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1.
Jill Lany 《Child development》2014,85(4):1727-1739
Statistical learning may be central to lexical and grammatical development. The phonological and distributional properties of words provide probabilistic cues to their grammatical and semantic properties. Infants can capitalize on such probabilistic cues to learn grammatical patterns in listening tasks. However, infants often struggle to learn labels when performance requires attending to less obvious cues, raising the question of whether probabilistic cues support word learning. The current experiment presented 22‐month‐olds with an artificial language containing probabilistic correlations between words' statistical and semantic properties. Only infants with higher levels of grammatical development capitalized on statistical cues to support learning word‐referent mappings. These findings suggest that infants' sensitivity to correlations between sounds and meanings may support both word learning and grammatical development. 相似文献
2.
Studies of the development of sentence comprehension strategies in English have indicated that, at first, children tend to rely on pragmatic and semantic strategies, whereas, later on, they rely primarily on word order to determine the basic grammatical relations. However, before making strong conclusions regarding the role of semantics in comprehension, it is necessary to distinguish between (1) extragrammatical knowledge of world events and (2) abstract semantic distinctions that may be an integral part of the parsing process. An earlier study of American and Italian adults indicated that use of such abstract semantic strategies may be a core strategy for parsing in Italian. In the present study, we compared sentence interpretation in American and Italian children between the ages of 2 and 5. From the earliest stages, children showed sensitivity to the relative information value of the various cues in their native language; Italians relied primarily on semantic cues, whereas American children relied on word order. In general, the data did not support claims regarding the existence of universal hypotheses about language structure. There was also evidence that the failure of these young children to make full use of certain interpretive cues resulted from their inability to appreciate the discourse functions of these cues. 相似文献
3.
Four‐ to Six‐Year‐Old Children's Sensitivity to Reliability Versus Consensus in the Endorsement of Object Labels 
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下载免费PDF全文 Recent studies have demonstrated that young children use past reliability and consensus to endorse object labels. Until now, no study has investigated how children weigh these two cues when they are in conflict. The two experiments reported here were designed to explore whether any initial preference for information provided by a consensual group would be influenced by the group's subsequent unreliability. The results show that 4‐ and 5‐year‐old children were more likely to endorse labels provided by an unreliable but consensual group than the labels provided by a reliable dissenter. Six‐year‐olds displayed the reverse pattern. The article concludes by discussing the methodological implications of the two experiments and the developmental trajectory regarding the way children weigh consensuality versus reliability. 相似文献
4.
Probabilistic Cues to Grammatical Category in English Orthography and Their Influence During Reading
We investigated probabilistic cues to grammatical category (noun vs. verb) in English orthography. These cues are located in both the beginnings and endings of words—as identified in our large-scale corpus analysis. Experiment 1 tested participants' sensitivity to beginning and ending cues while making speeded grammatical classifications. Experiment 2 tested sensitivity to these cues during lexical decisions. For both tasks, words with consistent ending cues (with respect to grammatical category) were processed more quickly and with lower error rates than words with inconsistent ending cues. However, for beginnings, consistent cues resulted in lower errors but no differences in response times. The data reported here point to the multifaceted nature of grammatical category representation and indicate that probabilistic orthographic cues relating to grammatical category have a clear influence on lexical processing particularly when these cues are located at the end of the word. 相似文献
5.
Josephine C. Jenkinson 《International Journal of Disability, Development & Education》1992,39(1):61-76
TWO EXPERIMENTS were designed to investigate possible deficiencies in strategies used for decoding words by children with an intellectual disability. The experiments focused specifically on the use of letter position cues as aids to word identification. In Experiment 1,20 children with an intellectual disability (ID) aged 10 to 12 years were matched with two groups of nondisabled children, one for mental age (MA) and one for chronological age (CA), on a visual search task, with response times to array types (word, pseudoword, or nonword) and target position in positive arrays as the dependent variable. The ID group showed response time advantages only when the target letter was in the initial position of an array; however both nondisabled groups responded faster when the target letter was in either the initial or final position, compared to the medial position, and this pattern occurred for words (MA group) and words and pseudowords (CA group) but not for nonwords. Experiment 2 extended the investigation to the oral reading of isolated words. In substitution errors made by children with an intellectual disability, the incorrect word tended to resemble the test word only in the initial letter. In errors made by MA‐matched children, however, both the initial and final letters tended to be the same as those in the test word, suggesting that these are salient cues to word recognition. The findings are interpreted with reference to previous work on early reading acquisition and to research which suggests a more generalised deficiency in the acquisition and use of strategies by ID subjects in cognitive tasks. 相似文献
6.
