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Autor/inn/en | Ma, Weiyi; Luo, Rufan; Golinkoff, Roberta; Hirsh-Pasek, Kathy |
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Titel | The Influence of Exemplar Variability on Young Children's Construal of Verb Meaning |
Quelle | In: Language Learning and Development, 19 (2023) 3, S.249-274 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Hirsh-Pasek, Kathy) Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1547-5441 |
DOI | 10.1080/15475441.2022.2060834 |
Schlagwörter | Verbs; Language Acquisition; English; Cognitive Mapping; Preschool Children; Learning Processes; Individual Differences; Decision Making; Task Analysis; Visual Stimuli; Graduate Students; Undergraduate Students; Semantics; Comparative Analysis; Delaware Sprachaneignung; Spracherwerb; English language; Englisch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Learning process; Lernprozess; Individueller Unterschied; Decision-making; Entscheidungsfindung; Aufgabenanalyse; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Semantik |
Abstract | Verbs serve as the architectural centerpiece of sentences, making verb learning pivotal for language acquisition. Verb learning requires both the formation of a verb-action mapping and the abstraction of relations between an object and its action. Two competing positions have been proposed to explain the process of verb learning: (a) seeing a highly variable range of exemplars allows children to detect and abstract the commonalities across actions--the action invariants; and (b) seeing a less variable range of exemplars enables children to focus on and extract the action invariants. Using manner--a major component of verb meaning in English--as a test case, this study addressed this debate by examining the influence of manner variability on the ability to fast-map new verbs and extend them to novel exemplars in 2-, 3-, and 4-year-old English-speaking children. Results contribute to this debate by showing that high manner variability hindered fast-mapping but facilitated extension to manner variations in the 2- and 3-year-olds. Thus, high exemplar variability may affect verb fast-mapping and extension differently. Furthermore, manner variability did not affect 4-year-olds' (or adults') fast-mapping or extension, suggesting that the influence of exemplar variability on verb learning attenuates with age. Finally, manner variability did not affect agent or object extension, revealing a component-specific effect of exemplar variability on verb extension. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |