), suggesting that children do not initially map the agent to the subject. Children were primed by thematic role but not syntactic role order, suggesting that they prioritize mapping of the thematic roles to sentence positions.
摘要:我们报告了两个实验,研究了他加禄语对称语音系统的习得,这是西南岛语的一种罕见的类型学特征,在这种语言中有不止一种基本及物结构,并且不倾向于将代理作为句法主语。在实验中,3岁、5岁和7岁的说他加禄语的儿童和成人完成了一个结构启动任务,该任务操纵语音和词序,他加禄语的独特性使我们能够区分主题角色顺序和句法角色顺序的启动。参与者先听一段描述及物动作的图片,然后被要求用实验者提供的带声标的动词完成一个不相关图片的句子。我们的研究结果表明,儿童逐渐获得了一种先于患者的代理偏好,而不是将代理默认映射到第一个名词位置。我们还发现,儿童更早地掌握了患者语音的口头和名义标记配置(患者是主体),这表明儿童最初不会将代理映射到主体。儿童被主位角色而非句法角色顺序启动,表明他们优先考虑主位角色到句子位置的映射。
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引用次数: 16
Statistical Learning in the Visuomotor Domain and Its Relation to Grammatical Proficiency in Children with and without Developmental Language Disorder: A Conceptual Replication and Meta-Analysis 有或无发展性语言障碍儿童视觉运动领域的统计学习及其与语法熟练程度的关系:概念复制和元分析
IF 1.5 2区 文学 0 LANGUAGE & LINGUISTICS Pub Date : 2020-09-24 DOI: 10.1080/15475441.2020.1820340
I. Lammertink, P. Boersma, F. Wijnen, J. Rispens
ABSTRACT Children with Developmental Language Disorder (DLD) have difficulties acquiring the grammatical rules of their native language. It has been proposed that children’s detection of sequential statistical patterns correlates with grammatical proficiency and hence that a deficit in the detection of these regularities may underlie the difficulties with grammar observed in children with DLD. Although there is some empirical evidence supporting this claim, individual studies, both in children with and without DLD, vary in the strength of their reported associations. The aim of the present study is therefore to evaluate the evidence for the proposed association. This is achieved by means of (a) a conceptual replication study on 35 children with DLD and 35 typically developing children who performed the serial reaction time task and a test of grammatical proficiency and (b) a meta-analysis over 19 unique effect sizes, which collectively examined the serial reaction time task – expressive grammar correlation in 139 children with DLD and 573 typically developing children. Both outcomes provide no evidence for or against the existence of the proposed association. Neither do they provide evidence for a difference in the strength of the association between both groups of children.
发展性语言障碍儿童在习得母语语法规则方面存在困难。有人提出,儿童对顺序统计模式的检测与语法熟练程度相关,因此,对这些规律的检测缺陷可能是DLD儿童观察到的语法困难的基础。虽然有一些经验证据支持这一说法,但个别研究,无论是在患有和没有DLD的儿童中,其报告的关联强度各不相同。因此,本研究的目的是评估提出的关联的证据。这是通过以下方法实现的:(a)对35名DLD儿童和35名正常发育儿童进行了概念复制研究,这些儿童执行了一系列反应时间任务和语法熟练程度测试;(b)对19个独特效应量进行了荟萃分析,这些效应量共同检验了139名DLD儿童和573名正常发育儿童的一系列反应时间任务-表达语法相关性。这两个结果都没有提供支持或反对所提出的关联存在的证据。他们也没有提供证据证明两组儿童之间的联系强度有什么不同。
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引用次数: 12
Vocabulary Size Leads to Better Attunement to L2 Phonetic Differences: Clues from Russian Learners of English 词汇量大导致二语语音差异的更好调和:来自俄语英语学习者的线索
IF 1.5 2区 文学 0 LANGUAGE & LINGUISTICS Pub Date : 2020-09-08 DOI: 10.1080/15475441.2020.1814779
G. Georgiou, N. Perfilieva, Maria Tenizi
ABSTRACT Previous research has shown that an increased second language (L2) vocabulary size leads to better attunement to the cues required to distinguish L2 contrastive phones. This has been the central tenet of the vocabulary-tuning model (vocab) on the basis of evidence by Japanese learners of English in Australia. We aim to test the validity of the aforementioned hypothesis by extending the research for learners with a different first language (L1) background and learners who do not have naturalistic access to the L2 input (i.e., learn the L2 through a controlled foreign classroom setting). To this purpose, 28 Russian speakers, who were learning English in Russia at the time, participated in two psychoacoustic tests in which they were asked to assimilate L2 vowels to their L1 phonological system and discriminate vowel contrasts respectively. The participants were divided into two groups according to their vocabulary size in English; comprising the small vocabulary (SV) and the high vocabulary (HV) groups. The results showed that the HV group demonstrated similar assimilation scores to the SV group. However, the HV group was able to perceive within-category differences and more accurately discriminate specific pairs of English vowel contrasts in comparison to the SV group. The findings are partially consistent with the central hypothesis of the Perceptual Assimilation Model-L2 and the vocab model as the expansion of L2 vocabulary was linked with better attunement to phonetic differences in the L2. Another important finding is that a more developed vocabulary results in fine-tuning to L2 phonetic differences, even in a restricted L2 learning setting [work supported by the “RUDN University Program 5–100”].
