Lidz Jeffrey, White Aaron Steven, Baier Rebecca
University of Maryland, College Park, United States.
Johns Hopkins University, United States.
Cogn Psychol. 2017 Sep;97:62-78. doi: 10.1016/j.cogpsych.2017.06.002.
In a series of three experiments, we use children's noun learning as a probe into their syntactic knowledge as well as their ability to deploy this knowledge, investigating how the predictions children make about upcoming syntactic structure change as their knowledge changes. In the first two experiments, we show that children display a developmental change in their ability to use a noun's syntactic environment as a cue to its meaning. We argue that this pattern arises from children's reliance on their knowledge of verbs' subcategorization frame frequencies to guide parsing, coupled with an inability to revise incremental parsing decisions. We show that this analysis is consistent with the syntactic distributions in child-directed speech. In the third experiment, we show that the change arises from predictions based on verbs' subcategorization frame frequencies.
在一系列三个实验中，我们将儿童的名词学习作为探究其句法知识以及运用该知识能力的一种手段，研究随着儿童知识的变化，他们对即将出现的句法结构的预测是如何改变的。在前两个实验中，我们表明儿童在利用名词的句法环境作为其意义线索的能力方面呈现出发展变化。我们认为这种模式源于儿童依赖动词次范畴化框架频率的知识来指导句法分析，同时又无法修正增量句法分析决策。我们表明这种分析与儿童导向言语中的句法分布是一致的。在第三个实验中，我们表明这种变化源于基于动词次范畴化框架频率的预测。
