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1.
Three studies assessed the ability of 2-year-olds to use semantic context to infer the meanings of novel nouns and to retain those meanings a day later. In the first experiment, 24 2-year-olds heard novel nouns in sentences that contained semantically constraining verbs (e.g., "Mommy feeds the ferret"). They chose from a set of four novel object pictures to indicate the referent. Children learned a majority of the novel words. However, they occasionally failed to choose the correct object even when they understood the verb. Experiment 2 examined whether this was due to an inability to identify some of the pictures of novel objects. Experiment 3 tested 24 2-year-olds' memory for the newly learned nouns following a 24 hr delay and found significant retention. Results are discussed in terms of learning mechanisms that facilitate vocabulary acquisition in young children. 相似文献
2.
Mapping novel nouns and verbs onto dynamic action events: are verb meanings easier to learn than noun meanings for Japanese children? 总被引：1，自引：0，他引：1
The present research examined how 3- and 5-year-old Japanese children map novel nouns and verbs onto dynamic action events and generalize them to new instances. Studies 1 to 3 demonstrated that although both 3- and 5-year-olds were able to map novel nouns onto novel objects, only 5-year-olds could generalize verbs solely on the basis of the sameness of the action. Study 4 showed that the difficulty young children experience in learning verbs lies mainly in mapping the appropriate element to a verb rather than in encoding and remembering an action itself. The results of this research are related to a long-debated issue of whether noun learning is privileged over verb learning. 相似文献
3.
Recently, researchers have been debating whether children exhibit a universal "noun bias" when learning a first language. The present study compares the proportions of nouns and verbs in the early vocabularies of 24 English- and 24 Mandarin-speaking toddlers ( M age = 20 months) and their mothers. Three different methods were used to measure the proportion of noun types, relative to verb types: controlled observations in three contexts (book reading, mechanical toy play, regular toy play), identical across languages; a vocabulary checklist (MacArthur Communicative Development Inventory); and mothers' reporting of their children's "first words." Across all measures, Mandarin-speaking children were found to have relatively fewer nouns and more verbs than English-speaking children. However, context itself played an important role in the proportions of nouns found in children's vocabularies, such that, regardless of the language spoken, children's vocabularies appeared dominated by nouns when they were engaged in book reading, but not when they were playing with toys. Mothers' speech to children showed the same language differences (relatively more verbs in Mandarin), although both Mandarin- and English-speaking mothers produced relatively more verbs than their children. In sum, whether or not language-learning toddlers demonstrate a "noun bias" depends on a variety of factors, including the methods by which their vocabularies are sampled and the contexts in which observations occur. 相似文献
4.
Naomi Havron Alex de Carvalho Anne-Caroline Fiévet Anne Christophe 《Child development》2019,90(1):82-90
Adults create and update predictions about what speakers will say next. This study asks whether prediction can drive language acquisition, by testing whether 3- to 4-year-old children (n = 45) adapt to recent information when learning novel words. The study used a syntactic context which can precede both nouns and verbs to manipulate children's predictions about what syntactic category will follow. Children for whom the syntactic context predicted verbs were more likely to infer that a novel word appearing in this context referred to an action, than children for whom it predicted nouns. This suggests that children make rapid changes to their predictions, and use this information to learn novel information, supporting the role of prediction in language acquisition. 相似文献
5.
Imai M Li L Haryu E Okada H Hirsh-Pasek K Golinkoff RM Shigematsu J 《Child development》2008,79(4):979-1000
When can children speaking Japanese, English, or Chinese map and extend novel nouns and verbs? Across 6 studies, 3‐ and 5‐year‐old children in all 3 languages map and extend novel nouns more readily than novel verbs. This finding prevails even in languages like Chinese and Japanese that are assumed to be verb‐friendly languages (e.g., T. Tardif, 1996 ). The results also suggest that the input language uniquely shapes verb learning such that English‐speaking children require grammatical support to learn verbs, whereas Chinese children require pragmatic as well as grammatical support. This research bears on how universally shared cognitive factors and language‐specific linguistic factors interact in lexical development. 相似文献
6.
