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Argument Types Affect Children’s Acquisition of a Novel Argument Structure
Child Development ( IF 5.661 ) Pub Date : 2021-06-25 , DOI: 10.1111/cdev.13625
Erin Conwell 1 , Amanda Auen 2
Affiliation  

Acquisition of an argument structure may be affected by the diversity of lexical types that appear in that structure (Conwell et al., 2011; Yang, 2016). Seventy-two 5- and 6-year-old English-speaking children completed a learning study where they were exposed to a novel argument structure and then tested on their ability to comprehend it. The number of verb types heard in the learning phase did not predict comprehension at test. However, learning with only full noun phrase arguments resulted in lower comprehension of the structure, particularly with pronouns. Hearing pronouns during learning supported comprehension of all argument types at test. These results indicate that pronominal arguments support argument structure learning by providing multiple cues that can facilitate thematic role assignment.

中文翻译:

论据类型影响儿童对新颖论据结构的习得

论证结构的获得可能会受到该结构中出现的词汇类型多样性的影响(Conwell et al., 2011; Yang, 2016)。72 名 5 岁和 6 岁说英语的儿童完成了一项学习研究,让他们接触到新颖的论点结构,然后测试他们理解它的能力。在学习阶段听到的动词类型的数量并不能预测测试时的理解能力。然而,仅使用完整的名词短语论证学习导致对结构的理解较低,尤其是代词。在学习期间听到代词支持对测试中所有论点类型的理解。这些结果表明,代词论证通过提供多种有助于主题角色分配的线索来支持论证结构学习。
更新日期:2021-06-25
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