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Infant-directed Speech by Dutch Fathers: Increased Pitch Variability within and across Utterances 荷兰父亲的婴儿导向语:话语内部和话语之间音调变化的增加
IF 1.5 2区 文学 Q1 Arts and Humanities Pub Date : 2021-03-21 DOI: 10.1080/15475441.2021.1876698
Titia Benders, J. StGeorge, R. Fletcher
ABSTRACT Although both fathers and mothers speak differently in infant-directed speech (IDS) compared to adult-directed speech (ADS), the acoustic characteristics of present-day paternal IDS are still insufficiently understood. To extend this understanding, 11 fathers and 17 mothers in The Netherlands were recorded interacting with their infant (260–476 days old; for IDS) and with an adult experimenter (for ADS). Both fathers and mothers were found to raise their average pitch, expand their pitch variability within utterance, and increase their pitch variability across utterances in IDS. Moreover, fathers increased their pitch variability within and across utterances more than mothers. The IDS produced by present-day Dutch-speaking fathers is thus acoustically highly dynamic, in line with fathers’ energetic interaction style.
尽管父亲和母亲在婴儿指向语(IDS)中的说话方式与成人指向语(ADS)不同,但目前人们对父亲的婴儿指向语(IDS)的声学特征仍知之甚少。为了进一步理解这一点,荷兰的11位父亲和17位母亲记录了他们与婴儿(260-476天;对于IDS)和一个成年实验者(对于ADS)。研究发现,父亲和母亲都提高了他们的平均音高,扩大了他们话语内的音高变异性,并增加了他们在IDS话语中的音高变异性。此外,父亲比母亲更多地增加了话语内部和话语之间的音调变化。如今讲荷兰语的父亲制作的IDS在声学上是高度动态的,符合父亲们精力充沛的互动风格。
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引用次数: 11
Is Regularization Uniform across Linguistic Levels? Comparing Learning and Production of Unconditioned Probabilistic Variation in Morphology and Word Order 正则化在语言层次上是统一的吗?词法和词序的无条件概率变异的学习和产生比较
IF 1.5 2区 文学 Q1 Arts and Humanities Pub Date : 2021-02-19 DOI: 10.1080/15475441.2021.1876697
Carmen Saldana, Kenny Smith, S. Kirby, J. Culbertson
ABSTRACT Languages exhibit variation at all linguistic levels, from phonology, to the lexicon, to syntax. Importantly, that variation tends to be (at least partially) conditioned on some aspect of the social or linguistic context. When variation is unconditioned, language learners regularize it – removing some or all variants, or conditioning variant use on context. Previous studies using artificial language learning experiments have documented regularizing behavior in the learning of lexical, morphological, and syntactic variation. These studies implicitly assume that regularization reflects uniform mechanisms and processes across linguistic levels. However, studies on natural language learning and pidgin/creole formation suggest that morphological and syntactic variation may be treated differently. In particular, there is evidence that morphological variation may be more susceptible to regularization. Here we provide the first systematic comparison of the strength of regularization across these two linguistic levels. In line with previous studies, we find that the presence of a favored variant can induce different degrees of regularization. However, when input languages are carefully matched – with comparable initial variability, and no variant-specific biases – regularization can be comparable across morphology and word order. This is the case regardless of whether the task is explicitly communicative. Overall, our findings suggest an overarching regularizing mechanism at work, with apparent differences among levels likely due to differences in inherent complexity or variant-specific biases. Differences between production and encoding in our tasks further suggest this overarching mechanism is driven by production.
语言在各个语言层次上都表现出差异,从音韵、词汇到句法。重要的是,这种差异往往(至少部分地)取决于社会或语言环境的某些方面。当变异是无条件的,语言学习者将其规范化-去除部分或全部变异,或根据上下文限制变异的使用。先前使用人工语言学习实验的研究已经记录了正则化行为在词汇、形态和句法变化的学习中。这些研究隐含地假设正则化反映了跨语言层次的统一机制和过程。然而,对自然语言学习和皮钦语/克里奥尔语形成的研究表明,形态和句法的变化可能被区别对待。特别是,有证据表明形态变异可能更容易受到正则化的影响。在这里,我们首次系统地比较了这两个语言层次上的正则化强度。与先前的研究一致,我们发现一个有利变体的存在可以诱导不同程度的正则化。然而,当输入语言被仔细匹配时——具有可比的初始可变性,并且没有变体特定的偏差——正则化可以跨词法和词序进行比较。无论任务是否具有明确的交际性,情况都是如此。总的来说,我们的研究结果表明,在工作中有一个总体的规则机制,由于内在复杂性或变异特异性偏差的差异,水平之间存在明显差异。在我们的任务中,生产和编码之间的差异进一步表明,这种首要机制是由生产驱动的。
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引用次数: 2
Positive Effects of Passive Voice Exposure on Children’s Passive Production During a Classroom Story-telling Training 课堂讲故事训练中被动语态暴露对儿童被动产生的积极影响
IF 1.5 2区 文学 Q1 Arts and Humanities Pub Date : 2021-02-17 DOI: 10.1080/15475441.2021.1875830
M. Garraffa, Francesca Smart, M. Obregón
ABSTRACT The present study investigated the effect of classroom-based syntactic training on children’s abilities to produce passive sentences. Thirty-three monolingual English children (mean age 5;2), were involved in passive-voice training based on storytelling sessions within a priming design. The training was delivered in a classroom setting, with two classes randomly allocated to either an active sentence or a passive sentence training structure. All children were individually tested at post-training. Children in the passive condition generated 3.6 more passives than the children in the active voice condition. Pre-training language and memory abilities, as measured by both grammatical level with a standardized sentence comprehension task (TROG-2) and a verbal working memory task (Digit Span), were unrelated to number of passives produced at post training. The study supports and expands recent evidence on the benefit of rich language exposure in the classroom context and on the quick dynamic adaptation of the implicit learning mechanisms to language exposure activities.