Four studies (N = 192) tested whether young children use nonverbal information to make inferences about differences in social power. Five‐ and six‐year‐old children were able to determine which of two adults was “in charge” in dynamic videotaped conversations (Study 1) and in static photographs (Study 4) using only nonverbal cues. Younger children (3–4 years) were not successful in Study 1 or Study 4. Removing irrelevant linguistic information from conversations did not improve the performance of 3‐ to 4‐year‐old children (Study 3), but including relevant linguistic cues did (Study 2). Thus, at least by 5 years of age, children show sensitivity to some of the same nonverbal cues adults use to determine other people's social roles. 相似文献
7.
The indispensable role of context cues has been acclaimed over the years by a great majority of reading experts. It is obvious, for example, that the resolution of the intended connotation of a word depends on the context in which it resides. Of late, the whole language approach to reading development has adopted the use of context cues as one of its basic tenets. Some recent experimental research has questioned the extent to which context cues serve as a means of written word recognition. This evidence suggests that observations that beginning readers depend heavily on context cues for word recognition should not be interpreted to mean that this practice should be reinforced in children learning to read. On the contrary, the modern evidence notes that able, mature readers recognize written words automatically, and thus make little use of context cues. Nonetheless, the finding that small but reliable gains in children's knowledge of word meaning is made through the use of context cues indicates that there is some limited place for instruction in context cues in reading programs. 相似文献
8.
李剑冲 《内蒙古师范大学学报(哲学社会科学版)》2003,32(6):86-88
汉语和蒙语是形态类型完全不同的两种语言。汉语和蒙语的人称代词在意义、类型、句法功能方面既有相同之处也有区别。“格”作为一种语法范畴。典型地反映了汉蒙两种语言不同的民族特点。蒙古语作为粘着语,用“格变”作为名词和人称代词词形变化的重要手段之一,有一套完整的变格体系。蒙古语通过主格、属格、宾格、向位格、从比格、和同格等格变表示语法意义。作为孤立语的汉语没有“格”范畴,汉语主要通过词序或虚词来表示语法意义。 相似文献
9.
Syntax has been noted to play an important role in word learning in English; it distinguishes the fundamental conceptual difference between individuals (coded as proper nouns), nonindividuals (coded as mass nouns), and classes of individuals (coded as count nouns). The Japanese language does not have grammatical markers flagging the distinctions between count nouns and mass nouns, between proper nouns and common nouns, or between singulars and plurals. How Japanese 2- and 4-year-olds assign meaning to novel nouns associated with familiar and unfamiliar animals and inanimate objects was studied in the research reported here. When a novel label was given to an unfamiliar object, children assumed it to be a name for a basic-level object category whether the referent was an animal or an inanimate object. If the named object already had an established name, and if the object was an inanimate object, the children mapped the noun to a subordinate category. When the named object was an animal, however, they tended to interpret the label as a proper name. These results demonstrated that in the absence of useful information from syntax, 2-year-old Japanese children are able to fast map a noun to its meaning by elegantly coordinating word-learning biases and other available sources of information. 相似文献
10.
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
11.
《The Journal of educational research》2012,105(2):71-74
AbstractProcess of acquisition of grammar was studied with 320 children randomly selected from 2nd, 4th, and 6th graders in three schools representing different socioeconomic backgrounds. Ss were individually presented 6 nonsense sentences and asked to guess the meaning of a stimulus word planted in each sentence. Two types of cues, grammatical "signal" and "signal plus syntactic position," were provided to suggest three parts-of-speech (noun, verb, and modifier). Responses were classified either as homogeneous (proper grammatical identification) or heterogeneous.No difference was found in frequency of homogeneous responses with regard to children's socio-economic background. Significant differences were associated with increase in cue information and with increase in age. 相似文献
12.
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
13.
Michal Lavidor 《Journal of Research in Reading》2011,34(4):443-454
The research question here was whether whole‐word shape cues might facilitate reading in dyslexia following reports of how normal‐reading children benefit from using this cue when learning to read. We predicted that adults with dyslexia would tend to rely more on orthographic rather than other cues when reading, and therefore would be more affected by word shape manipulations. This prediction was tested in a lexical decision task on words with a flat or a non‐flat outline (i.e. without or with letters with ascending/descending features). We found that readers with dyslexia were significantly faster when reading non‐flat compared with flat words, while typical readers did not benefit from whole‐word shape cues. The interaction of participants' group and word shape was not modulated by word frequency; that is word outline shape facilitated reading for both rare and frequent words. Our results suggest that enhanced sensitivity to orthographic cues is developed in some cases of dyslexia when normal, phonology‐based word recognition processing is not exploited. 相似文献
14.
The aim of this study was two-fold. First to find out whether the prelexical phonological route develops prior to the visual route or whether the direct visual route develops first in the process of learning to read Greek. Second, to see whether the subjects' chronological age deviation affects decisively the overall reading accuracy and the processes employed in word reading. For this an investigation was conducted involving two age groups of Primary-one class children regarded as normal readers and differing between them by 10 months. The subjects were tested in three word (and nonword) reading tasks in which psycholinguistic properties of words (such as grammatical class, imagery level, semantic content, regularity and frequency) had been manipulated. The main findings were: first that reading accuracy was not significantly affected by the main psycholinguistic properties of words. Second, that the chronological age factor is unlikely to influence decisively and consistently reading acquisition in the long term. Third, that Primary-one children although tending to use mainly phonological information in reading, nevertheless seem to have started making the transition towards the use of the direct visual route as well.Requests for reprints should be sent to Dr. C. D. Porpodas, Section of Psychology, Department of Education, Faculty of Humanities and Social Sciences, University of Patras, 26110 Patras, Greece. 相似文献
15.
