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所有的自然语言都依赖于句子层面的形式-意义关联(即连接规则)来为有关何者向何者施以何为的命题内容编码。尽管这些关联在许多不同的理论框架中都被视为基础(Goldberg,1995,2006;Lidz,Gleitman,&Gleitman,2003;Pinker,1984,1989)和至少在原则上是可学的(Allen,1997;Morris,Cottrell,&Elman,2000),但是很少有实证研究证实过人类被试者能够从输入中习得它们。在本项研究中,我们给成人被试者三分钟时间去接触新句法构式,然后测试他们学到了什么。实验1证实,被试者在强迫选择的理解任务中能够准确地运用新习得的连接规则,且构式知识大部分可以持续一个星期。在实验2中,被试者首先接触连接规则——两个新构式中仅有一个蕴含连接规则,然后要求他们使用所接触的构式来描述新事件。数据显示,被试者在输出中对接触构式连接规则的使用相当成功,在不论目标连接模式细节的情况下其表现照样很好。这些结果表明,成人可以相对容易地习得连接规则,这也反过来暗示了儿童也可以从输入中直接学到连接规则。
All natural language relies on the sentence-level form of meaning association (ie, connection rules) to encode propositions about who whichever is to whom. Although these associations are considered as the basis of many different theoretical frameworks (Goldberg, 1995, 2006; Lidz, Gleitman, & Gleitman, 2003; Pinker, 1984, 1989) and are at least theoretically understandable Morris, Cottrell, & Elman, 2000), but few empirical studies confirm that human subjects can acquire them from input. In this study, we give adult subjects three minutes to access the new syntactic construct and then test what they learned. Experiment 1 confirmed that subjects were able to accurately use the newly learned connection rules in compulsive comprehension tasks and most of the constructive knowledge could last for one week. In Experiment 2, the subject first touches the join rule - only one of the two new constructs contains a join rule and then asks them to describe the new event using the construct in contact. The data showed that subjects were quite successful in using the output rules for the connection of contact constructs, performing well regardless of the details of the target connection pattern. These results show that adults can acquire connection rules relatively easily, which in turn implies that children can also learn the connection rules directly from the input.