Lexical acquisition Research Papers - Academia.edu (original) (raw)

Alanyazında, çocukların anadillerini öğrenirken ürettikleri ilk sözcüklerin ad olması ve erken dönem sözcük haznelerinde daha çok adların baskın olması durumuna ad hamlesi denmektedir. İngilizce, Almanca ve Fransızca (Gentner: 1981, 1982;... more

Alanyazında, çocukların anadillerini öğrenirken ürettikleri ilk sözcüklerin ad olması ve erken dönem sözcük haznelerinde daha çok adların baskın olması durumuna ad hamlesi denmektedir. İngilizce, Almanca ve Fransızca (Gentner: 1981, 1982; Caselli et al.: 1995) üzerine yapılan kimi çalışmalarda dil ediniminde, çocukların önce adları edindikleri belirtilmesine rağmen Korece, Çince ve Türkçe (Choi & Gopnik: 1995; Tardiff: 1996; Türkay: 2005) gibi diller üzerine yapılan çalışmalarda ise adların ve eylemlerin aynı anda edindikleri birinin diğerine üstünlük sağlanmadığı ya da eyleme yönelik bir tercihin olduğu gözlemlenmiştir. Bu çalışmanın amacı 3;0-6;0 yaş arasındaki çocukların konuşmalarının incelenmesi sonucunda ad hamlesinin olup olmadığını ortaya çıkarmaktır. Çalışmanın verisini ‘’Çocuktan Al Haberi’’ adlı programdaki çocukların konuşmaları oluşturmaktadır. Programda konuşan çocukların konuşmalarının çeviriyazısı yapılıp, konuşmalarındaki sözcükler sözcük türlerine göre deşifre edilmiş ve sınıflandırılmıştır. Çalışmanın sonucunda adlara yönelik biraz daha fazla baskınlığın olduğu ve bunun da bağlamdan dolayı gerçekleştiği sonucuna ulaşılmıştır.
Anahtar Sözcükler: Sözcüksel Edinim, Ad Hamlesi

The Universidad de la República, in Uruguay, offers reading comprehension in English courses within the career of dentistry for students to access information in this language. The study sought to analyze the fulfilment of the course’s... more

The Universidad de la República, in Uruguay, offers reading comprehension in English courses within the career of dentistry for students to access information in this language. The study sought to analyze the fulfilment of the course’s aims and to test the hypothesis that the greater the vocabulary that dentistry students possess, the better they will be able to understand written dentistry texts. A mixed approach, based on interviews and a class survey, was used. Data showed that the course’s objectives were achieved. Participants stated that the course is highly meaningful, and they believed that the previously mentioned correlation exists. However, this could not be statistically verified, which indicates that multiple reading comprehension skills are involved when trying to understand academic texts.

ABSTRACTThe English second language development of 19 children (mean age at outset = 5 years, 4 months) from various first language backgrounds was examined every 6 months for 2 years, using spontaneous language sampling, parental... more

ABSTRACTThe English second language development of 19 children (mean age at outset = 5 years, 4 months) from various first language backgrounds was examined every 6 months for 2 years, using spontaneous language sampling, parental questionnaires, and a standardized receptive vocabulary test. Results showed that the children's mean mental age equivalency and standard scores on the Peabody Picture Vocabulary Test—Third Edition nearly met native-speaker expectations after an average of 34 months of exposure to English, a faster rate of development than has been reported in some other research. Children displayed the phenomenon of general all-purpose verbs through overextension of the semantically flexible verb do, an indicator of having to stretch their lexical resources for the communicative context. Regarding sources of individual differences, older age of second language onset and higher levels of mother's education were associated with faster growth in children's Englis...

During the second year of life, the rate at which children acquire new words accelerates dramatically. This has led the field to posit specialized mechanisms that leverage the few words learned in the initial slow phase for faster... more

During the second year of life, the rate at which children acquire new words accelerates dramatically. This has led the field to posit specialized mechanisms that leverage the few words learned in the initial slow phase for faster vocabulary growth later. Simulations and mathematical analysis demonstrate that specialized cognitive changes are unnecessary. The acceleration in lexical acquisition is a necessary by-product of learning if (i) multiple words are learned in parallel and (ii) words are distributed such that there are few words that can be acquired quickly and many difficult ones.

