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Toddlers Default to Canonical Surface-to-Meaning Mapping When Learning Verbs

by Dautriche, Isabelle , Yuan, Sylvia , Cristia, Alejandrina , Brusini, Perrine , Christophe, Anne , Fisher, Cynthia

in Biological and medical sciences / Child / Child development / Child, Preschool / Children / Cognition / Cognitive models / Concept Mapping / Cues / Cues/Cueing / Developmental psychology / Dislocation / EMPIRICAL ARTICLES / Encoding / Experiments / Female / Foreign Countries / France / French language / Fundamental and applied biological sciences. Psychology / Humans / Intransitive verbs / Language / Language Acquisition / Language comprehension / Language Development / Language teaching / Languages / Learning / Learning - physiology / Male / Mapping / Meaning / Nouns / Novels / Preschool children / Prosody / Psycholinguistics / Psychology. Psychoanalysis. Psychiatry / Psychology. Psychophysiology / Semantics / Sentence structure / Sentences / Structural analysis / Syntactics / Toddlers / Transitive verbs / Verbs / Word meaning / Young Children

2014

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Toddlers Default to Canonical Surface-to-Meaning Mapping When Learning Verbs

by Dautriche, Isabelle , Yuan, Sylvia , Cristia, Alejandrina , Brusini, Perrine , Christophe, Anne , Fisher, Cynthia

2014

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Toddlers Default to Canonical Surface-to-Meaning Mapping When Learning Verbs

by Dautriche, Isabelle , Yuan, Sylvia , Cristia, Alejandrina , Brusini, Perrine , Christophe, Anne , Fisher, Cynthia

2014

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Journal Article

Toddlers Default to Canonical Surface-to-Meaning Mapping When Learning Verbs

Dautriche, Isabelle,

Yuan, Sylvia,

Cristia, Alejandrina,

Brusini, Perrine,

Christophe, Anne,

Fisher, Cynthia

2014

Overview

Previous work has shown that toddlers readily encode each noun in the sentence as a distinct argument of the verb. However, languages allow multiple mappings between form and meaning that do not fit this canonical format. Two experiments examined French 28-month-olds' interpretation of right-dislocated sentences (nouni-verb, nouni) where the presence of clear, language-specific cues should block such a canonical mapping. Toddlers (N = 96) interpreted novel verbs embedded in these sentences as transitive, disregarding prosodic cues to dislocation (Experiment 1) but correctly interpreted right-dislocated sentences containing well-known verbs (Experiment 2). These results suggest that toddlers can integrate multiple cues in ideal conditions, but default to canonical surface-to-meaning mapping when extracting structural information about novel verbs in semantically impoverished conditions.

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Publisher

Blackwell Publishing Ltd,Wiley for the Society for Research in Child Development,Wiley-Blackwell,Oxford University Press

Subject

Biological and medical sciences

/ Child