Children use syntax to learn verbs, in a process known as syntactic bootstrapping. The structure‐mapping account proposes that syntactic bootstrapping begins with a universal bias to map each noun phrase in a sentence onto a participant role in a structured conceptual representation of an event. Equipped with this bias, children interpret the
Learning Verbs in English and Korean: The Roles of Word Order and Argument Drop
To learn new words, particularly verbs, child learners have been shown to benefit from the linguistic contexts in which the words appear. However, cross-linguistic differences affect how this process unfolds. One previous study found that children’s abilities to learn a new verb differed across Korean and English as a function of the sentence in which the verb occurred. The authors hypothesized that the properties of word order and argument drop, which vary systematically in these two languages, were driving the differences. In the current study, we pursued this finding to ask if the difference persists later in development, or if children acquiring different languages come to appear more similar as their linguistic knowledge and learning capacities increase. Preschool-aged monolingual English learners (N = 80) and monolingual Korean learners (N = 64) were presented with novel verbs in contexts that varied in word order and argument drop and accompanying visual stimuli. We assessed their learning by measuring accuracy in a forced-choice pointing task, and we measured eye gaze during the learning phase as an indicator of the processes by which they mapped the novel verbs to meaning. Unlike previous studies which identified differences between English and Korean learning 2-year-olds in a similar task, our results revealed similarities between the two language groups with these older preschoolers. We interpret our results as evidence that over the course of early childhood, children become adept at learning from a large variety of contexts, such that differences between learners of different languages are attenuated.
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- Award ID(s):
- 1748826
- NSF-PAR ID:
- 10406186
- Date Published:
- Journal Name:
- Language Learning and Development
- ISSN:
- 1547-5441
- Page Range / eLocation ID:
- 1 to 21
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Abstract number of noun phrases accompanying a new verb as evidence about the semantic predicate–argument structure of the sentence, and therefore about the meaning of the verb. In this paper, we first review evidence for the structure–mapping account, and then discuss challenges to the account arising from the existence of languages that allow verbs' arguments to be omitted, such as Korean. These challenges prompt us to (a) refine our notion of the distributional learning mechanisms that create representations of sentence structure, and (b) propose that anexpectation of discourse continuity allows children to gather linguistic evidence for each verb’s arguments across sentences in a coherent discourse. Taken together, the proposed learning mechanisms and biases sketch a route whereby simple aspects of sentence structure guide verb learning from the start of multi‐word sentence comprehension, and do so even if some of the new verb’s arguments are omitted due to discourse redundancy. -
Purpose This study examined whether 2-year-olds are better able to acquire novel verb meanings when they appear in varying linguistic contexts, including both content nouns and pronouns, as compared to when the contexts are consistent, including only content nouns. Additionally, differences between typically developing toddlers and late talkers were explored. Method Forty-seven English-acquiring 2-year-olds ( n = 14 late talkers, n = 33 typically developing) saw scenes of actors manipulating objects. These actions were labeled with novel verbs. In the varied condition, children heard sentences containing both content nouns and pronouns (e.g., “The girl is ziffing the truck. She is ziffing it!”). In the consistent condition, children heard the verb an equal number of times, but only with content nouns (e.g., “The girl is ziffing the truck. The girl is ziffing the truck!”). At test, children were shown two new scenes and were asked to find the novel verb's referent. Children's eye gaze was analyzed as a measure of learning. Results Mixed-effects regression analyses revealed that children looked more toward the correct scene in the consistent condition than the varied condition. This difference was more pronounced for late talkers than for typically developing children. Conclusion To acquire an initial representation of a new verb's meaning, children, particularly late talkers, benefit more from hearing the verb in consistent linguistic contexts than in varying contexts.more » « less
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Abstract What makes a word easy to learn? Early‐learned words are frequent and tend to name concrete referents. But words typically do not occur in isolation. Some words are predictable from their contexts; others are less so. Here, we investigate whether predictability relates to when children start producing different words (age of acquisition; AoA). We operationalized predictability in terms of a word's surprisal in child‐directed speech, computed using n‐gram and long‐short‐term‐memory (LSTM) language models. Predictability derived from LSTMs was generally a better predictor than predictability derived from n‐gram models. Across five languages, average surprisal was positively correlated with the AoA of predicates and function words but not nouns. Controlling for concreteness and word frequency, more predictable predicates and function words were learned earlier. Differences in predictability between languages were associated with cross‐linguistic differences in AoA: the same word (when it was a predicate) was produced earlier in languages where the word was more predictable.
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This study examines whether second language (L2) learners' processing of an intonationally cued lexical contrast is facilitated when intonational cues signal a segmental contrast in the native language (L1). It does so by investigating Seoul Korean and French listeners' processing of intonationally cued lexical-stress contrasts in English. Neither Seoul Korean nor French has lexical stress; instead, the two languages have similar intonational systems where prominence is realized at the level of the Accentual Phrase. A critical difference between the two systems is that French has only one tonal pattern underlying the realization of the Accentual Phrase, whereas Korean has two underlying tonal patterns that depend on the laryngeal feature of the phrase-initial segment. The L and H tonal cues thus serve to distinguish segments at the lexical level in Korean but not in French; Seoul Korean listeners are thus hypothesized to outperform French listeners when processing English lexical stress realized only with (only) tonal cues (H * on the stressed syllable). Seoul Korean and French listeners completed a sequence-recall task with four-item sequences of English words that differed in intonationally cued lexical stress (experimental condition) or in word-initial segment (control condition). The results showed higher accuracy for Seoul Korean listeners than for French listeners only when processing English lexical stress, suggesting that the processing of an intonationally cued lexical contrast in the L2 is facilitated when intonational cues signal a segmental contrast in the L1. These results are interpreted within the scope of the cue-based transfer approach to L2 prosodic processing.more » « less
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Abstract Research has suggested that children who speak African American English (AAE) have difficulty using features produced in Mainstream American English (MAE) but not AAE, to comprehend sentences in MAE. However, past studies mainly examined dialect features, such as verbal -s , that are produced as final consonants with shorter durations when produced in conversation which impacts their phonetic saliency. Therefore, it is unclear if previous results are due to the phonetic saliency of the feature or how AAE speakers process MAE dialect features more generally. This study evaluated if there were group differences in how AAE- and MAE-speaking children used the auxiliary verbs was and were, a dialect feature with increased phonetic saliency but produced differently between the dialects, to interpret sentences in MAE. Participants aged 6, 5–10, and 0 years, who spoke MAE or AAE, completed the DELV-ST, a vocabulary measure (PVT), and a sentence comprehension task. In the sentence comprehension task, participants heard sentences in MAE that had either unambiguous or ambiguous subjects. Sentences with ambiguous subjects were used to evaluate group differences in sentence comprehension. AAE-speaking children were less likely than MAE-speaking children to use the auxiliary verbs was and were to interpret sentences in MAE. Furthermore, dialect density was predictive of Black participant’s sensitivity to the auxiliary verb. This finding is consistent with how the auxiliary verb is produced between the two dialects: was is used to mark both singular and plural subjects in AAE, while MAE uses was for singular and were for plural subjects. This study demonstrated that even when the dialect feature is more phonetically salient, differences between how verb morphology is produced in AAE and MAE impact how AAE-speaking children comprehend MAE sentences.more » « less
- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1080/15475441.2023.2165926
