Adjectives really do modify nouns: the incremental and restricted nature of early adjective acquisition

Mintz, Toben H.

doi:10.1016/s0010-0277(02)00047-1

Cited by 99 publications

(138 citation statements)

References 61 publications

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“…Children were not given a name for the standard, and hence could not use mutual exclusivity to infer that the new word named only part of the item, and not the whole item. Finally, the items themselves were novel shapes, not members of familiar basic-level categories as in Mintz and Gleitman's (2002) studies. Yet de-spite all these hurdles, by four years of age, children were able to carry out a comparison and correctly infer which variant had the corresponding part.…”

Section: Discussionmentioning

confidence: 99%

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Comparison Facilitates Children's Learning of Names for Parts

Gentner¹,

Loewenstein

Hung

2007

Journal of Cognition and Development

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Section: Discussionmentioning

confidence: 99%

“…Further, comparison processes and category knowledge can be usefully combined. Mintz and Gleitman (2002) found that 2-and 3-year-old children could more easily learn new property names if they modified a familiar basic-level category label (e.g., "That's a drin car! And that's a drin ball").…”

Section: Discussionmentioning

confidence: 99%

Comparison Facilitates Children's Learning of Names for Parts

Gentner¹,

Loewenstein

Hung

2007

Journal of Cognition and Development

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“…The Mintz and Gleitman (2002) results suggest that 2-year-olds are more or less successful in identifying a novel word as a property term rather than an object name when it occurs in the frame a/the__ [noun]. Note that [noun] in this case may not yet represent an abstract grammatical category, but rather a collection of familiar object names that happen to be nouns (Tomasello, 2001).…”

Section: Adjectives As a Grammatical Categorymentioning

confidence: 93%

“…This explanation is supported by our present findings, given that distributional, prosodic, and lexical cues in the phrase the TIV one are all consistent with the preferred noun interpretation. But when Mintz and Gleitman (2002) substituted familiar object names for the pronoun one (e.g. Show me a STOOF horse, Show me a ZAV car), 2-year-olds succeeded in identifying STOOF correctly as a property term more often than chance.…”

Section: Adjectives As a Grammatical Categorymentioning

confidence: 94%

Knowing what a novel word is not: Two-year-olds ‘listen through’ ambiguous adjectives in fluent speech

Thorpe

Fernald

2006

Cognition

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Three studies investigated how 24-month-olds and adults resolve temporary ambiguity in fluent speech when encountering prenominal adjectives potentially interpretable as nouns. Children were tested in a looking-while-listening procedure to monitor the time course of speech processing. In Experiment 1, the familiar and unfamiliar adjectives preceding familiar target nouns were accented or deaccented. Target word recognition was disrupted only when lexically ambiguous adjectives were accented like nouns. Experiment 2 measured the extent of interference experienced by children when interpreting prenominal words as nouns. In Experiment 3, adults used prosodic cues to identify the form class of adjective/noun homophones in string-identical sentences before the ambiguous words were fully spoken. Results show that children and adults use prosody in conjunction with lexical and distributional cues to 'listen through' prenominal adjectives, avoiding costly misinterpretation. KeywordsLanguage development; Speech processing; Ambiguity resolution; Eye movements; Eye-tracking; On-line measures; Speed of processing; Adjectives; Prenominal adjectives; Form class; Prosody; Lexical development; Grammatical development Adults interpret spoken language incrementally, assigning structure to linguistic input continuously as the speech signal unfolds. Although the process of comprehension seems effortless to the fluent adult, incremental processing in fact leads inevitably and continuously to potential problems of ambiguity as the listener attempts to interpret the meaning of a spoken utterance. Because speech unfolds from moment to moment, it is frequently the case that a number of alternative interpretations are possible at a particular point in time, only one of which will be correct. In a sentence such as Susie fixed her back porch, there is ambiguity at multiple levels of linguistic structure at different time points. For example, halfway through the verb, fix-, the sentence could go on to describe how Susie either fixes or fixates something, and on hearing Susie fixed her back-, the listener might prematurely infer that Susie had consulted a chiropractor rather than a carpenter. For adults, the process of recognizing words and resolving temporary ambiguities in spoken language is remarkably fast and efficient, enabled by the use of predictive cues from multiple sources of information in the speech stream. Using extensive knowledge of language and the world, adults can typically rely on linguistic and contextual information to constrain the possibilities of interpretation, so that understanding happens accurately and effortlessly as the sentence unfolds (e.g.