Young children often fail to generalize a novel verb based on sameness of action since they have difficulty focusing on the relational similarity across events while at the same time ignoring the objects that are involved. Study 1, with Japanese-speaking 3- and 4-year-olds (N = 28 in each group), found that similarity of objects involved in action events plays a scaffolding role in children's extraction of relational similarity across events when they extend a verb. Study 2, with 4-year-olds (N = 47), further showed that repeated experience of action-based verb extension supported by object similarity leads children to be better able to extend a novel verb based on sameness of action, even without support from object similarity. 相似文献
7.
Recent research indicates that toddlers can monitor others' conversations, raising the possibility that they can acquire vocabulary in this way. Three studies examined 2-year-olds' (N = 88) ability to learn novel words when overhearing these words used by others. Children aged 2,6 were equally good at learning novel words-both object labels and action verbs-when they were overhearers as when they were directly addressed. For younger 2-year-olds (2,1), this was true for object labels, but the results were less clear for verbs. The findings demonstrate that 2-year-olds can acquire novel words from overheard speech, and highlight the active role played by toddlers in vocabulary acquisition. 相似文献
8.
Two-year-olds use the sentence structures verbs appear in--subcategorization frames--to guide verb learning. This is syntactic bootstrapping. This study probed the developmental origins of this ability. The structure-mapping account proposes that children begin with a bias toward one-to-one mapping between nouns in sentences and participant roles in events. This account predicts that subcategorization frames should guide very early verb learning, if the number of nouns in the sentences is informative. In 3 experiments, one hundred and thirty-six 21- and 19-month-olds assigned appropriately different interpretations to novel verbs in transitive ("He's gorping him!") versus intransitive sentences ("He's gorping!") differing in their number of nouns. Thus, subcategorization frames guide verb interpretation in very young children. These findings constrain theoretical proposals about mechanisms for syntactic bootstrapping. 相似文献
9.
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
10.
Vassiliki Diamanti Nata Goulandris Morag Stuart Ruth Campbell 《Reading and writing》2014,27(2):337-358
We investigated the spelling of derivational and inflectional suffixes by 10–13-year-old Greek children. Twenty children with dyslexia (DYS), 20 spelling-level-matched (SA) and 20 age-matched (CA) children spelled adjectives, nouns, and verbs in dictated word pairs and sentences. Children spelled nouns and verbs more accurately than adjectives and inflections more accurately than derivational suffixes. DYS children performed worse than CA in all cases and worse than SA in verb inflections, but similar to SA in all the remaining cases, consistent with a delayed rather than deviant performance pattern. Qualitative analysis showed that uncommon vowel graphemes were often replaced by more common patterns. Children with dyslexia may have weaknesses in grasping morphological information and/or in applying this knowledge to spell word suffixes. 相似文献
11.
罗颖 《阜阳师范学院学报(社会科学版)》2011,(1):50-52
"转指"是指名词或动词语义发生变化,转而指称与其相关的另一个名词或与该动作相关的各种对象。本文考察《周易》中名、动词的转指,由于名、动词转指内涵相包含,我们将名、动词的兼类也看作用名词的一种广义的转指。动词的转指分为动词后附加助词的转指和不加助词的转指,二者转指性质不变。 相似文献
12.
The Development of Verb Concepts: Children''s Use of Verbs to Label Familiar and Novel Events 总被引：1，自引：0，他引：1
Douglas A. Behrend 《Child development》1990,61(3):681-696
The importance of actions, results, and instruments in verb concepts was examined in four studies. Study 1 investigated how children label familiar events for which instrument, action, and result verbs were appropriate labels. In Study 2, subjects were taught novel verbs and were asked to use these verbs to label events in which the instrument, action, or result had been changed. Study 1 showed that 3-year-olds used action verbs more frequently than older children and adults, and that they preferred to use an action verb over a result verb when both verbs were appropriate labels. Instrument verbs were used most frequently as first responses to the events, and were most frequently used by older children and adults. In Study 2, subjects were least likely to use the novel verbs to label events in which the result had changed. This effect increased with age. Action changes had a moderate effect for all age groups, while instrument changes had the weakest effect. Studies 3 and 4 ruled out stimulus salience and a familiar word strategy as interpretations of these findings. The studies are discussed in terms of current theory and research on conceptual development, word-learning strategies, and the semantic organization of nouns and verbs. 相似文献
13.
