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1.
D. Geoffrey Hall 《Child development》1994,65(5):1299-1317
4 experiments examined 3- and 4-year-olds' interpretations of novel words applied to familiar objects in the sentence frame, "This Y is X," where X is a novel word, and Y is a familiar basic-level count noun (e.g., "dog", "cup"). These novel words are ambiguous and could be interpreted either as proper names (e.g., "Fred") or as adjectives/mass nouns (e.g., "red"/"lead"). The experiments addressed 2 questions. First, do children appreciate that the words can be construed either as proper names referring to individuals or as adjectives/mass nouns referring to salient properties/material kinds? The results showed that children could easily make either interpretation. Second, what factors affect children's tendency to make either a proper name or an adjective/mass noun interpretation? In the experiments, children learned the novel words for a range of animals and artifacts. Most children who learned the words for typical pets (e.g., a bird) made proper name interpretations, as did the majority of those who learned the words for certain non-pet animals (e.g., a caterpillar) described as possessed by someone, but only about half of those who learned the words for such non-pet animals not so described. Very few children who learned the words for either simple (e.g., a shoe) or complex (e.g., a boat) artifacts made proper name interpretations. The results provide clear evidence of the role of semantic information in constraining children's interpretation of a novel word, and they help to refine an understanding of what counts as a nameable individual for preschoolers. 相似文献
2.
Acquiring Proper Nouns for Familiar and Unfamiliar Animate Objects: Two-Year-Olds' Word-learning Biases 总被引：1，自引：0，他引：1
D. Geoffrey Hall 《Child development》1991,62(5):1142-1154
In 2 studies, 2-year-old children learned a novel word modeled as a proper noun (e.g., "This is Zav") for an animate stuffed toy. Children who learned the word for a familiar object (i.e., one for which they knew a basic-level count noun for the kind) interpreted the word appropriately as a proper noun reliably more often than children who learned the word for an unfamiliar object (i.e., one for which they did not know such a count noun). When the creature was familiar, children typically interpreted the novel word as if it were a proper noun referring uniquely to the labeled individual. When the animal was unfamiliar, children frequently interpreted the word as if it were a count noun referring to a kind of object. Children's spontaneous comments during the tasks provided striking additional evidence that their interpretations of the proper noun varied with the familiarity of the object. The results suggest that young children's sensitivity to the form class of proper nouns is affected by the familiarity of the referent object. The findings are discussed in terms of interpretative biases in word learning. 相似文献
3.
We demonstrate that lexical form class information can play a powerful role in directing the establishment of word-to-object mappings in referentially ambiguous situations. A total of 144 3- and 4-year-olds heard a novel label, modeled syntactically as either a proper name or an adjective, for a stuffed animal of a familiar kind. We then added a second object of the same kind and asked children (1) to choose one of the two objects as the referent of a second novel label, also presented syntactically as either a proper name or an adjective, and (2) to decide whether this second label could also apply to the object they did not choose. In each of three experiments, preschoolers were most likely to reject two words for the same object if both words were proper names (as if one dog could not be both "Fido" and "Rover"). They were significantly less likely to do so if both were adjectives (as if one dog could be both "spotted" and "furry") or if one was a proper name and the other was an adjective (as if one dog could be both "Fido" and "furry"). Information about lexical form class thus contributed significantly to the formation of linkages between words and objects. 相似文献
4.
A single, indirect exposure to a novel word provides information that could be used to make a fast mapping between the word and its referent, but it is not known how well this initial mapping specifies the function of the new word. The four studies reported here compare preschoolers' (N = 64) fast mapping of new proper and common names following an indirect exposure requiring inference with their learning of new names following ostension. In Study 1, 3-year-olds were shown an animate-inanimate pair of objects and asked to select, for example, Dax, a dax, or one. Children spontaneously selected an animate over an inanimate object as the referent for a novel proper name, but had no animacy preference in common name or baseline conditions. Next, the children were asked to perform actions on, for example, Dax or a dax, when presented with an array of three objects: the one they had just selected, another member of like kind, and a distracter. An indirectly learned proper name was treated as a marker for the originally selected object only, whereas a new common name was generalized to include the other category member. Study 2 showed that mappings made by inference were as robust as those made by ostension. Studies 3 and 4 demonstrated that even 2-year-olds can learn as much about the function of a new word from an indirect exposure as from ostension. 相似文献
5.
