Alison C Austin, Kathryn D Schuler, Sarah Furlong, Elissa L Newport
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引用次数: 0
摘要
当语言输入包含语法形式的不一致使用时,儿童会更一致地使用这些形式,这一过程被称为 "规范化"。聋哑儿童在向非美国手语母语使用者的父母学习美国手语时,会将父母不一致的用法规范化(Singleton & Newport, 2004)。在对包含不一致使用的语素的人工语言的研究中(Hudson Kam 和 Newport,2005 年,2009 年),儿童(而非成人)将这些形式规范化。然而,人们对这种正规化发生的确切情况知之甚少。在三个实验中,我们研究了输入变化的类型和学习者的年龄对正则化的影响。总的来说,我们的结果表明,成人倾向于重现输入中发现的不一致,而幼儿则引入了规则化:他们学习的变化形式的出现是有条件的、系统的,但他们会改变不一致的变化,使其更加规则。年长儿童的表现更像成人,这表明规则化会随着儿童的成熟和认知能力的提高而改变。
Learning a language from inconsistent input: Regularization in child and adult learners.
When linguistic input contains inconsistent use of grammatical forms, children produce these forms more consistently, a process called 'regularization.' Deaf children learning American Sign Language from parents who are non-native users of the language regularize their parents' inconsistent usages (Singleton & Newport, 2004). In studies of artificial languages containing inconsistently used morphemes (Hudson Kam & Newport, 2005, 2009), children, but not adults, regularized these forms. However, little is known about the precise circumstances in which such regularization occurs. In three experiments we investigate how the type of input variation and the age of learners affects regularization. Overall our results suggest that while adults tend to reproduce the inconsistencies found in their input, young children introduce regularity: they learn varying forms whose occurrence is conditioned and systematic, but they alter inconsistent variation to be more regular. Older children perform more like adults, suggesting that regularization changes with maturation and cognitive capacities.