Verbs and attention to relational roles in English and Tamil.
English-learning children have been shown to reliably use cues from argument structure in learning verbs. However, languages pair overtly expressed arguments with verbs to varying extents, raising the question of whether children learning all languages expect the same, universal mapping between argu...
| Publicado en: | Journal of Child Language Vol. 40; no. 2; pp. 358 - 391 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Cambridge University Press
Mar2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104302767&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104302767 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03050009 JCL jtl: Journal of Child Language issn: 03050009 maglogo: N pubinfo: dt: Mar2013 vid: 40 iid: 2 pid: 15979 pub: Cambridge University Press artinfo: ui: 104302767 85192246 85192246 10.1017/S0305000911000523 NLM22289295 104302767 ppf: 358 ppct: 33 formats: tig: atl: Verbs and attention to relational roles in English and Tamil. aug: au: Sethuraman, Nitya Smith, Linda B. affil: University of Michigan-Dearborn sug: subj: Grammar Trends Multilingualism Evaluation Task Performance and Analysis Methods Funding Source Human Child, Preschool Adult Task Performance and Analysis Descriptive Statistics Data Analysis Software Questionnaires Analysis of Variance Post Hoc Analysis Factor Analysis Child, Preschool: 2-5 years Adult: 19-44 years ab: English-learning children have been shown to reliably use cues from argument structure in learning verbs. However, languages pair overtly expressed arguments with verbs to varying extents, raising the question of whether children learning all languages expect the same, universal mapping between arguments and relational roles. Three experiments examined this question by asking how strongly early-learned verbs by themselves, without their corresponding explicitly expressed arguments, point to ‘conceptual arguments’ – the relational roles in a scene. Children aged two to four years and adult speakers of two languages that differ structurally in terms of whether the arguments of a verb are explicitly expressed more (English) or less (Tamil) frequently were compared in their mapping of verbs, presented without any overtly expressed arguments, to a range of scenes. The results suggest different developmental trajectories for language learners, as well as different patterns of adult interpretation, and offer new ways of thinking about the nature of verbs cross-linguistically. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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