共查询到19条相似文献，搜索用时 31 毫秒
1.
整体假设是儿童习得词汇的早期所依赖的一项重要原则,它的存在使儿童将新出现的词汇作为物体的名称而不是物体的部分、属性、动作和空间关系.进一步分析此原则产生的原因,发现无论持何种语言的儿童在词汇习得的早期都倾向于使用整体假设将新习得的词汇作为物体的名称,可见,它具有跨文化的稳定性.但由于研究中各方面的局限,欲透析整体假设的性质尚需大量的研究. 相似文献
2.
刘楚群 《首都师范大学学报(社会科学版)》2023,(1):112-120
拟声词是研究儿童语言习得的重要观测点。1岁左右儿童开始习得拟声词,1-2岁即习得A式、AB式两类基本形式,4-5岁已习得拟声词绝大多数变化形式。3-4岁是儿童习得拟声词的重要转折期,习得词种数量最多;此期之前,习得的拟声词以生命体发出的声音为主,此后习得无生命体发出的声音明显增加。句法功能上,2岁半儿童已可使用拟声词来指称事物和动作行为,3-4岁即习得了拟声词充当独立语、宾语、状语、补语等基本句法功能。研究发现,自主习得是儿童语言习得的主要方式,但模仿也起重要作用。 相似文献
3.
论述儿童名词的习得过程，用认知心理学来解释儿童名词习得的心理过程。将模式匹配和原型的理论结合到语言的习得的理论中去，希望能揭示出人类通过语言认知世界的过程。 相似文献
4.
本研究基于儿童语言是成人语言的初级阶段的理念,来考察2-5岁儿童无定NP主语句的习得与发展情况。因此,本研究首先对成人无定NP主语句进行描写分析,再观察2-5岁儿童的无定NP主语句。通过对比儿童与成人在无定NP主语句方面的异同,总结出儿童无定NP主语句的习得特征和发展规律,并据此推导出2-3岁是儿童习得数量名短语的关键时期,3岁5个月左右是儿童萌发“有定”和“无定”概念的关键时期。最后,基于研究结论对儿童看护者提出建议,以期帮助看护者更好地理解和引导儿童,促进成人与儿童进行更有效的沟通与交流。 相似文献
5.
周杰 《牡丹江教育学院学报》2011,(6):24-25
关于儿童母语词汇习得,不同的研究者提出不同的理论解释。一部分研究者认为儿童是在一定制约条件影响下有选择有顺序地习得母语词汇的。本文主要探讨其中的三个制约条件：整体假设制约条件（the Whole Object Constraint）,分类假设制约条件（the Taxonomic Constraint）,互斥假设制约条件（theMutual Exclusivity Constraint）。虽然这些制约条件在一定程度上有助于儿童母语词汇的习得,但由于多种因素,该理论仍有其局限性,尚需大量的研究。 相似文献
6.
儿童词汇习得理论述评 总被引：1，自引：0，他引：1
儿童在习得语言的过程中究竟怎样习得和学习词汇、词汇意义和指称，研究们从不同角度提出了不同的理论假设，并作了相应的实验研究。这些理论假设主要有：(1)花园变化学习理论，认为儿童学习词汇是一个联想式学习过程，即把语音与感性经验的显性方面联系起来。(2)制约原则论，认为儿童习得词汇除了通常的联想式学习过程外，还必须利用某种演绎限制机制，以便对词汇意义范围和指称范围做出限制。(3)社会语用理论，认为儿童习得词汇从本质上来说是完全社会化的过程，他们学习词汇不需要特定的语言限制，需要的是具有可塑性的、强有力的社会认知技能，儿童正是依赖这种技能去理解各种情境中交际的意图的。本对儿童词汇习得理论进行了综观研究，对各理论假设作了分析和述评。 相似文献
7.
有关儿童习得词汇的研究主要有三种理论假设 :联想学习理论、制约原则论和社会语用理论。本文在分析前两种词汇习得理论缺陷的基础上 ,着重对社会语用认知理论进行了评述。该理论强调 ,具有可塑性的、强有力的社会认知技能是儿童成功习得词汇的关键因素 相似文献
8.
9.