先前的研究表明,第二语言词汇量的增加会导致更好地协调区分第二语言对比电话所需的线索。这是词汇调谐模型(vocab)的核心原则,其依据是在澳大利亚学习英语的日本人。我们的目标是通过将研究扩展到具有不同第一语言(L1)背景的学习者和没有自然接触L2输入的学习者(即通过受控的外国课堂环境学习L2)来检验上述假设的有效性。为此,28名当时在俄罗斯学习英语的俄罗斯人参加了两项心理声学测试,要求他们分别将L2元音吸收到L1语音系统中,并区分元音对比。参与者根据他们的英语词汇量分成两组;包括小词汇组(SV)和高词汇组(HV)。结果显示,HV组的同化得分与SV组相似。然而,与SV组相比,HV组能够感知类别内差异,并且更准确地区分特定的英语元音对比对。这一发现部分地与感知同化模型的中心假设——第二语言和词汇模型——相一致,即第二语言词汇的扩展与第二语言语音差异的更好调和有关。另一个重要的发现是,更发达的词汇会导致对二语语音差异的微调,即使在有限的二语学习环境中也是如此[由“RUDN大学计划5-100”支持的工作]。
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引用次数: 10
The Development of Sociolinguistic Competence across the Lifespan: Three Domains of Regional Dialect Perception 社会语言能力的终身发展:区域方言感知的三个领域
IF 1.5 2区 文学 0 LANGUAGE & LINGUISTICS Pub Date : 2020-06-28 DOI: 10.1080/15475441.2020.1784736
E. Dossey, Cynthia G. Clopper, L. Wagner
ABSTRACT This study investigated the developmental trajectories of three perceptual domains related to regional dialect competence: the linguistic domain, tested through an intelligibility in noise task; the objective indexical domain, tested through locality judgments and a free classification task; and the subjective indexical domain, tested through smart and friendly judgments. To allow direct comparison across domains, participants aged 4–71 years (N = 302) completed all tasks with the same talkers from four regional dialects of American English. The results demonstrated that development in each of these domains is protracted, with changes occurring as late as early adulthood. However, the developmental trajectories for each task and the connections between them differed significantly among the stimulus dialects. These dialect-specific patterns suggest that dialect perception requires extensive exposure to variety-specific linguistic and socio-cultural information, and the lengthy timecourse of sociolinguistic development reflects the substantial exposure that is necessary to successfully integrate linguistic and social information.
摘要:本研究探讨了与方言能力相关的三个感知领域的发展轨迹:语言领域,通过噪声任务的可理解性测试;客观索引域,通过局部判断和自由分类任务进行测试;主观的索引领域,通过聪明和友好的判断来测试。为了便于跨领域的直接比较,年龄在4-71岁之间的参与者(N = 302)完成了所有与来自四种美国英语方言的相同说话者的任务。结果表明,这些领域的发展都是长期的,直到成年早期才会发生变化。然而,在不同的刺激方言中,每个任务的发展轨迹及其之间的联系存在显著差异。这些方言特有的模式表明,方言感知需要广泛接触各种特定的语言和社会文化信息,而社会语言学发展的漫长时间历程反映了成功整合语言和社会信息所必需的大量接触。
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引用次数: 10
Leaving Obligations Behind: Epistemic Incrementation in Preschool English 把义务抛在脑后:学前英语的认知增长
IF 1.5 2区 文学 0 LANGUAGE & LINGUISTICS Pub Date : 2020-04-27 DOI: 10.1080/15475441.2020.1738233
Ailís Cournane, A. Pérez-Leroux
ABSTRACT Does language development drive language change? A common account of language change attributes the regularity of certain patterns to children’s learning biases. The present study examines these predictions for change-in-progress in the use of must in Toronto English. Historically, modal verbs like must start with root (deontic) meanings, eventually developing epistemic (probability) meanings in addition. Epistemic uses increase over successive generations, phasing out root uses (incrementation). The modal becomes unambiguously epistemic and eventually disappears from the language. Such cyclic changes are predictable and common across languages. To explore whether children contribute to incrementation and loss, we tested intuitions about must in preschoolers (n = 141) and adults (n = 29). In a picture-preference task (deontic vs. epistemic), children selected epistemic interpretations of ambiguous sentences (e.g., Michelle must swim) at higher rates than adults. Two context-based preference tasks tested children’s overall sensitivity to the presence of modals. We found sensitivity in deontic contexts. In epistemic contexts, where must is optional and functions like an evidential marker, we found little discrimination, and general avoidance of the modal. These results (epistemic overgeneration, must-avoidance) correspond to predictions of the incrementation hypothesis, suggesting children likely play an active role in language change, beyond well-known overregularization processes.
语言发展驱动语言变化吗?一种关于语言变化的常见解释将某些模式的规律性归因于儿童的学习偏见。本研究对多伦多英语中must用法变化的预测进行了检验。从历史上看,情态动词必须从词根(道义意义)开始,最终发展出认知意义(概率意义)。认知用途在连续几代中增加,逐步淘汰根用途(增量)。情态成为明确的认知,并最终从语言中消失。这种循环变化是可预测的,并且在各种语言中都很常见。为了探讨儿童是否有助于增加和损失,我们测试了学龄前儿童(n = 141)和成人(n = 29)对must的直觉。在图片偏好任务(道义性与认识性)中,儿童对模棱两可句子的认识性解释(如米歇尔必须游泳)的选择率高于成人。两个基于情境的偏好任务测试了儿童对情态动词存在的总体敏感性。我们在道义语境中发现了敏感性。在认识论语境中,must是可选的,并且像证据标记一样起作用,我们发现很少有区别,并且普遍避免使用模态。这些结果(认知过度生成,必须回避)与增量假设的预测相对应,表明儿童可能在语言变化中发挥积极作用,超出了众所周知的过度正则化过程。
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引用次数: 18
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