摘要本研究旨在探讨基于课堂的句法训练对儿童被动句生成能力的影响。在启动设计中,33名单语英语儿童(平均年龄5岁;2岁)参与了基于讲故事环节的被动语态训练。训练是在教室环境中进行的,两个班级随机分配到主动句或被动句训练结构中。所有儿童均在训练后接受单独测试。被动语态下的儿童比主动语态下的儿童多产生3.6个被动语态。通过标准化句子理解任务(TROG-2)和言语工作记忆任务(数字广度)的语法水平来衡量,训练前的语言和记忆能力与训练后产生的被动语态数量无关。该研究支持并扩展了最近关于丰富的课堂语言暴露的益处以及内隐学习机制对语言暴露活动的快速动态适应的证据。
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引用次数: 1
Learning Challenging L2 Sounds Via Computer Training: High-Variability Perceptual Training for Children and Adults 通过计算机训练学习具有挑战性的二语发音:儿童和成人的高变异性知觉训练
IF 1.5 2区 文学 Q1 Arts and Humanities Pub Date : 2021-02-01 DOI: 10.1080/15475441.2021.1876699
K. Shum, T. Au, L. Romo, Sun-Ah Jun
ABSTRACT Do learners of a second language (L2) need frequent contact with native speakers of that language in order to master its phonology? What if they hear audio recordings of native speakers and receive immediate corrective feedback about their perception? We used a randomized controlled experiment with 135 Chinese speakers (with English as their L2) to examine whether a high-variability perceptual training (HVPT) paradigm might enhance the perception of challenging contrasts between English voiced and voiceless stop consonants. Learners in all the age groups tested – middle childhood, early adolescence, and young adulthood – showed enhanced perception of English stop consonants after 20 five-minute training sessions conducted across 4 to 6 weeks, based on audio-recorded input coupled with corrective feedback. The training benefits were maintained at the one-month follow-up. Our results suggest that HVPT using audio-recordings of native speakers can be an affordable and useful language enrichment to supplement live interaction with native speakers, for L2 learners of a wide age range.
学习第二语言(L2)的人是否需要经常与以该语言为母语的人接触以掌握其音韵?如果他们听到以英语为母语的人的录音,并立即收到关于他们感知的纠正反馈呢?我们对135名以英语为第二语言的中国人进行了一项随机对照实验,以检验高变异性感知训练(HVPT)范式是否可以增强对英语浊音和不浊音顿音之间挑战性对比的感知。在接受测试的所有年龄组(童年中期、青春期早期和成年早期)的学习者中,经过为期4至6周的20次5分钟的训练,基于录音输入和纠正反馈,他们对英语顿音的感知能力都有所提高。在一个月的随访中,培训的效果保持不变。我们的研究结果表明,对于广泛年龄段的第二语言学习者来说,使用母语人士录音的HVPT是一种经济实惠且有用的语言丰富方式,可以补充与母语人士的现场互动。
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引用次数: 1
Early Verb Morphological Development of a Bangla-speaking Child 孟加拉语儿童早期动词形态发展
IF 1.5 2区 文学 Q1 Arts and Humanities Pub Date : 2021-01-31 DOI: 10.1080/15475441.2021.1875832
A. Sultana
ABSTRACT Crosslinguistic research into language development reveals that typological features determine children’s developmental patterns to a large extent. The present study examines the early morphological development in the verb inflectional paradigm in Bangla. Data from the first 6 months since the emergence of two-word combinations were collected from a monolingual Bangla-speaking child. Emergence of individual inflectional markers and their error patterns were identified, and interpreted with references to a range of proposals and crosslinguistic findings. The results are of significance for building a developmental profile of typically-developing Bangla-speaking children as we all for measuring the levels of development in atypically-developing children.
