University of California, Davis.
Harvard Medical School.
J Child Lang. 2024 Jan;51(1):1-36. doi: 10.1017/S0305000922000502. Epub 2022 Nov 10.
What are the constraints, cues, and mechanisms that help learners create successful word-meaning mappings? This study takes up linguistic disjunction and looks at cues and mechanisms that can help children learn the meaning of We first used a large corpus of parent-child interactions to collect statistics on uses. Children started producing between 18-30 months and by 42 months, their rate of production reached a plateau. Second, we annotated for the interpretation of disjunction in child-directed speech. Parents used mostly as exclusive disjunction, typically accompanied by rise-fall intonation and logically inconsistent disjuncts. But when these two cues were absent, disjunction was generally not exclusive. Our computational modeling suggests that an ideal learner could successfully interpret an English disjunction (as exclusive or not) by mapping forms to meanings after partitioning the input according to the intonational and logical cues available in child-directed speech.
帮助学习者创建成功的词-义映射的约束条件、线索和机制是什么？本研究采用语言上的分离，并着眼于可以帮助儿童学习 We 意思的线索和机制。我们首先使用大量的亲子互动语料库来收集使用情况的统计数据。儿童在 18-30 个月之间开始使用 ，到 42 个月时，他们的产量达到了一个高峰。其次，我们对儿童导向语中的分离进行了标注。父母主要将 作为排他性分离使用，通常伴随着升调降调的语调以及逻辑不一致的分离词。但是，当这两个线索都不存在时，分离通常不是排他的。我们的计算模型表明，理想的学习者可以通过根据儿童导向语中的语调线索和逻辑线索对输入进行分区，将形式映射到意义上来成功地解释英语分离（排他或不排他）。