关于名称的意义,现代语言哲学家主要持两种观点：名称有意义论和名称无意义论。建立在摹状词理论基础上的名称有意义论认为一切名称,无论是专名还是通名,都有各自的内涵并且其内涵实质上是一些缩略的摹状词或伪装的摹状词;名称无意义论认为名称是固定指号,而摹状词是非固定指号,固定指号无意义,名称和所指对象是通过因果起源和历史链条联系的。用现代认知语言学的原型范畴理论来审视,如果以是否形成概念作为名称有无意义的标准,那么通名有意义,而专名由于范畴内存在不同类型的成员,可分两种情况：典型成员无意义,非典型成员有意义。 相似文献
6.
Children show a disambiguation effect--a tendency to select unfamiliar rather than familiar things as the referents of new names. In previous studies, this effect has been reversed in young 2-year-olds, but not older children, by preexposing the unfamiliar objects, suggesting that attraction to novelty controls 2-years-olds' choices of referents for new names, but a mutual exclusivity and/or lexical gap-filling principle determines preschoolers' selections. Both the disambiguation effect and its reversal by preexposure were replicated in the present study; however, 24-month-olds' rate of selecting unfamiliar over familiar kinds was less when they were simply asked to choose between the items than when they were asked to identify the referents of unfamiliar names. Thus, some young children may have both an attraction to novel tokens and a tendency to honor an abstract lexical principle. Referent selections were also affected by object typicality and word similarity. Correlations between the tendency to acknowledge a new name's unfamiliarity and to treat it like a similar-sounding familiar name suggested that youngsters' phonological matching skills affect their interpretation of new names. Also, 4-year-olds who most often mapped distinctive-sounding new names to unfamiliar kinds tended to admit their unfamiliarity with these names most frequently, suggesting that children's increasing awareness of their own knowledge begins to affect their lexical processing during the preschool years. 相似文献
7.
李章吕 《喀什师范学院学报》2009,30(2):30-33
摹状词理论认为,专名有涵义,专名与一个或一簇摹状词同义,其指称是通过专名的涵义来确定的。但是,克里普克对此却提出了反对意见,认为摹状词理论没有弄清专名和摹状词之间的区分,事实上,专名没有涵义,是严格指示词,而摹状词有涵义,是非严格指示词。在做出上述区分的基础上,克里普克提出了历史的因果的命名理论,指出名称的指称是通过一系列历史的、因果的传递链条而确定的,而不是由某个摹状词决定的。 相似文献
8.
Roberta Michnick Golinkoff Roberta Church Jacquet Kathy Hirsh-Pasek Ratna Nandakumar 《Child development》1996,67(6):3101-3119
To examine whether children (mean age 34 months) can fast map and extend novel action labels to actions for which they do not already have names, the comprehension of familiar and novel verbs was tested using colored drawings of Sesame Street characters performing both familiar and unfamiliar actions. Children were asked to point to the character "verbing," from among sets of 4 drawings. With familiar words and actions, children made correct choices 97% of the time. With novel action words, children performed at levels mostly significantly above chance, selecting a previously unlabeled action or another token of a just-names action. In a second, control experiment children were asked to select an action from among the same sets of 4 drawings, but they were not given a novel action name. Here children mainly demonstrated performance at levels not significantly different from chance, showing that the results from the main experiment were attributable to the presence of a word in the request. Results of these studies are interpreted as support for the availability of principles to ease verb acquisition. 相似文献
9.
Ariel Starr Alagia J. Cirolia Katharine A. Tillman Mahesh Srinivasan 《Child development》2021,92(3):e329-e342
Why are spatial metaphors, like the use of “high” to describe a musical pitch, so common? This study tested one hundred and fifty-four 3- to 5-year-old English-learning children on their ability to learn a novel adjective in the domain of space or pitch and to extend this adjective to the untrained dimension. Children were more proficient at learning the word when it described a spatial attribute compared to pitch. However, once children learned the word, they extended it to the untrained dimension without feedback. Thus, children leveraged preexisting associations between space and pitch to spontaneously understand new metaphors. These results suggest that spatial metaphors may be common across languages in part because they scaffold children’s acquisition of word meanings that are otherwise difficult to learn. 相似文献
10.
