大葉大學圖書館 |

登入

回首頁

Fast mapping in linguistic context: ...

Arnold, Alison Reese.

Fast mapping in linguistic context: Processing and complexity effects.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
書名/作者:	Fast mapping in linguistic context: Processing and complexity effects.
作者:	Arnold, Alison Reese.
面頁冊數:	39 p.
附註:	Source: Masters Abstracts International, Volume: 54-06.
Contained By:	Masters Abstracts International54-06(E).
標題:	Behavioral psychology.
標題:	Psychology.
標題:	Linguistics.
ISBN:	9781321885965
摘要、提要註:	Young children readily use syntactic cues for word learning in structurally-simple contexts (Naigles, 1990). However, developmental differences in children's language processing abilities might interfere with their access to syntactic cues when novel words are presented in structurally-challenging contexts. To understand the role of processing on syntactic bootstrapping, we used an eye-tracking paradigm to examine children's fast-mapping abilities in active (structurally-simple) and passive (structurally-complex) sentences. Actions after sentences indicated children were more successful mapping words in passive sentences when novel words were presented in NP2 ("The seal will be quickly eaten by the blicket") than when novel words were presented in NP1 ("The blicket will be quickly eaten by the seal" ), indicating presenting more prominent nouns in NP1 increases children's agent-first bias and sabotages interpretation of passives. Later recall data indicate children were less likely to remember new words in structurally-challenging contexts.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1592815

Fast mapping in linguistic context: Processing and complexity effects.
Arnold, Alison Reese.

Fast mapping in linguistic context: Processing and complexity effects. - 39 p.

Source: Masters Abstracts International, Volume: 54-06.

Thesis (M.A.)--University of Maryland, College Park, 2015.

Young children readily use syntactic cues for word learning in structurally-simple contexts (Naigles, 1990). However, developmental differences in children's language processing abilities might interfere with their access to syntactic cues when novel words are presented in structurally-challenging contexts. To understand the role of processing on syntactic bootstrapping, we used an eye-tracking paradigm to examine children's fast-mapping abilities in active (structurally-simple) and passive (structurally-complex) sentences. Actions after sentences indicated children were more successful mapping words in passive sentences when novel words were presented in NP2 ("The seal will be quickly eaten by the blicket") than when novel words were presented in NP1 ("The blicket will be quickly eaten by the seal" ), indicating presenting more prominent nouns in NP1 increases children's agent-first bias and sabotages interpretation of passives. Later recall data indicate children were less likely to remember new words in structurally-challenging contexts.

ISBN: 9781321885965Subjects--Topical Terms:

629856
Behavioral psychology.

Fast mapping in linguistic context: Processing and complexity effects.
LDR:01930nam a2200289 4500 001 440900
005 20160422125027.5
008 160525s2015 ||||||||||||||||| ||eng d
020 $a 9781321885965
035 $a (MiAaPQ)AAI1592815
035 $a AAI1592815
040 $a MiAaPQ $c MiAaPQ
100 1 $a Arnold, Alison Reese. $3 629854
245 1 0 $a Fast mapping in linguistic context: Processing and complexity effects.
300 $a 39 p.
500 $a Source: Masters Abstracts International, Volume: 54-06.
500 $a Adviser: Yi Ting Huang.
502 $a Thesis (M.A.)--University of Maryland, College Park, 2015.
520 $a Young children readily use syntactic cues for word learning in structurally-simple contexts (Naigles, 1990). However, developmental differences in children's language processing abilities might interfere with their access to syntactic cues when novel words are presented in structurally-challenging contexts. To understand the role of processing on syntactic bootstrapping, we used an eye-tracking paradigm to examine children's fast-mapping abilities in active (structurally-simple) and passive (structurally-complex) sentences. Actions after sentences indicated children were more successful mapping words in passive sentences when novel words were presented in NP2 ("The seal will be quickly eaten by the blicket") than when novel words were presented in NP1 ("The blicket will be quickly eaten by the seal" ), indicating presenting more prominent nouns in NP1 increases children's agent-first bias and sabotages interpretation of passives. Later recall data indicate children were less likely to remember new words in structurally-challenging contexts.
590 $a School code: 0117.
650 4 $a Behavioral psychology. $3 629856
650 4 $a Psychology. $3 180630
650 4 $a Linguistics. $3 174558
690 $a 0384
690 $a 0621
690 $a 0290
710 2 $a University of Maryland, College Park. $b Hearing and Speech Sciences. $3 629855
773 0 $t Masters Abstracts International $g 54-06(E).
790 $a 0117
791 $a M.A.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1592815

筆 0 讀者評論

多媒體

多媒體檔案
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1592815

評論

新增評論分享你的心得

Export

取書館別