语言发展的跨语言学研究表明,类型学特征在很大程度上决定了儿童的发展模式。本研究考察了孟加拉语动词屈折变形范式的早期形态发展。我们收集了一名单语孟加拉语儿童在出现双词组合后的前6个月的数据。个别屈折标记及其错误模式的出现被识别出来,并根据一系列建议和跨语言研究结果进行解释。这些结果对于建立典型发展的孟加拉语儿童的发展概况具有重要意义,因为我们都可以衡量非典型发展儿童的发展水平。
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引用次数: 2
Maternal Linguistic Input and Child Language in a Cohort at Risk of Experiencing Social Adversity 母亲语言输入和儿童语言在经历社会逆境风险的队列中的作用
IF 1.5 2区 文学 Q1 Arts and Humanities Pub Date : 2021-01-31 DOI: 10.1080/15475441.2021.1875831
Jodie Smith, P. Levickis, S. Goldfeld, L. Kemp, Laura J Conway
ABSTRACT Specific features of adult linguistic input may play a larger, or smaller role, at different child ages, across different language outcomes, in different cohorts. This prospective, longitudinal study explored associations between the quantity and quality (i.e. diversity and responsiveness) of maternal linguistic input and child language. This study was derived from an Australian population-based intervention trial. Participants were mother–child dyads at risk of experiencing social adversity (n = 136). Home visits were conducted at 24 and 36 months. At the 24-month visit, mother–child free-play videos were collected. Seven aspects of maternal linguistic input were measured from videos: imitations, expansions, wh-questions, labels, word types, word tokens and mean length of utterance (MLU). Child language was assessed using a standardized measure at 36 months. Maternal MLU and imitations were associated with overall language and expressive vocabulary scores; wh-questions were associated with receptive language scores. By exploring quantity and quality, we can appreciate the differential contribution of adult linguistic input to early language abilities in different groups of children. Our findings highlight how imitations of early words/sounds and asking children wh-questions may foster expressive and receptive language development. These findings may be helpful to consider when selecting strategies for use in parent-implemented language promotion activities.
成人语言输入的特定特征可能在不同的儿童年龄、不同的语言结果、不同的队列中发挥更大或更小的作用。这项前瞻性的纵向研究探讨了母亲语言输入的数量和质量(即多样性和反应性)与儿童语言之间的关系。这项研究来源于澳大利亚一项以人群为基础的干预试验。参与者是有社会逆境风险的母子二人组(n = 136)。在24个月和36个月时进行家访。在24个月的访问中,收集了母子自由玩耍的视频。从视频中测量母亲语言输入的七个方面:模仿、扩展、wh-疑问句、标签、词类型、词标记和平均话语长度(MLU)。在36个月时使用标准化的方法评估儿童语言。母亲的MLU和模仿与整体语言和表达性词汇得分有关;wh问题与接受性语言得分有关。通过对数量和质量的探讨,我们可以了解成人语言输入对不同群体儿童早期语言能力的不同贡献。我们的研究结果强调了早期单词/声音的模仿和向孩子提问可能会促进表达和接受语言的发展。这些发现可能有助于在父母实施的语言促进活动中选择使用策略。
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引用次数: 7
Language Specificity of Infant-directed Speech: Speaking Rate and Word Position in Word-learning Contexts 婴儿指向语的语言特异性:语速和词位在词汇学习语境中的作用
IF 1.5 2区 文学 Q1 Arts and Humanities Pub Date : 2021-01-04 DOI: 10.1080/15475441.2020.1855182
Mengru Han, Nivja H. de Jong, R. Kager
ABSTRACT Previous research indicates that infant-directed speech (IDS) is usually slower than adult-directed speech (ADS) and mothers prefer placing a focused word in isolation or utterance-final position in (English) IDS, which may benefit word learning. This study investigated the speaking rate and word position of IDS in two typologically-distinct languages: Dutch and Mandarin Chinese. We used a storybook-telling task to elicit semi-spontaneous ADS and IDS. The storybook contained target words that were familiar or unfamiliar to children. For each language, we asked: (1) whether IDS was slower than ADS; (2) whether mothers slowed down to highlight unfamiliar words; (3) whether the speaking rate of IDS changed between 18 and 24 months; and (4) whether mothers preferred placing unfamiliar words in isolation or utterance-final position in IDS. Results suggest that Dutch IDS, but not Mandarin Chinese IDS, was slower than ADS. Also, only Dutch mothers slowed down specifically when introducing unfamiliar words in IDS. In both languages, mothers placed target words in isolation (but not in utterance-final position) more frequently in IDS. These results suggest that the temporal modifications in IDS may vary across languages. Thus, language-specificity of IDS and its implications for language acquisition should be considered in future research.