Children under 21 /2 years old tend to interpret novel words in accordance with the Mutual Exclusivity Principle, but tend not to reinterpret familiar words this way. Because alternative principle have been proposed that only predict the novel word effects, and because tests of the familiar word effects may have been flawed, a new test was administered. In Experiment 1 ( N = 32), 24- to 25-month-olds heard stories in which a novel noun was used for an atypical exemplar of a familiar noun. When asked to select exemplars of the familiar noun, they showed a small but reliable tendency to avoid the object from the story. In Experiment 2 ( N = 16), the novel nouns in the stories were replaced by pronouns and proper names, and the children did not avoid the story object in the test of the familiar noun. Thus, the aversion to this object that was observed in Experiment I was not due to its greater exposure or its being referenced immediately before testing, but to toddlers' Mutual Exclusivity bias. Their bias is hypothesized to be a form of implicit probabilistic knowledge that derives from the competitive nature of category retrieval. 相似文献
11.
Infants watched an experimenter retrieve a stuffed animal from an opaque box and then return it. This happened twice, consistent with either 1 animal appearing on 2 occasions or 2 identical-looking animals each appearing once. The experimenter labeled each object appearance with a different novel label. After infants retrieved 1 object from the box, their subsequent search behavior was recorded. Twenty-month-olds, but not 16-month-olds, searched significantly longer for a second object inside the box when the labels were both proper names than when they were 1 count noun followed by 1 proper name. The effect was not significant when proper names were replaced by adjectives. Twenty-month-olds' understanding of meaning distinctions among several word categories guided their object individuation. 相似文献
12.
This research investigated how children interpret the meaning of a new word associated with a familiar artifact. The existing literature has shown that syntactic form-class information plays an important role in making this kind of inference. However, this information is not available to Japanese children, because Japanese language does not have a grammatical distinction between count nouns and mass nouns, proper nouns and common nouns, or singular and plural. In Study 1, 12 three-year-old monolingual Japanese children were tested to examine whether they interpreted a new noun associated with a familiar artifact to be a material name or a new label for the object. They interpreted the new word as a new category label for the object, rather than as a name for the material. How children related the new category to the old familiar one was then examined in Studies 2 and 3. The results of Study 2, in which 24 three-year-olds participated, showed that children could flexibly shift between two interpretations using shape information. When the named object had a typical shape for the familiar category, they mapped the new word to a subordinate category. In contrast, when the shape of the named object was atypical, they mapped the new word to a new category that was mutually exclusive to the familiar category by excluding the named object from the familiar category. In Study 3, 12 three-year-olds were tested to examine relative importance of shape and functional information in this inference process. The results of the three studies suggest that children flexibly recruit clues from multiple sources, but the cluesare weighed in hierarchical order so that they can determine the single most plausible solution in a given situation when different clues suggest different solutions. 相似文献
13.
In 4 experiments, we examined how young children incorporate new word meanings into their lexicons. 2-year-olds were each taught a new noun for an object that already had a known label (e.g., a "fep" for a dog). Children's interpretations of the new nouns were assessed by asking subjects to select the named toy from an array of 4 toys (e.g., "Point to a fep"). The experiments were designed to determine which of several possible semantic relations between novel and familiar words was most consistent with children's performance. It was found that children often seemed to interpret the new word as referring to a subordinate of the known category. This tendency was reduced when the named object could sensibly receive a proper name (e.g., when the named object was a stuffed animal), particularly when children had to consider both the familiar and the novel label for the object in the same session. Although not all alternative explanations have been ruled out, these results suggest that, from a very young age, children may spontaneously form language hierarchies when they hear a novel work for an object that already has a familiar name. 相似文献
14.
