Lexical Disambiguation in Verb Learning: Evidence from the Conjoined-Subject Intransitive Frame in English and Mandarin Chinese
文献类型：期刊论文
| 作者 | Arunachalam, Sudha1; Syrett, Kristen2; Chen, YongXiang3,4
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| 刊名 | FRONTIERS IN PSYCHOLOGY
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| 出版日期 | 2016-02-16 |
| 卷号 | 7期号:0页码:1-14 |
| 关键词 | lexical semantics verb learning syntactic bootstrapping adverbs modification distributivity Mandarin Chinese conjoined-subject intransitive |
| ISSN号 | 1664-1078 |
| 英文摘要 | When presented with a novel verb in a transitive frame (X is Ving Y), young children typically select a causative event referent, rather than one in which agents engage in parallel, non-causative synchronous events. However, when presented with a conjoined-subject intransitive frame and Y are Ving), participants (even adults, as we show) are at chance. Although in some instances, children older than three can obtain above-chance-level performance, these experiments still appear to rely upon a within-experiment contrast with the transitive frame. This leads us to ask whether children can achieve success with the intransitive frame without such a contrast among constructions, and map a novel verb appearing in such a frame onto a non-causative meaning. Building on recent evidence that adverbial modifiers can support word learning for adjectives and for verbs (when both nominal and verbal candidate interpretations are considered) by directing children to a particular construal of a scene, we test the hypothesis that a semantically informative modifier, together, will provide children with additional lexical information that allows them to narrow down verb meaning and identify a non-causative interpretation for a novel verb appearing in the conjoined-subject intransitive frame. We find that for English-speaking children and adults it does, but only when together directly modifies the verb phrase, suggesting that participants appeal to compositionality and not just the brute addition of another word, even one that is semantically meaningful, to arrive at the intended interpretation. Children acquiring Mandarin Chinese, in contrast, do not succeed with the translation-equivalent of together (although adult speakers do), but they do with dou (roughly, the distributive quantifier "each"). Our results point to a valuable source of information young children learning verbs: modifiers with familiar semantics. |
| WOS标题词 | Social Sciences |
| 类目[WOS] | Psychology, Multidisciplinary |
| 研究领域[WOS] | Psychology |
| 关键词[WOS] | EARLY SENTENCE COMPREHENSION ; ARGUMENT STRUCTURE ; WORD-ORDER ; CHILDREN ; NOUNS ; VOCABULARY ; ACQUISITION ; ADJECTIVES ; MEANINGS ; SPEAKING |
| 收录类别 | SSCI |
| 语种 | 英语 |
| WOS记录号 | WOS:000370127700001 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/19573]  |
| 专题 | 心理研究所_中国科学院行为科学重点实验室 |
| 作者单位 | 1.Boston Univ, Dept Speech Language & Hearing Sci, Boston, MA 02215 USA 2.Rutgers State Univ, Dept Linguist, New Brunswick, NJ 08903 USA 3.Shanxi Univ, Sch Educ Sci, Taiyuan 030006, Peoples R China 4.Chinese Acad Sci, Inst Psychol, Key Lab Behav Sci, Beijing 100101, Peoples R China |
| 推荐引用方式 GB/T 7714 | Arunachalam, Sudha,Syrett, Kristen,Chen, YongXiang. Lexical Disambiguation in Verb Learning: Evidence from the Conjoined-Subject Intransitive Frame in English and Mandarin Chinese[J]. FRONTIERS IN PSYCHOLOGY,2016,7(0):1-14. |
| APA | Arunachalam, Sudha,Syrett, Kristen,&Chen, YongXiang.(2016).Lexical Disambiguation in Verb Learning: Evidence from the Conjoined-Subject Intransitive Frame in English and Mandarin Chinese.FRONTIERS IN PSYCHOLOGY,7(0),1-14. |
| MLA | Arunachalam, Sudha,et al."Lexical Disambiguation in Verb Learning: Evidence from the Conjoined-Subject Intransitive Frame in English and Mandarin Chinese".FRONTIERS IN PSYCHOLOGY 7.0(2016):1-14. |
入库方式： OAI收割
来源：心理研究所
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