Toddlers Default to Canonical Surface-to-Meaning Mapping When Learning Verbs

被引：22

作者：

Dautriche, Isabelle ^{[1
,2
]}

Cristia, Alejandrina ^{[3
]}

Brusini, Perrine ^{[1
,2
]}

Yuan, Sylvia ^{[4
]}

Fisher, Cynthia ^{[5
]}

Christophe, Anne ^{[1
,2
]}

机构：

[1] EHESS CNRS DEC ENS, Lab Sci Cognit & Psycholinguist, Paris, France

[2] Univ Paris 05, Paris, France

[3] Max Planck Inst Psycholinguist, Nijmegen, Netherlands

[4] Univ Calif Berkeley, Berkeley, CA 94720 USA

[5] Univ Illinois, Urbana, IL 61801 USA

来源：

CHILD DEVELOPMENT | 2014年 / 85卷 / 03期

关键词：

CHILDREN; COMPREHENSION; CONSTRAINTS; PROSODY; SYNTAX;

D O I：

10.1111/cdev.12164

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Previous work has shown that toddlers readily encode each noun in the sentence as a distinct argument of the verb. However, languages allow multiple mappings between form and meaning that do not fit this canonical format. Two experiments examined French 28-month-olds' interpretation of right-dislocated sentences (nouni-verb, nouni) where the presence of clear, language-specific cues should block such a canonical mapping. Toddlers (N = 96) interpreted novel verbs embedded in these sentences as transitive, disregarding prosodic cues to dislocation (Experiment 1) but correctly interpreted right-dislocated sentences containing well-known verbs (Experiment 2). These results suggest that toddlers can integrate multiple cues in ideal conditions, but default to canonical surface-to-meaning mapping when extracting structural information about novel verbs in semantically impoverished conditions.

引用

页码：1168 / 1180

页数：13

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