We examined the role of object kind familiarity (i.e., knowledge of a count noun for an object) on preschoolers' sensitivity to the relation between a novel word's form class (adjective or count noun) and its reference (to a material kind-property or to an object kind). We used a forced-choice match-to-target task, in which children learned a word for one object (e.g., a metal cup), and then chose between 2 other objects. One was from the same object kind but a different material kind (with different related properties, such as color and texture; e.g., a white plastic cup); the other was from a different object kind but the same material kind (with the same related properties; e.g., a metal spoon). In Experiment 1, children learned either a count noun (e.g., "This is a zav") or an adjective (e.g., "This is a zav one"). Within each form class, we crossed the familiarity of the referent object kind (familiar and unfamiliar) with the age of the children (2- and 4-year-olds). The principal finding was that in interpreting an adjective, 4-year-olds were more likely to choose the object sharing material kind with the target if the target was familiar than if it was unfamiliar. No such familiarity effect was evident among 2-year-olds. In Experiment 2, we employed a more unambiguously adjectival frame (e.g., "This is a very zav-ish one"), and replicated the results of Experiment 1. We interpret the results in terms of 2 proposed word learning biases: one that learners initially expect any word applied to an unfamiliar object to refer to a (basic-level) kind of object, and a second that learners prefer words to contrast in meaning. We consider several interpretations of the observed age difference. 相似文献
15.
中国近现代译名研究可分为三个阶段:十九世纪后期的萌芽期、二十世纪初的发展期和现代的产果期,分别研究了译名统一与译名方法、争辩了音译与义译。这三个阶段有两个显著特点:一是目的明确,注重实践应用。二是理论意识逐步增强,各期的研究者都从译名实践中总结出一些规律或规则,特别是高潮期有关音译、意译的讨论和有关翻译名实、名义的讨论为后来的译名研究打下了很好的理论基础。 相似文献
16.
Children use the presence of familiar objects with known names to identify the correct referents of novel words. In natural environments, objects vary widely in salience. The presence of familiar objects may sometimes hinder rather than help word learning. To test this hypothesis, 3-year-olds (N = 36) were shown novel objects paired with familiar objects that varied in their visual salience. When the novel objects were labeled, children were slower and less accurate at fixating them in the presence of highly salient familiar objects than in the presence of less salient familiar objects. They were also less successful in retaining these word-referent pairings. While familiar objects may facilitate novel word learning in ambiguous situations, the properties of familiar objects matter. 相似文献
17.
This research takes a dyadic approach to study early word learning and focuses on toddlers’ (N = 20, age: 17–23 months) information seeking and parents’ information providing behaviors and the ways the two are coupled in real-time parent–child interactions. Using head-mounted eye tracking, this study provides the first detailed comparison of children’s and their parents’ behavioral and attentional patterns in two free-play contexts: one with novel objects with to-be-learned names (Learning condition) and the other with familiar objects with known names (Play condition). Children and parents in the Learning condition modified their individual and joint behaviors when encountering novel objects with to-be-learned names, which created clearer signals that reduced referential ambiguity and potentially facilitated word learning. 相似文献
18.
Two experiments tested the hypothesis that names direct attention at two levels of abstraction: Known names direct attention to the properties most relevant to the specific category; novel names direct attention to the shape, the property most generally relevant across known object names. English-speaking and Japanese-speaking 3-year-olds were shown a novel object that was named with (a) known nouns referring to things similar in shape or similar in material and color, and (b) novel nouns. Given known nouns, children attended to shape when the name referred to a category organized by shape, but they did not when the name referred to a category organized by other properties. Children generalized novel names by shape. The results are discussed within the debate between shape-based and taxonomic categories. 相似文献
19.
英汉商标翻译中的功能对等 总被引：2，自引：0，他引：2
商标翻译作为一种跨文化交际活动形式,“功能对等”翻译理论对其有积极指导意义。译文商标应力求语音、意义、文化意蕴的统一,使译文商标读者对译文商标的反应与原文商标读者的反应大体上对等。 相似文献
20.
Unobservable properties that are specific to individuals, such as their proper names, can only be known by people who are familiar with those individuals. Do young children utilize this “familiarity principle” when learning language? Experiment 1 tested whether forty-eight 2- to 4-year-old children were able to determine the referent of a proper name such as “Jessie” based on the knowledge that the speaker was familiar with one individual but unfamiliar with the other. Even 2-year-olds successfully identified Jessie as the individual with whom the speaker was familiar. Experiment 2 examined whether children appreciate this principle at a general level, as do adults, or whether this knowledge may be specific to certain word-learning situations. To test this, forty-eight 3- to 5-year-old children were given the converse of the task in Experiment 1—they were asked to determine the individual with whom the speaker was familiar based on the speaker’s knowledge of an individual’s proper name. Only 5-year-olds reliably succeeded at this task, suggesting that a general understanding of the familiarity principle is a relatively late developmental accomplishment. 相似文献