大葉大學圖書館 |

Verb learning under guidance.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
書名/作者:	Verb learning under guidance.
作者:	He, Xiaoxue.
面頁冊數:	322 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
Contained By:	Dissertation Abstracts International76-12A(E).
標題:	Linguistics.
標題:	Developmental psychology.
ISBN:	9781321982923
摘要、提要註:	Any kind of uninstructed learning, faced by the challenge that any finite experience is consistent with infinitely many hypotheses, must proceed under guidance. This dissertation investigates guided vocabulary acquisition with a focus on verb learning. In particular, it examines some proposed early expectations that the young language learner may hold as guidance in learning novel verbs, and investigates the nature of these expectations from different angles. Four lines of studies are reported, each discussing a different question. Study 1 focuses on the expectation that the grammatical category verb picks out the conceptual category event -- the verb-event bias, and examines the early developmental trajectory of this bias, which may shed light on its origin: whether it is specified within UG or generalized inductively from input. Study 2 further asks how specific/general the learner's initial expectations about verb meanings are, and thus what is the expected degree of extendibility of verb meanings. Study 3 investigates the proposed expectation that the number of event participants aligns with the number of syntactic arguments -- the participant-argument-match (PAM) bias, and questions the utility of this bias in face of potential mismatch cases; in particular, some plausible 3-participant events are naturally described by 2-argument sentences. Study 4 looks at the proposed expectation that objects name patients (ONP) and asks a question about its exact nature in face of cross-linguistic variation -- whether objects are expected to name patients of the clause's event, or to name patients of the verb's event, and whether it varies cross-linguistically. Together, this dissertation provides new evidence that the language learner acquires verb meanings under guidance, asks new questions about the natures of some verb-learning guides, and highlights several issues the current acquisition theory needs to address.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3718461

Verb learning under guidance.
He, Xiaoxue.

Verb learning under guidance. - 322 p.

Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.

Thesis (Ph.D.)--University of Maryland, College Park, 2015.

Any kind of uninstructed learning, faced by the challenge that any finite experience is consistent with infinitely many hypotheses, must proceed under guidance. This dissertation investigates guided vocabulary acquisition with a focus on verb learning. In particular, it examines some proposed early expectations that the young language learner may hold as guidance in learning novel verbs, and investigates the nature of these expectations from different angles. Four lines of studies are reported, each discussing a different question. Study 1 focuses on the expectation that the grammatical category verb picks out the conceptual category event -- the verb-event bias, and examines the early developmental trajectory of this bias, which may shed light on its origin: whether it is specified within UG or generalized inductively from input. Study 2 further asks how specific/general the learner's initial expectations about verb meanings are, and thus what is the expected degree of extendibility of verb meanings. Study 3 investigates the proposed expectation that the number of event participants aligns with the number of syntactic arguments -- the participant-argument-match (PAM) bias, and questions the utility of this bias in face of potential mismatch cases; in particular, some plausible 3-participant events are naturally described by 2-argument sentences. Study 4 looks at the proposed expectation that objects name patients (ONP) and asks a question about its exact nature in face of cross-linguistic variation -- whether objects are expected to name patients of the clause's event, or to name patients of the verb's event, and whether it varies cross-linguistically. Together, this dissertation provides new evidence that the language learner acquires verb meanings under guidance, asks new questions about the natures of some verb-learning guides, and highlights several issues the current acquisition theory needs to address.

ISBN: 9781321982923Subjects--Topical Terms:

174558
Linguistics.

Verb learning under guidance.
LDR:02779nam a2200277 4500 001 440996
005 20160422125043.5
008 160525s2015 ||||||||||||||||| ||eng d
020 $a 9781321982923
035 $a (MiAaPQ)AAI3718461
035 $a AAI3718461
040 $a MiAaPQ $c MiAaPQ
100 1 $a He, Xiaoxue. $3 630056
245 1 0 $a Verb learning under guidance.
300 $a 322 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
500 $a Adviser: Jeffrey Lidz.
502 $a Thesis (Ph.D.)--University of Maryland, College Park, 2015.
520 $a Any kind of uninstructed learning, faced by the challenge that any finite experience is consistent with infinitely many hypotheses, must proceed under guidance. This dissertation investigates guided vocabulary acquisition with a focus on verb learning. In particular, it examines some proposed early expectations that the young language learner may hold as guidance in learning novel verbs, and investigates the nature of these expectations from different angles. Four lines of studies are reported, each discussing a different question. Study 1 focuses on the expectation that the grammatical category verb picks out the conceptual category event -- the verb-event bias, and examines the early developmental trajectory of this bias, which may shed light on its origin: whether it is specified within UG or generalized inductively from input. Study 2 further asks how specific/general the learner's initial expectations about verb meanings are, and thus what is the expected degree of extendibility of verb meanings. Study 3 investigates the proposed expectation that the number of event participants aligns with the number of syntactic arguments -- the participant-argument-match (PAM) bias, and questions the utility of this bias in face of potential mismatch cases; in particular, some plausible 3-participant events are naturally described by 2-argument sentences. Study 4 looks at the proposed expectation that objects name patients (ONP) and asks a question about its exact nature in face of cross-linguistic variation -- whether objects are expected to name patients of the clause's event, or to name patients of the verb's event, and whether it varies cross-linguistically. Together, this dissertation provides new evidence that the language learner acquires verb meanings under guidance, asks new questions about the natures of some verb-learning guides, and highlights several issues the current acquisition theory needs to address.
590 $a School code: 0117.
650 4 $a Linguistics. $3 174558
650 4 $a Developmental psychology. $3 185371
690 $a 0290
690 $a 0620
710 2 $a University of Maryland, College Park. $b Linguistics. $3 630057
773 0 $t Dissertation Abstracts International $g 76-12A(E).
790 $a 0117
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3718461