Cette recherche s’intéresse à l’acquisition du bilinguisme précoce simultané dans un contexte de mixité familiale français-russe. Il est question ici de comprendre les voies développementales dans ses deux langues, ainsi que de définir le... more

Cette recherche s’intéresse à l’acquisition du bilinguisme précoce simultané dans un contexte de mixité familiale français-russe. Il est question ici de comprendre les voies développementales dans ses deux langues, ainsi que de définir le rôle des pratiques langagières familiales et la fréquence de l’exposition à l’input.
Pour ce faire, l’enfant bilingue français-russe, a été enregistrée en interaction spontanée et naturelle avec ses deux parents respectifs sur une durée de deux ans (2;00 à 4;00 ans). Le corpus total est constitué de 68 heures d’enregistrement et l’échantillon analysé a été restreint à 28 heures de transcriptions. D’abord, nous y avons étudié le développement lexical, morpho-syntaxique et pragmatique (les actes de langage et les énoncés bilingues) dans les deux langues. Ensuite, nous avons examiné la distribution et la fréquence des stratégies discursives parentales.
Les résultats montrent que la fréquence de l’exposition à l’input et les pratiques langagières familiales ont un impact considérable sur les rapports émergents entre les deux langues à un âge précoce. Il découle de notre analyse que l’enfant développe une forme dominante du bilinguisme et passe progressivement à l’usage harmonieux des deux langues vers 3 ans. Ce passage est accompagné des changements du paysage sonore et de la fréquence de l’exposition à l’input en russe. L’usage de stratégies discursives parentales dépend de l’âge de l’enfant, de ses compétences dans sa langue faible, ainsi que du format interactionnel. Le type d’activité et l’étayage parental corrèlent positivement avec son choix langagier. Un décalage dans l’apparition des catégories grammaticales a été noté : l’acquisition du français suit les modalités générales observées chez les enfants monolingues français, tandis que celle du russe connaît un décalage substantiel. Pour le traitement de la morphologie du russe (la langue faible), l’enfant se base sur ses compétences plus profondes en français. Les transferts interlangues au niveau du lexique, de la morphologie (les fillers) et de la syntaxe permettent de soutenir l’existence des compétences sous-jacentes communes.

In this précis of our recent book,Semantic Cognition: A Parallel Distributed Processing Approach(Rogers & McClelland 2004), we present a parallel distributed processing theory of the acquisition, representation, and use of human semantic... more

In this précis of our recent book,Semantic Cognition: A Parallel Distributed Processing Approach(Rogers & McClelland 2004), we present a parallel distributed processing theory of the acquisition, representation, and use of human semantic knowledge. The theory proposes that semantic abilities arise from the flow of activation among simple, neuron-like processing units, as governed by the strengths of interconnecting weights; and that acquisition of new semantic information involves the gradual adjustment of weights in the system in response to experience. These simple ideas explain a wide range of empirical phenomena from studies of categorization, lexical acquisition, and disordered semantic cognition. In this précis we focus on phenomena central to the reaction against similarity-based theories that arose in the 1980s and that subsequently motivated the “theory-theory” approach to semantic knowledge. Specifically, we consider (1) how concepts differentiate in early development, (2)...

We compare three projects that annotate semantic roles: PropBank, FrameNet, and SALSA. The first part of our analysis is a comparison of the different word sense distinction criteria underlying the annotation. Then, we study the effects... more

We compare three projects that annotate semantic roles: PropBank, FrameNet, and SALSA. The first part of our analysis is a comparison of the different word sense distinction criteria underlying the annotation. Then, we study the effects of these criteria at the level of actual phenomena that require annotation. In particular, we discuss metaphor, support constructions, words with multiple meaning aspects, phrases realizing more than one semantic role, and nonlocal semantic roles.