先前的研究表明,婴儿指向语(IDS)通常比成人指向语(ADS)慢,母亲在(英语)IDS中更喜欢将焦点词放在孤立或话语结尾位置,这可能有利于单词学习。本研究调查了两种不同类型语言:荷兰语和汉语的语速和词位。我们使用一个讲故事的任务来诱发半自发的ad和IDS。故事书中包含了孩子们熟悉或不熟悉的目标单词。对于每种语言,我们问:(1)IDS是否比ADS慢;(2)母亲是否放慢语速以突出不熟悉的单词;(3) 18 ~ 24个月间IDS语速变化情况;(4)母亲是否倾向于将不熟悉的单词放在孤立的位置,还是放在发音结束的位置。结果表明,荷兰语的IDS比ADS慢,而普通话的IDS比ADS慢。此外,只有荷兰母亲在IDS中引入不熟悉的单词时特别慢。在这两种语言中,母亲在IDS中更频繁地将目标单词孤立地放置(而不是在话语结尾位置)。这些结果表明,IDS的时间变化可能因语言而异。因此,在未来的研究中应该考虑IDS的语言特异性及其对语言习得的影响。
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引用次数: 9
Announcment of the Peter Jusczyk Best Paper Award Peter Jusczyk最佳论文奖揭晓
IF 1.5 2区 文学 Q1 Arts and Humanities Pub Date : 2021-01-02 DOI: 10.1080/15475441.2021.1912899
P. Jusczyk, A. Pérez-Leroux
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引用次数: 0
A Collective-Distributive Pragmatic Scale and the Developing Lexicon 集体分配语用量表与发展中的词汇
IF 1.5 2区 文学 Q1 Arts and Humanities Pub Date : 2021-01-02 DOI: 10.1080/15475441.2020.1863808
J. Grinstead, Ramón Padilla-Reyes, Melissa Nieves-Rivera
ABSTRACT A locus of the difference in meaning between distributive and collective sentences can be the quantifiers that modify their subjects. A current theoretical account of distributive and collective sentences claims that sentences with quantifiers such as the in English, or los in Spanish, in subject position and an indefinite direct object, modified by a in English, or una in Spanish, are ambiguous as to whether they are distributive or collective, all things being equal. In contrast, the same sentences with each/cada in subject position are unambiguously distributive. This account claims that sentences with quantifiers such as the/los in subject position come to be interpreted collectively, and not distributively, because the distributive meaning could more informatively be constructed using the unambiguous each/cada quantifier. This is the same neo-Gricean reasoning that accounts for the Quantity Implicature that arises for some, given the informativeness of all. On this account, collective and distributive interpretations are intrinsically linked, which predicts that even children’s non-adult-like collective and distributive interpretations should nonetheless be statistically associated, which we confirm in a sample of Puerto Rican Spanish-speaking children. We further propose that growth occurs both internal to lexical items, in terms of denotative content, as well as externally, within the lexicon in quantifier networks. Such networks have traditionally been expressed in formal semantics as pragmatic scales. We claim that the growth of both of these lexical dimensions are indexed by general lexical growth and show that a statistical association obtains between them in our sample.
分配句和集合句的意义差异的一个轨迹可能是修饰其主语的量词。目前关于分配句和集体句的理论解释认为,量词如英语中的the或西班牙语中的los,在主语位置和不确定的直接宾语,在英语中由A修饰,在西班牙语中由una修饰的句子,在所有条件相同的情况下,它们是分配句还是集体句是模棱两可的。相比之下,每个/cada在主语位置的相同句子是明确分布的。这种说法认为,带有/los等量词在主语位置的句子会被集体解释,而不是分散地解释,因为使用明确的each/cada量词可以更有信息地构建分布意义。考虑到所有的信息,这与解释某些人出现的数量含义的新希腊推理是一样的。因此,集体解释和分配解释是内在联系的,这预示着即使是儿童的非成人的集体解释和分配解释也应该在统计上联系起来,我们在波多黎各讲西班牙语的儿童的样本中证实了这一点。我们进一步提出,增长既发生在词汇项目的内部,就外延内容而言,也发生在量词网络的词汇外部。这种网络传统上以语用尺度的形式语义表示。我们声称这两个词汇维度的增长都是通过一般词汇增长来索引的,并表明在我们的样本中它们之间存在统计关联。
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引用次数: 4
Acknowledgment of Reviewers 审稿人致谢
IF 1.5 2区 文学 Q1 Arts and Humanities Pub Date : 2021-01-02 DOI: 10.1089/jayao.2015.1502
Similar Federal Agency Programs, Policy., Global Affairs
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引用次数: 0
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Language Learning and Development
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