LINKING EARLY LINGUISTIC AND CONCEPTUAL DEVELOPMENT

连接早期语言和概念发展

• 批准号: 6181975
• 负责人: SANDRA R WAXMAN
• 金额: $ 13.88万
• 依托单位: NORTHWESTERN UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 1992
• 资助国家: 美国
• 起止时间: 1992-09-01 至 2003-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6181975
• 关键词: adult human (21+); behavioral /social science research tag; child psychology; clinical research; concept; early experience; human subject; language development; nonEnglish language; preschool child (1-5); semantics; socioenvironment; verbal learning

DESCRIPTION: This application addresses fundamental issues of early conceptual development, language development and the relation between them. Children, like adults, are faced with an enormously rich environment. Each day, they encounter new objects and events. This diversity would be overwhelming if each object and event were treated as unique. Therefore, an essential developmental task is to form categories that capture commonalties across objects and naming -- across development and across languages. Particular types of words (e.g. count nouns, adjectives) highlight particular types of conceptual relations (e.g., categories of objects, properties of objects). There are however two serious limitations in the existing work. Because most of the existing literature is devoted to English-speaking children who have already made significant linguistics advances, we have a very limited understanding of how they begin to build these important linkages early in development and how they are influenced by the language under acquisition. The current application focuses specifically on the two types of evidence that will address the transition from infancy through the preschool years. In Section II, the proposed studies sharpen the evidence for these linkages in children acquiring languages other than English. they will build upon Waxman's previous work in French and Spanish, broadening the empirical base to include children acquiring additional native languages (Italian and Swedish), and to include experimental methods. By combining developmental and cross-linguistic approaches, this research will 1) broaden the empirical and theoretical foundations of existing research, 2) provide a window through which to view more clearly the origins of these powerful and precise linkages between early language and conceptual development, and 3) underscore the vital interaction between the expectations of the child and the shaping role of the environment. The results will have far-reaching implications for theories of early language and cognitive development. This basic research has begun to serve as a springboard for research on specific language impairments in children.

描述： 该应用程序解决了早期概念的基本问题 发展，语言发展及其之间的关系。 孩子们， 像成人一样，面临着巨大的环境。 每天，他们 遇到新对象和事件。 如果这种多样性将是压倒性的 每个对象和事件都被视为独特。 因此，这是必不可少的 发展任务是形成捕获跨越共同载体的类别 对象和命名 - 跨越开发和跨语言。 特别的 单词类型（例如计数名词，形容词）突出显示特定类型的类型 概念关系（例如，对象的类别，对象的属性）。 但是，现有工作有两个严重的局限性。 因为 大多数现有文献都致力于说英语的孩子 已经取得了重大的语言学进步，我们有非常有限的 了解他们如何开始建立这些重要联系的早期 开发以及它们如何受到被收购语言的影响。 当前的申请专门针对两种类型的证据 这将解决从婴儿期到学龄前年的过渡。 在第二部分中，拟议的研究提高了这些联系的证据 在获得英语以外的其他语言的儿童中。 他们将建立在 Waxman先前在法语和西班牙语中的作品，扩大了经验基础 包括儿童获得其他母语（意大利语和 瑞典语），并包括实验方法。 通过结合发展 和跨语言方法，这项研究将1）扩大经验 和现有研究的理论基础，2）提供一个窗口 通过它可以更清楚地查看这些强大而精确的起源 早期语言与概念发展之间的联系，以及3） 强调了儿童期望与 环境的塑造作用。 结果将具有深远的角度 对早期语言和认知发展理论的影响。 这 基础研究已开始作为研究特定研究的跳板 儿童的语言障碍。