近年来围绕语言习得关键期的假设学术界出现了许多不同观点、重大发现和研究进展。国外学者通过对语言环境受到剥夺的儿童和成年人的研究指出年龄在第一语言习得中发挥着至关重要的作用。同时,年龄问题在二语习得领域的研究中进展得也十分迅速,但是研究者们始终没有达成一致意见。通过对国外第一语言习得和第二语言习得关键期假设研究动态、研究发现和最新进展的分析．本文提出了儿童要尽可能早地开始学习母语,但什么时候开始学习外语可以因学习时间长短、学习目的和动机的不同而因人而异。 相似文献
10.
本研究选取2-5岁超常儿童46名、普通儿童54名,通过实验考察了早期超常儿童的计数及其策略。结果显示:(1)超常儿童更早掌握“一一对应”的计数原则;(2)4岁前,超常儿童相对同龄普通儿童能掌握更大范围的基数;特别是3-4岁超常儿童,基本已经掌握了20以内的基数概念,显著优于同年龄普通儿童;(3)2-5岁超常儿童普遍具有比同年龄普通儿童更好的计数策略;(4)4-5岁超常儿童相对同龄普通儿童和3-4岁超常儿童,能够更有效地运用计数策略完成“随机性”计数任务。 相似文献
11.
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
12.
According to Markman and Wachtel, children assume that nouns pick out mutually exclusive object categories, and so each object should have only one category label. While this assumption can be useful in word learning, it is not entirely reliable. Therefore, children need to learn when to and when not to make this assumption. 6 studies examined whether knowledge about hierarchical organization of categories and about cross-language equivalents for object labels can help children limit their use of this assumption appropriately. These studies revealed that adults as well as children resisted assigning 2 novel names to the same object in some situations. By age 4, children also seemed to know enough about categorization to accept 2 names for an object if the names picked out categories from different levels of a hierarchy (e.g., animal and lemur) but not if they picked out categories from the same level (e.g., lemur and seal). Moreover, monolingual as well as bilingual children seemed to know enough about languages to accept 2 names for the same object if the names clearly came from different languages. Together, these findings suggest that even preschool children can make use of knowledge about language and categorization to fine tune the mutual exclusivity assumption in order to use it effectively in word learning. 相似文献
13.
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
14.
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
15.
A core task in language acquisition is mapping words onto objects, actions, and events. Two studies investigated how children learn to map novel labels onto novel objects. Study 1 investigated whether 10-month-olds use both perceptual and social cues to learn a word. Study 2, a control study, tested whether infants paired the label with a particular spatial location rather than to an object. Results show that 10-month-olds can learn new labels and do so by relying on the perceptual salience of an object instead of social cues provided by a speaker. This is in direct contrast to the way in which older children (12-, 18-, and 24-month-olds) learn and extend new object names. 相似文献
16.
英语中的物主代词或所有格名词在修饰一个名词时,除了可以表示所属、施事等之外,还可以表示受事。物主代词或所有格名词表示的受事称为前置所有格宾语。前置所有格宾语用于动作名词或施事名词短语中,所表示的意义跟后置所有格宾语即of所有格相同。本文试图运用经济原则和标记理论对前置所有格宾语的成因做出解释,并通过实例来分析名词短语中同一所有格形式表达不同语义关系的复杂性和某些动作名词在所有格应用上所具有的独特性。 相似文献
17.
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
18.
主宾语可互换句的形成条件可从动词和名词关系特征方面进行考察,名词多为动作的受事成分及其实现条件,能够进行互换的句子的名词性成分受生命度等级的制约,等级高的容易成为话题,使得主宾语位置互换后句义发生改变。 相似文献
19.
Object Properties and Object Kind: Twenty-One-Month-Old Infants' Extension of Novel Adjectives 总被引：2，自引：1，他引：1
Three experiments examined the conditions under which infants acquiring English succeed in mapping novel adjectives, applied ostensively to individual objects, to other objects with the same property (color or texture). Twenty-one-month-old infants were introduced to a target (e.g., a yellow object) and asked to choose between (1) a matching test object (e.g., a different yellow object) and (2) a contrasting test object (e.g., a green object). Infants hearing the target labeled with novel adjectives were more likely than those hearing no novel words to choose the matching test object. Infants also revealed an emerging distinction between novel adjectives and nouns. Finally, infants' expectation regarding the extension of adjectives appears to unfold within the support of a familiar basic-level category. Infants extended novel adjectives to the matching test object when all objects were all drawn from the same basic level category; they failed to do so when the objects were drawn from different basic level categories. 相似文献