学习语言多样性:听众有基于种族的语言期望,但仅限于声学变化
Alexandra M Ryken1, Emma Tupper1, Drew Weatherhead1
1Department of Psychology and Neuroscience, Dalhousie University.
Journal of experimental psychology. General
|March 21, 2024
概括
成年人学习语言变异和说话者特征之间的关联,如种族或性别. 听众的期望影响学习,在语音变体中,种族往往优先于性别.
科学领域:
- 心理语言学 心理语言学
- 社会语言学 社会语言学
- 认知科学 认知科学
背景情况:
- 社会语言学习涉及将语言变异与说话者的特征联系在一起.
- 以前的研究已经探索了听众如何感知和学习这些关联.
研究的目的:
- 调查成年人学习语言变化和说话者特征之间的关联的速度.
- 检查不同类型的说话者特征 (社会与非社会) 和语言变体 (声学与形态) 如何影响学习.
- 了解听众在社会语言学习中的初始期望的作用.
主要方法:
- 与成年参与者进行了三次人工语言实验.
- 听众接触到与不同扬声器特征 (种族,性别/性别,戴帽子) 相关的语言变异 (声学或形态学).
- 收集了关于参与者学习和表达这些关联的能力的数据.
主要成果:
- 社会语言学习发生不管说话者特征是社会还是非社会,或语言变异的类型.
- 听众最初的期望影响了学习成果.
- 参与者更有可能将声学变体与社会性质联系起来,而不是非社会性质.
- 对于语音变体,发言人种族优先于性别/性别.
- 白人参与者在识别语言和社会相关性方面更准确,这表明现实世界经验的作用.
结论:
- 成年人很容易学习语言变化和说话者的特点之间的关联.
- 听众的预先存在的期望塑造了社会语言学习.
- 在预测语言变异时,像种族这样的社会属性的突出地位受变异类型的影响.
- 与语言和社会多样性的现实世界经验似乎对于完善社会语言学习准确性至关重要.
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