作为主要语言和遗产语言的西班牙语中的形态标记和性别一致处理的时间动态

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Language Learning Pub Date : 2024-07-29 DOI:10.1111/lang.12662
Gregory D. Keating
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引用次数: 0

摘要

对于西班牙语名词,阳性无标记,阴性有标记。标记对性别一致处理的影响并不一致,这可能是由于在线方法的不同造成的。本研究对 Keating(2022 年)研究中的眼动跟踪数据进行了重新分析,研究对象是以西班牙语为母语的人和以西班牙语为遗产语言的人对名词-形容词性别一致的处理。按名词类别进行的配对比较显示,在协议处理的时间过程中,两组人对阳性名词的性别错误的敏感性都早于对阴性名词的性别错误的敏感性,但对讲传统语言的人来说,对两种类别的错误的敏感性都出现得较晚。当一个词出现在名词和形容词之间时,检测阳性名词性别违规的时间过程优势就消失了。总之,母语为西班牙语的分析程序在在线计算性别一致依存关系时利用了标记性信息,即使在母语输入的暴露量明显减少的情况下也是如此。
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Morphological Markedness and the Temporal Dynamics of Gender Agreement Processing in Spanish as a Majority and a Heritage Language
For Spanish nouns, masculine gender is unmarked and feminine is marked. Effects of markedness on gender agreement processing are inconsistent, possibly owing to differences between online methods. This study presents a reanalysis of eye‐tracking data from Keating's (2022) study on the processing of noun‐adjective gender agreement in speakers of Spanish as a majority and a heritage language. Pairwise comparisons by noun class showed that both groups displayed sensitivity to gender violations with masculine nouns earlier in the time course of agreement processing than they did to violations with feminine nouns, although sensitivity to errors with both classes emerged later for heritage speakers. The time course advantage for detecting gender violations with masculine nouns disappeared when a word occurred between nouns and adjectives. In sum, the native Spanish parser utilizes markedness information during online computation of gender agreement dependencies, even when exposure to native language input is significantly reduced.
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来源期刊
Language Learning
Language Learning Multiple-
CiteScore
9.10
自引率
15.90%
发文量
65
期刊介绍: Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.
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