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首页> 美国卫生研究院文献>Wiley-Blackwell Online Open >Can Infinitival to Omissions and Provisions Be Primed? An Experimental Investigation Into the Role of Constructional Competition in Infinitival to Omission Errors
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Can Infinitival to Omissions and Provisions Be Primed? An Experimental Investigation Into the Role of Constructional Competition in Infinitival to Omission Errors

机译：可以忽略不规则和规定吗？关于构造竞赛在无穷误差中的作用的实验研究

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摘要

An experimental study was conducted on children aged 2;6–3;0 and 3;6–4;0 investigating the priming effect of two WANT‐constructions to establish whether constructional competition contributes to English‐speaking children's infinitival to omission errors (e.g., *I want ___ jump now). In two between‐participant groups, children either just heard or heard and repeated WANT‐to, WANT‐X, and control prime sentences after which to‐infinitival constructions were elicited. We found that both age groups were primed, but in different ways. In the 2;6–3;0 year olds, WANT‐to primes facilitated the provision of to in target utterances relative to the control contexts, but no significant effect was found for WANT‐X primes. In the 3;6–4;0 year olds, both WANT‐to and WANT‐X primes showed a priming effect, namely WANT‐to primes facilitated and WANT‐X primes inhibited provision of to. We argue that these effects reflect developmental differences in the level of proficiency in and preference for the two constructions, and they are broadly consistent with “priming as implicit learning” accounts. The current study shows that (a) children as young as 2;6–3;0 years of age can be primed when they have only heard (not repeated) particular constructions, (b) children are acquiring at least two constructions for the matrix verb WANT, and (c) that these two WANT‐constructions compete for production.
机译：对2; 6–3; 0和3; 6–4; 0岁的孩子进行了一项实验研究，调查了两个WANT构造的启动效果，以确定构造竞争是否有助于英语儿童无遗漏错误（例如， *我现在要___跳）。在两个参加者之间的小组中，孩子们只是听见或听到并重复了WANT-to，WANT-X和控制主要句子，然后引出了不定式的构造。我们发现两个年龄段的人都已开始接受锻炼，但是方式不同。在2; 6–3; 0岁儿童中，WANT-to素数相对于控制环境促进了目标话语中to的提供，但未发现WANT-X素数有显着影响。在3; 6–4; 0岁儿童中，WANT-to和WANT-X素数均显示出启动效应，即WANT-to素数促进和WANT-X素数抑制to的提供。我们认为，这些影响反映了两种结构的熟练程度和偏好水平上的发展差异，并且与“作为隐性学习的启动”说明大体一致。当前的研究表明（a）仅听见（没有重复）特定结构的2岁，6–3; 0岁的儿童可以接受初等教育，（b）孩子正在为矩阵获取至少两个结构动词WANT，以及（c）这两个WANT结构竞争生产。

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