Branigan Holly P, Messenger Katherine
Department of Psychology, University of Edinburgh, 7 George Square, Edinburgh EH8 9JZ, UK.
Department of Psychology, University of Warwick, Coventry CV4 7AL, UK.
Cognition. 2016 Dec;157:250-256. doi: 10.1016/j.cognition.2016.09.004. Epub 2016 Sep 26.
Error-based implicit learning models (e.g., Chang, Dell, & Bock, 2006) propose that a single learning mechanism underlies immediate and long-term effects of experience on children's syntax. We test two key predictions of these models: That individual experiences of infrequent structures should yield both immediate and long-term facilitation, and that such learning should be consistent in individual speakers across time. Children (and adults) described transitive events in two picture-matching games, held a week apart. In both sessions, the experimenter's immediately preceding syntax (active vs. passive) dynamically influenced children's (and adults') syntactic choices in an individually consistent manner. Moreover, children showed long-term facilitation, through an increased likelihood to produce passives in Session 2, with speakers who were most likely to immediately repeat passives in Session 1 being most likely to produce passives in Session 2. Our results are consistent with an error-based syntactic learning mechanism that operates across the lifespan.
基于错误的内隐学习模型（例如，Chang、Dell和Bock，2006）提出，单一的学习机制是经验对儿童句法产生即时和长期影响的基础。我们对这些模型的两个关键预测进行了测试：不常见结构的个体经验应产生即时和长期的促进作用，并且这种学习在个体说话者中应随时间保持一致。儿童（和成人）在两个相隔一周的图片匹配游戏中描述及物事件。在两个环节中，实验者紧接在前的句法（主动语态与被动语态）以个体一致的方式动态影响儿童（和成人）的句法选择。此外，儿童表现出长期促进作用，在第二个环节中产生被动语态的可能性增加，在第一个环节中最有可能立即重复被动语态的说话者在第二个环节中最有可能产生被动语态。我们的结果与一种贯穿一生运作的基于错误的句法学习机制相一致。
