复杂的含义塑造了早期的名词和动词的词汇结构和学习
Justin B Kueser1, Arielle Borovsky2
1Center for Childhood Deafness, Language and Learning, Boys Town National Research Hospital.
概括
早期的动词比名词要晚学习,因为它们的含义更多地依赖于复杂的,抽象的信息,而不是简单的感知特征. 这种复杂性会影响幼儿的词汇发展和单词学习顺序.
科学领域:
- 发展心理学 发展心理学
- 语言学的语言学.
- 认知科学 认知科学
背景情况:
- 名词和动词在语义和语法特性上有所不同.
- 早期的单词学习受到单词含义复杂性的影响.
- 感知特征比抽象的,百科全书的特征不那么复杂.
研究的目的:
- 为了比较早期获得的动词和名词中的语义特征复杂性.
- 调查特征复杂性如何影响单词学习.
- 分析早期儿童词汇的语义结构.
主要方法:
- 在早期学习的名词 (N=359) 和动词 (N=103) 中分析语义特征.
- 在16-30个月的儿童的词汇中检查语义关系 (N=3,804).
- 对特征复杂性的层次分析,将感知与抽象特征区分开来.
主要成果:
- 与早期名词相比,早期动词不成比例地使用复杂的非感知特征.
- 儿童词汇中的语义关系从一开始就显示了对复杂信息的不同使用.
- 特征复杂性显著预测名词和动词的学习顺序.
结论:
- 意义的复杂性是早期名词和动词之间的关键区别.
- 语义复杂性的差异塑造了早期词汇的结构.
- 了解特征复杂性对于解释单词学习轨迹至关重要.
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