Adjective Learning by Spanish-Speakers Children and Adults. The Impact of Morphology and Semantic Information

被引：0

作者：

Mareovich, Florencia ^{[1
]}

Taverna, Andrea S. ^{[1
]}

Peralta, Olga A. ^{[1
]}

机构：

[1] Consejo Nacl Invest Cient & Tecn, IRICE, Blvd 27 Febrero 210 Bls, RA-2000 Rosario, Santa Fe, Argentina

来源：

JOURNAL OF GENETIC PSYCHOLOGY | 2020年 / 181卷 / 2-3期

关键词：

Adjective learning; morphology; semantic information; children; adults; picturebooks; COUNT NOUNS; PRESCHOOLERS; CONSTRAINTS; CONTEXT; ACQUISITION; CATEGORIES; TODDLERS; SPOKEN; WORDS; PLACE;

D O I：

10.1080/00221325.2019.1709409

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

The purpose of this research was to explore the kind of information Spanish-speaking 3-year-old children and adults use when learning adjectives in a joint picturebook reading situation. The impact of two linguistic clues was studied; a morphological clue (adjective suffix) and a semantic clue (descriptive information concerning the property). Results show that for children the description was decisive to map the new adjective with the property; for adults, instead, the presence of the suffix was crucial. These results illustrate a developmental shift in the sort of clues that shapes adjective learning.

引用

页码：54 / 67

页数：14

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