词汇和社会影响在学习和整合的折叠形态学
Péter Rácz1, Ágnes Lukács1,2
1Cognitive Science Department, Faculty of Natural Sciences, Budapest University of Technology and Economics.
Cognitive science
|July 30, 2024
概括
这项研究表明,即使在与计算机交互时,人们也可以学习和记住语言的形态模式. 社会意义似乎不会影响这些语言变体的初始学习.
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:
- 语言变异是通过社会互动学习的,受词汇表现,处理和上下文的影响.
- 社会背景如何调解语言变异的学习和存储仍然不太了解.
- 之前的研究重点是学习环境语言的变化,对社会调解的洞察力有限.
研究的目的:
- 研究一种语言变量的社会索引性如何影响其学习.
- 确定社会意义是否影响了形态变异的获取.
- 探索模拟社会互动在学习语言模式中的作用.
主要方法:
- 一个创新的实验电池使用一个合作游戏与匈牙利的母语.
- 参与者与一个自动化的共同玩家互动,使用基于匈牙利曲变化的动词非词.
- 追踪了行为转变和词汇模式的变化,以响应其他玩家的偏好.
主要成果:
- 参与者的行为适应了自动化的合作玩家的偏好,改变了词汇模式.
- 学习的形态模式在随后的测试阶段持续存在.
- 对于具有和没有社会意义的变量,学习率是可比的.
结论:
- 个人可以在模拟的互动中有效地学习和保留各种可变形态模式.
- 在最初的学习过程中,语言变量获得的能力似乎不受其社会意义的影响.
- 社会意义对语言变异学习的影响可能会在后期阶段出现,超越最初的获取.
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