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相关概念视频

Language Development01:22

Language Development

460
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
460
Language and Cognition01:27

Language and Cognition

456
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
456
Components of Language01:24

Components of Language

410
Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs.
410

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相关实验视频

Updated: Sep 17, 2025

Examining Online Syntactic Processing of Spoken Complex Sentences in Chinese Using Dual-Modal Interference Tasks
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了解方言差异如何塑造AAE说话的儿童如何实时处理句子

Arynn S Byrd1, Yi Ting Huang1,2,3, Jan Edwards1,3

  • 1Department of Hearing and Speech Sciences, University of Maryland, College Park, College Park, Maryland.

Seminars in speech and language
|July 2, 2025
PubMed
概括

与主流美国英语 (MAE) 发言者相比,非洲裔美国英语 (AAE) 发言者在处理英语句子方面表现出差异. 语言不匹配会影响孩子在实时句子理解中如何解释动词形态.

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科学领域:

  • 心理语言学 心理语言学
  • 发展心理学 发展心理学
  • 社会语言学 社会语言学

背景情况:

  • 语言的方言差异,特别是非洲裔美国人英语 (AAE) 和主流美国人英语 (MAE) 之间的差异,影响儿童的句子理解.
  • 实时句子处理研究提供了对这些方言差异背后的认知机制的见解.

研究的目的:

  • 调查说AAE和MAE的儿童如何处理特定的语法特征,重点关注辅助动词"was"和"were".
  • 通过比较AAE和MAE说话的儿童之间的眼睛跟踪数据来检查动词形态的实时解释.

主要方法:

  • 利用眼睛追踪来监控孩子们在句子展开时的时刻对句子的解释.
  • 通过方言密度和接受词汇量测量,评估了59名儿童 (年龄为7-11岁).
  • 在MAE中呈现了单数或模两可的主题的句子,并测量了眼睛向单数或复数引用的运动.

主要成果:

  • 在句子处理过程中,使用AAE语言的儿童对"曾经"和"曾经"表现出敏感性.
  • 与MAE说话者相比,AAE说话者不太可能使用"was"来调整对复数引用者的预测.
  • 非洲裔美国儿童的方言密度较高与在句子处理过程中对"是"的敏感性更大相关.

结论:

  • AAE和MAE之间的语言差异影响了儿童如何实时更新他们对句子的解释.
  • 这项研究强调了语言不匹配对对比动词形态处理的影响.