This paper reports evidence from a longitudinal study in which children's attention to shape in a laboratory task of artificial noun learning was correlated with a rate shift in noun acquisitions. Eight children were tested in the laboratory at 3-week intervals beginning when they had less than 25 nouns in their productive vocabulary (M age=17 months). Children were presented with a novel word generalization task at each session. Additionally, the study examined the kinds of words the children learned early, based on parent reports, and the statistical regularities inherent in those vocabularies. The results indicate that as children learned nouns, they also learned to attend to shape in the novel word task. At the same time, children showed an acceleration in new noun production outside of the laboratory. 相似文献
14.
张廷远 《信阳师范学院学报(哲学社会科学版)》2006,26(2):97-100
名词“动用、状用”是一种语法现象，但不能仅仅停留于语法结构规律的分析，还必须从表情达意的效果上，对其做出积极的价值评判。其修辞价值就是它在一定语境的聚合结构中“动用、状用”后，其属性义被激活而产生了转义，具有了多义性，并由派生后的转义来增添着话语丰厚的信息量，进而使句子达到一种不拘形式而精练、生动的修辞效果。 相似文献
15.
古代汉语里存在着大量的词类活用现象。词类活用主要是实词的活用,并且往往是其他类的实词活用为动词。从词性方面来看词类活用,主要有名词用作动词,形容词用作动词,数词用作动词。从用法方面来看词类活用,主要有名词、形容词、数词活用为一般用法的动词,名词、形容词、数词活用为使动用法的动词,名词、形容词、数词活用为意动用法的动词。另外,古代汉语里动词也有使动用法。谈词类活用,应该注意这么几个问题：词语＂本用＂与活用的辨别,一般用法与特殊用法的辨别,特殊用法与特殊用法的辨别等。 相似文献
16.
Object Properties and Knowledge in Early Lexical Learning 总被引：2，自引：0，他引：2
The ease with which young children learn object nouns suggests that they possess strategies to identify properties critical to lexical category membership. In previous work, young children used a same-shape criterion to extend new count nouns. The present research tested the generality of this shape bias. 2- and 3-year-olds were asked either to extend a novel count noun to new instances, or to choose unnamed objects to go together. The objects varied in shape, size, and texture. For half of the subjects, the objects had eyes--a property strongly associated with certain material kinds. If young children know this association, they should attend to texture as well as shape in classifying objects with eyes. With named objects only, both 2- and 3-year-old children classified eyeless objects by shape and objects with eyes by both shape and texture. The results suggest that very young children possess considerable knowledge about conditional relations between kinds of perceptual properties. Knowledge of such conditional relations may aid children in forming new categories and thus in discovering new word meanings. 相似文献
17.
何清强 《江西教育学院学报》2003,24(4):62-65,76
江西地方戏曲剧本的台词中有大量客赣方言的语法成分，主要表现在九个方面：名词词缀、数量词、形容词的生动形式、动词的体貌、语气词、述宾结构、述补结构、连谓结构和特殊语序。这些方面都与普通话有着显著的差别，代表着客赣方言语法的特点。 相似文献
18.
Michael Pressley Susan Pigott Susan L. Bryant 《Educational technology research and development : ETR & D》1982,30(3):151-161
Do preschoolers remember what they hear when accompanying pictures do not completely overlap sentence content? In two experiments children learned more when the subjects and objects were depicted, but learning was not enhanced by the provision of only the subject or object. Whether explicitly mismatched pictures detracted from learning depended on the nature of the mismatch. 相似文献
19.
文章在分析动词带宾能力的基础上提出对外汉语教学中动词教学的方法：动宾结构的整体教学法;汉外动宾结构的比较教学法;分层次分阶段教学法。提出汉语教材中动词编写的策略：教材中动宾结构的呈现要体现一定的全面性;教材对动词带宾结构的选择要注重实用性;教材中动词带宾形式的编写顺序要由简单式到扩展式;教材中的不同动宾结构应该有一定的重现要求。 相似文献
20.
刘红梅 《四川师范学院学报》2010,(2):40-42
谓词性宾语可以分成指称性宾语和陈述性宾语,文章定量考察了汉语中271个形宾动词所带形宾的表述功能,一共有四种情况。分别讨论这四种情况中形宾动词的特点,找出它们的区别所在。形容词性宾语的表述功能主要与前面的形宾动词的性质有关。 相似文献