To investigate how young children learn categorical semantic relations between words, 4- to 7-year-olds were taught four labels for novel categories in an “alien” microworld. After two play sessions, where each label was given, with... more

To investigate how young children learn categorical semantic relations between words, 4- to 7-year-olds were taught four labels for novel categories in an “alien” microworld. After two play sessions, where each label was given, with defining information, at least 20 times, comprehension and production were tested. Results of two experiments show that 6-7-year- olds learned more words and correct semantic relations than 4-5-year-olds. The exclusion relation between contrasting category labels was easy to learn, and some findings suggested that hierarchical words are more easily learned than overlapping ones. Both studies showed no advantage to explicitly telling children semantic relations between words (e.g., “All fegs are wuddles.”). The results qualify a common assumption that preschool children have precocious abilities to infer word meaning; such an ability does not seem to extend to semantic relations between words.

Parallel and comparable corpora represent a crucial resource for different Natural Language Processing tasks like machine translation, lexical acquisition, and knowledge structuring but are also suitable to be consulted by humans for... more

Parallel and comparable corpora represent a crucial resource for different Natural Language Processing tasks like machine translation, lexical acquisition, and knowledge structuring but are also suitable to be consulted by humans for different purposes, such as linguistic teaching, corpus linguistics, translation studies, lexicography, multilingual information browsing. To enhance their exploitation by human users, specially designed interfaces need to be developed. In this paper we present the design and implementation ...

We present an electronic dictionary of French multiword adverbs. This dictionary is designed for investigation on information retrieval and extraction, automatic lexical acquisition, as well as on deep and shallow syntactic parsing. We... more

We present an electronic dictionary of French multiword adverbs. This dictionary is designed for investigation on information retrieval and extraction, automatic lexical acquisition, as well as on deep and shallow syntactic parsing. We delimit the scope of the dictionary in terms of lexical coverage and of grammatical coverage, we outline the formal description of entries, and we give an overview of the syntactic and semantic features which are associated to the 6,800 adverbial entries of the lexicon.
This electronic dictionary is freely available on the web.

Sixteen 4 to 6-year-old Danish children were video-recorded, while interacting spontaneously with their family in their homes. The mental state talk of the children was identified and analysed with respect to three mental domains: desire,... more

Sixteen 4 to 6-year-old Danish children were video-recorded, while interacting spontaneously with their family in their homes. The mental state talk of the children was identified and analysed with respect to three mental domains: desire, feeling and cognition, and was compared to data from a similar study carried out with Canadian families (Jenkins et al., 2003). Our results suggest some cross-cultural differences in children’s mental state talk. First, Danish children produce a larger variation of mental state talk words than Canadian children do, and second, the distribution of mental state talk across the three domains differed for the two language groups. Semantic variation between Danish and English was identified in the study, which may partly explain the findings. Furthermore we present a usage-based approach to the investigation of children’s development of psychological categories in language as well as cross-linguistically. 1.

We compare three projects that annotate semantic roles: PropBank, FrameNet, and SALSA. The first part of our analysis is a comparison of the different word sense distinction criteria underlying the annotation. Then, we study the effects... more

We compare three projects that annotate semantic roles: PropBank, FrameNet, and SALSA. The first part of our analysis is a comparison of the different word sense distinction criteria underlying the annotation. Then, we study the effects of these criteria at the level of actual phenomena that require annotation. In particular, we discuss metaphor, support constructions, words with multiple meaning aspects, phrases realizing more than one semantic role, and nonlocal semantic roles.

We compare three projects that annotate semantic roles: PropBank, FrameNet, and SALSA. The first part of our analysis is a comparison of the different word sense distinction criteria underlying the annotation. Then, we study the effects... more

We compare three projects that annotate semantic roles: PropBank, FrameNet, and SALSA. The first part of our analysis is a comparison of the different word sense distinction criteria underlying the annotation. Then, we study the effects of these criteria at the level of actual phenomena that require annotation. In particular, we discuss metaphor, support constructions, words with multiple meaning aspects, phrases realizing more than one semantic role, and nonlocal semantic roles.