B Luetke-Stahlman 《American annals of the deaf》1990,135(1):7-8
Signing Exact English or SEE-2, is one of several invented sign systems currently being used with hearing-impaired children in the United States. The system parallels the morphology of written English and differs from American Sign Language both in terms of the configuration of many of the lexical signs and in grammatical word order. The current study investigated whether students accustomed to an invented sign system could comprehend ASL signed by deaf adults. One group of subjects was exposed to SEE-2 in their day school classrooms. The other group attended residential programs and was exposed to Signed English, PSE and ASL. Both groups observed three videotaped short stories and answered questions following each. Both groups answered approximately 25 percent of the written comprehension questions correctly; their mean scores did not differ significantly. Results of the study suggest that students exposed to SEE-2 and lacking experiences with deaf adults were able to comprehend ASL as well as their peers who attended residential schools. 相似文献
16.
黎千驹 《湖南城市学院学报》2003,24(1):101-103
每一个词都有固定的形式、语法功能和词汇意义，唯有如此，人们的语言交际活动才得以正常进行；然而在特定的语言环境里，人们有时为了达到某种特殊的修辞效果而临时改变某个词语的形式、语法功能或词汇意义，出现各种形式的词语活用，往往产生奇妙的修辞效果。 相似文献
17.
Laura D’Odorico Vanda L. Zammuner 《European Journal of Psychology of Education - EJPE》1993,8(1):51-64
In this work we tested the hypothesis that using a word processor for some months might produce a shift in the text production strategies used by fourth grade elementary school children. Children were expected to focus more on decisions of higher-order level, and to postpone the lower-order level choices to the revision phase. 51 Italian children attending the fourth elementary school grade participated in the study. 28 children formed the experimental group; they used the computer for various activities throughout the school year. 23 children formed the control group — they simply followed the normal curriculum for that school grade. Comparisons of hand-written Pre-test and Post-test narratives by the two groups showed the existence of significant differences between stories written by the experimental group after the training with the word processor, and by the control group. The results support our hypotheses that experimental children write longer texts but make more grammatical errors than control children. There were instead no relevant differences between hand-written and computer-written stories by the experimental group. This result shows that the shift in strategies induced by the use of a word processor is resistent to a change in setting. 相似文献
18.
This study investigated whether social information can affect Ease-of-Learning (EOL), Judgments-of-Learning (JOL), and Feeling-of-Knowing (FOK) and their accuracy. Participants first learned associated word pairs and made the above-mentioned judgments. They were later divided into two groups of metacognitive ability in order to assess if they had been affected differently by the social cues, which consisted of information about previous performances of college students. Results revealed that the magnitude of the metamemory judgments assessed was significantly affected by the social cues and that participants with a Low level of metacognitive ability were more influenced than those with High metacognitive ability. Concerning accuracy, however, only the recall accuracy of JOL judgments was affected. Further, different patterns of influence across the three judgments were observed for the two ability groups. Results and educational implications were discussed. 相似文献
19.
Children employ multiple cues to identify the referent of a novel word. Novel words are often embedded in sentences and children have been shown to use syntactic cues to differentiate between types of words (adjective vs. nouns) and between types of nouns (count vs. mass nouns). In this study, we show that children learning Malay (N = 67), a numeral classifier language, can use syntactic cues to perform even finer-grained disambiguation–between count nouns. The manipulation of congruence between lexical and syntactic cues reveals a clear developmental trajectory: while 5-year-olds use predominantly lexical cues, older children increasingly rely on syntactic cues, such that by 7 years of age, they disambiguate between objects referred to with count nouns using syntactic rather than lexical cues. 相似文献
20.
Robin Campbell 《Journal of Research in Reading》1987,10(2):144-155
Oral reading errors were collected from two young beginning readers (6 years old) as they read to their class teacher throughout a school year. The data were collected from the naturalistic setting of an infant classroom. The errors of substitution were analysed for graphophonic, syntactic and semantic similarity and examined to determine whether the observed response was a previously read word. The study demonstrated that the two boys frequently used a previously read word as a substitution although there was less reliance upon this source towards the end of the year. The graphophonic cue system was used throughout the year, with first letter similarity particularly in evidence. However, finer discriminations over time were also noted. The contextual constraints of syntax and semantics were in evidence throughout the year and the use of these cues had increased by the end of the year. The evidence from this in–depth case study was used to question previously postulated developmental phases of reading. 相似文献