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121.
Tsimpli IM 《Brain and language》2001,77(3):432-448
This paper includes (i) a comparison of the developmental pattern of certain morphosyntactic features in normally developing (ND) Greek children with similar data from a group of children with specific language impairment and (ii) a new analysis of the differences found. The analysis is based on a minimalist notion of LF interpretability. Depending on the feature-specification of lexical items (i.e., [+/- interpretable] at LF), a different route of development follows. In addition, phonological salience of both interpretable and noninterpretable features is argued to play an important role in an account of crosslinguistic differences in both normal and exceptional development. 相似文献
122.
Hemispheric asymmetry in lexical decisions: the effects of grammatical class and imageability 总被引:1,自引:0,他引:1
It has been suggested that neural systems for lexical processing of nouns and verbs are anatomically distinct. The aim of the present study was to investigate if brain asymmetry for the processing of these two grammatical classes is also different. Neurologically intact adults performed a lateralized lexical decision task with grammatically unambiguous words of high, medium, and low degrees of imagery. For error scores a right visual field (RVF) advantage and an overall effect of imageability were obtained. For latency scores grammatical class and imageability modified visual field differences: in the noun class a RVF advantage was obtained only for low imagery nouns, while for the verbs the RVF advantage was present for both medium and low imagery verbs. These results suggest that the participation of right hemisphere neural systems in the processing of verbs is more limited than in the processing of nouns. 相似文献
123.
One of Luria's basic interests was the organization of human cognitive processes, and thinking in particular. He believed that language and thought are closely related, and hence the manner in which we speak reflects the way we think. To verify this assumption, he and his collaborators performed a number of interesting psycholinguistic experiments with subjects of various ages and cultural backgrounds. The tasks used made the evaluation of both receptive and expressive language possible. The Narrative Ability Test described here stems from Luria's observations to a considerable degree. The test was administered to preschool children (N = 106), schoolchildren (N = 143), adolescents (N = 89), adults (N = 126), and older persons (N = 175). Findings of the 20-year studies with normal and deviant populations indicate close relationships among thought, language, and self-control. It was found that difficulty in developing narratives corresponds with a disability to process complex information. Correlations between narrative skills and age, sex, and social background were also noted. 相似文献
124.
Mutsumi Imai 《The Japanese psychological research》1999,41(1):5-20
Many researchers have agreed that word learning in young children is guided by so-called "word-learning principles." However, these principles may make it difficult to learn a substantial part of the lexicon unless they are appropriately controlled. To learn proper names, the taxonomic assumption and/or the shape bias must be overridden; to learn names for substances, withdrawal of the whole-object assumption and/or the shape bias is required; and to learn lexical hierarchies, the mutual exclusivity assumption must be suspended. In certain languages, syntax can provide useful information in this situation. For example, if a novel noun is given to an object for which the name is known in the syntactic frame "This is X," English-speaking children may assume the noun to be a proper noun, and this will help them override the taxonomic assumption. However, this information is not available to Japanese children, since the Japanese language does not have grammatical markers to flag the distinction between count nouns and mass nouns, or the distinction between proper nouns and common nouns. In this paper, I discuss how Japanese children get around this problem. 相似文献
125.
The development and predictive relations of play and language across the second year. 总被引:3,自引:0,他引:3
The play and language development of 171 toddlers was examined at 14 and 18 months by observing their activities on the Symbolic Play Test and by assessing their language skills using the MacArthur Communicative Development Inventories (MCDI) and the Reynell Developmental Language Scales. Additionally, data from the Bayley Scales of Infant Development and the MCDI were obtained at 24 months, in order to investigate how play and language measures taken at 14 and 18 months predict children's development at the age of 2 years. The results showed that the vocabulary production and symbolic play of the 14-month-old toddlers made a unique contribution to their language and cognitive skills at the age of 2 years, while at 18 months only language variables made a similar contribution. Other-directed pretense discriminated between the children's subsequent language and cognitive skills best, whereas nonsymbolic play had no independent predictive contribution. Significant gender differences were found in the use of nonsymbolic and symbolic play acts already at 14 months. Gender did not, however, contribute to the prediction of the children's subsequent skills, whereas maternal education significantly added to the prediction of the 2-year-olds' maximum sentence length and that of their cognitive development. 相似文献
126.