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“…Em outras ocasiões, a leitura pode favorecer que a criança relacione certas palavras que desconhece a aspectos menos óbvios das ilustrações em função de dicas lexicais presentes nas frases da história (Mintz & Gleitman, 2002), em um processo mais refi nado de controle de estí-mulos, como, por exemplo, quando uma criança ouve a frase "A maçã estava na cesta magenta": a posição da palavra "magenta" na frase indica que ela tem relação com a palavra "cesta", sendo uma propriedade desta; com isso, a criança pode fi car sob controle de uma propriedade específi ca da "cesta" -sua cor, o que, neste caso, favoreceria a aprendizagem de um adjetivo. Crianças ainda mais velhas, e com maior experiência com a sintaxe do idioma, seriam capazes não apenas de aprender o signifi cado de palavras novas que aparecem nas histórias, como também a ocasião em que elas são empregadas, e sua relação com outras palavras da língua, apenas por meio de dicas verbais presentes no curso da história.…”

Section: Lectura Compartida De Libros Y Aprendizaje De Palavras En Niunclassified

Leitura compartilhada de livros e aprendizagem de palavras em crianças pré-escolares

2016

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ResumoA leitura compartilhada de histórias é uma forma efi ciente de promover a aprendizagem de vocabulário por crianças, mas os processos básicos envolvidos nessa aprendizagem ainda precisam ser esclarecidos. O objetivo deste estudo foi investigar a infl uência de dicas sociais na aprendizagem de palavras durante a leitura de livros, e se as novas relações palavras-fi guras apresentadas nas histórias sustentariam um desempenho por exclusão posterior, diante de fi guras desconhecidas. Duas histórias ilustradas não comerciais, contendo duas pseudopalavras cada, foram lidas com e sem a apresentação de dicas sociais para 12 crianças de 3 anos, em um delineamento de medidas repetidas. Sondas de emparelhamento, exclusão e nomeação avaliaram a aprendizagem dessas pseudopalavras. O desempenho das crianças não diferiu em relação à aprendizagem das pseudopalavras nas duas condições de leitura (com apresentação de dica social e sem dicas), e todas apresentaram desempenho por exclusão nas sondas planejadas. Esses resultados confi rmam que a situação de leitura compartilhada promove aprendizagem de novas relações entre palavras e fi guras, mas deixam em aberto o papel de dicas sociais nesse processo.Palavras-chave: Leitura compartilhada de livros, aprendizagem de palavras, comportamento verbal, análise do comportamento. Shared Book Reading and Word Learning in Preschool Children AbstractShared story reading is an effective way to promote the learning of vocabulary for children, however, the basic processes involved in this learning have yet to be clarifi ed. The aim of this study was to investigate the infl uence of social cues on word learning while reading books, and whether the new word-picture relationships presented in the stories sustain subsequent performance by exclusion, given unknown pictures. Two non-commercial illustrated stories, containing two pseudowords each, were read with and without the presentation of social cues for 12 children, 3 years of age, in a repeated measures design. Matching, exclusion and naming probes evaluated the learning of these pseudowords. The performance of the children did not differ in relation to the learning of the pseudowords in both reading conditions 1 Endereço para correspondência:

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Adjectives really do modify nouns: the incremental and restricted nature of early adjective acquisition

Cited by 99 publications

References 61 publications

Comparison Facilitates Children's Learning of Names for Parts

Comparison Facilitates Children's Learning of Names for Parts

Knowing what a novel word is not: Two-year-olds ‘listen through’ ambiguous adjectives in fluent speech

Leitura compartilhada de livros e aprendizagem de palavras em crianças pré-escolares

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