学习者通过先发制,而不是根深蒂固地限制他们的语言概括:来自对成人和儿童的人工语言学习研究的证据
Anna Samara1, Elizabeth Wonnacott2, Gaurav Saxena3
1School of Psychology, University of Birmingham.
Psychological review
|June 6, 2024
概括
统计学先发制,而不是根深蒂固,解释了语言学习者如何限制概括. 这项研究表明,当类似的含义竞争时,学习者会避免非语法形式,这支持了语言学习中的先发制.
科学领域:
- 心理语言学 心理语言学
- 语言获取 语言获取
- 认知科学 认知科学
背景情况:
- 了解语言学习者如何限制概括是解释语言学习的关键.
- 对于解释这些限制的统计先发制和扎根理论之间存在着长达30年的辩论.
- 抢先性表明特定的动词构造被类似含义的替代品阻;扎根性表明动词的任何发音都会阻错误.
研究的目的:
- 在语言学习中实证测试统计先发制和根深蒂固的不同预测.
- 要确定哪种机制,先发制或根深蒂固,更好地解释了语言限制的学习.
主要方法:
- 五项人工语言学习研究使用了一种新的培训方案进行.
- 学习者接触到训练数据,旨在隔离预制或扎根的证据.
- 参与者评价了未经证实的动词/名词+粒子组合对于训练有素的动词/名词和新动词/名词的可接受性.
主要成果:
- 抢先条件的参与者显著地将未经证实的组合评为受限制动词的接受度较低,支持抢先.
- 在固条件的参与者没有证据表明固效应; 3/5的实验提供了证据证明零假设.
- 结果强烈支持统计先发制是学习语言限制的机制.
结论:
- 统计学先发制,而不是根深蒂固,有效地解释了学习者如何限制语言中的概括.
- 一个成功的学习语言限制模型需要具有相似含义的形式之间的竞争.
- 这些发现解决了在语言学习领域长期存在的争论.
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