This article deals with the development of numeracy among young children of the four to seven year age group. The research investigation described had two aims: to see how early numeracy develops in children of different ages; and to see whether there are fixed points which might serve as milestones in the development of infant numeracy. The results of this investigation involving 96 children indicate a strong development of numeracy skills during this period. With reference to the literature, it is also shown that certain items of a test previously developed for this purpose may be taken as core items that do indeed represent milestones in the development of infant numeracy. 相似文献
127.
Pamela Nicely Catherine S. Tamis-LeMonda Marc H. Bornstein 《Infant behavior & development》1999,22(4):209
To investigate infants’ affective expressivity and maternal attuned responsiveness to infant expressivity in relation to early language achievement, 77 dyads were visited in their homes at 9 and 13 months, and mothers were interviewed about their children’s language between 9 and 21 months. Maternal responses that were attuned to infant affect, by selectively matching either the gradient features or the valence of infants’ affective expressions, were more predictive of children’s language achievement than maternal nonmatching responses; and maternal matching responses at 9 months were more predictive of children’s language achievements than maternal responses at 13 months. Moreover, maternal matching responses at 9 months predicted second-year language achievements over and above infant affect expressivity at 9 and 13 months, and over and above maternal matching responses at 13 months. Infants’ affective expressivity per se was not predictive. 相似文献
128.
Are Words Easier to Learn From Infant‐ Than Adult‐Directed Speech? A Quantitative Corpus‐Based Investigation
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Adriana Guevara‐Rukoz Alejandrina Cristia Bogdan Ludusan Roland Thiollière Andrew Martin Reiko Mazuka Emmanuel Dupoux 《Cognitive Science》2018,42(5):1586-1617
We investigate whether infant‐directed speech (IDS) could facilitate word form learning when compared to adult‐directed speech (ADS). To study this, we examine the distribution of word forms at two levels, acoustic and phonological, using a large database of spontaneous speech in Japanese. At the acoustic level we show that, as has been documented before for phonemes, the realizations of words are more variable and less discriminable in IDS than in ADS. At the phonological level, we find an effect in the opposite direction: The IDS lexicon contains more distinctive words (such as onomatopoeias) than the ADS counterpart. Combining the acoustic and phonological metrics together in a global discriminability score reveals that the bigger separation of lexical categories in the phonological space does not compensate for the opposite effect observed at the acoustic level. As a result, IDS word forms are still globally less discriminable than ADS word forms, even though the effect is numerically small. We discuss the implication of these findings for the view that the functional role of IDS is to improve language learnability. 相似文献
129.
How do expert performers practice as they develop creatively? This study investigated the processes involved in the practice of new skills by expert breakdancers. A great deal of evidence supports the theory of “deliberate practice” (Ericsson, Krampe, & Tesch‐Römer, 1993, Psychological Review, 100, 363) in skill acquisition; however, expert creative performers may emphasize other forms of practice for skill development. Four case studies collected through fieldwork and laboratory observation were analyzed to evaluate expert dancers’ practice processes as they developed proficiency in new, specific skills. We focused on three aspects of learning: the degree of skill acquisition, the content of skills included in practice, and dancers’ stated purposes for practicing. The results showed that dancers’ practice improved skills (as suggested by deliberate practice) and engaged the exploration of new, original skills, along with coordinating skills within performance. In their practice, these dance experts went beyond deliberative practice to highly exploratory processes for skill development. 相似文献
130.
Alice Ann Howard Gola 《Cognitive development》2012,27(1):64
An experimental study investigated the effect of the type of mental verb input (i.e., input with think, know, and remember) on preschoolers’ theory of mind development. Preschoolers (n = 72) heard 128 mental verb utterances presented in video format across four sessions over two weeks. The training conditions differed only in the way the mental verbs were presented: the form (statement or question), the referent (first person or other person), and the interaction style (overheard or interactive). Children who overheard the characters discussing the mental states of someone else, either in statement or question form, significantly improved in their false belief understanding. These experimental findings demonstrate mental verb utterances about other people, even when not directed to the child, scaffold children's attention to differing perspectives, thus more efficiently promoting some aspects of their ToM development. 相似文献