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Toddlers' experimental usage of novel verbs: Relations with naturalistic talk.

机译：幼儿对新颖动词的实验性用法：与自然主义话语的关系。

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摘要

Building on a number of recent studies examining verb development in natural and experimental contexts, this dissertation is the first to have examined in the same population children's naturalistic verb performance and their ability to generalize novel verbs in an experimental setting. In addition, this study investigated the role of discourse context on children's novel verb usage. Twenty-three 2- to 4-year-old children (eight 24-29 month-olds, eight 30-35 month-olds, seven 36-43 month-olds) and their primary caregivers participated in two observation and novel verb training sessions over the course of one week at their homes. Caregiver and child dyads first were observed in naturalistic play and subsequently each dyad engaged in a novel verb training task with the experimenter. At the end of the second visit all children participated in an elicited production task. Analysis of the naturalistic productions indicated that as the children became older they were more able to use transitive constructions in diverse ways (measured in terms of the number of verb types and tokens used, as well as the range of grammatical frames employed). In contrast, intransitive verbs were used in restricted ways across age groups. An examination of age differences in use of novel verbs in the experimental setting provided evidence for age differences in the contexts (training vs. elicitation) where children produced novel verbs, Nevertheless, in contrast to predictions, there was little evidence of children (regardless of age group) being able to produce a novel verb in a way it was not modeled in the input, suggesting that the children lacked full generalization abilities. A comparative analysis of the relation between verb productivity in natural and experimental contexts indicated a relationship between the ability to use verb constructions diversely in natural settings and ability to generalize novel verbs. Discussion focuses on how an understanding of a child's natural language diversity may affect interpretation of novel verb training studies and why so few instances of generalization were found in the present study in contrast to prior research.
机译：本文基于对自然和实验语境中动词发展的最新研究，该论文是第一个在相同人群中研究儿童自然主义动词表现以及他们在实验环境中推广新颖动词能力的研究。此外，本研究调查了语境对儿童新颖动词用法的作用。 23至2至4岁的儿童（8至24至29个月大，8至30至35个月大，7至36至43个月大）和他们的主要照顾者参加了两次观察和新颖动词训练课程在他们家里一周的过程中。首先在自然主义游戏中观察到照料者和儿童二元组，然后每个二元组都与实验者进行新的动词训练任务。在第二次探视结束时，所有儿童都参加了一项引诱的生产任务。对自然产物的分析表明，随着孩子的长大，他们更有能力以多种方式使用及物结构（根据动词类型和动词的数量以及所采用的语法框架的范围来衡量）。相反，不及物动词在各个年龄段的使用都受到限制。在实验环境中对使用新颖动词的年龄差异的检查为儿童产生新颖动词的情境（训练与启发）提供了年龄差异的证据，但是，与预测相反，几乎没有证据表明儿童（无论年龄组）能够以输入中未建模的方式产生新的动词，表明孩子缺乏全面的泛化能力。对自然和实验语境中动词生产力之间关系的比较分析表明，在自然环境中使用动词结构的能力与概括新动词的能力之间存在关系。讨论的重点是如何理解孩子的自然语言多样性如何影响对新动词训练研究的解释，以及为什么与以往的研究相比，在本研究中发现如此少的泛化实例。

著录项

  • 作者

    Smith, Melissa Anne.;

  • 作者单位

    Clark University.;

  • 授予单位 Clark University.;
  • 学科 Developmental psychology.;Linguistics.;Cognitive psychology.
  • 学位 Ph.D.
  • 年度 2006
  • 页码 145 p.
  • 总页数 145
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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