2007 Fiscal Year Final Research Report Summary
The language-universal and Japanese-specific factors affecting children's word learning
| Project/Area Number |
17330139
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educational psychology
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| Research Institution | The University of Tokyo |
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Principal Investigator |
HARYU Etsuko The University of Tokyo, Graduate School of Education, Associate Professor (70276004)
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| Co-Investigator(Kenkyū-buntansha) |
IMAI Mutsumi Keio University, 環境情報学部, Professor (60255601)
OKADA Hiroyuki Tamagawa University, 工学部, Professor (10349326)
KAJIKAWA Sachiyo Tamagawa University, 脳科学研究所, Assistant Professor (70384724)
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| Project Period (FY) |
2005 – 2007
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| Keywords | language acquisition / word learning / verb learning / proper noun / Japanese / English / children / development |
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| Research Abstract |
Verbs refer to kinds of relation, whereas nouns are likely to denote kinds of object, although the application of proper nouns should be limited to a particular individual. Thus, in order to learn a novel word, children must identify the word's class and map the word to the kinds of meaning characteristic of the class.
However, whether and how a particular word's class is syntactically marked varies from language to language. This research project explored what information, syntactic or not, children rely on in inferring an appropriate meaning for a novel word, and how these strategies are affected by the structure of language, focusing on verb and proper noun learning.
As for verb learning, the results show that Japanese children can identify a novel word as a verb by utilizing obligatory verbal suffixes even when subject and object are omitted from sentence. In contrast, English-learning children require that a novel word be uttered in a sentence with subject and object so that they can identify the novel word as a verb. Thus, what information children rely on in identifying the given word as a verb reflects the structure of language.
As for proper nouns, the Japanese language does not syntactically discriminate proper nouns from common nouns whereas English does make this distinction. English-learning 20-month-olds has been reported to be able to map a novel proper noun to the particular individual as well as they regard a common noun as a category label, by attending to syntactic cues. Japanese-learning 30-month-olds take a strategy to interpret a novel word associated with a familiar animal as a proper name, although there is no syntactic distinction between proper nouns and common nouns in Japanese. However, Japanese 26-month-olds cannot take this strategy yet. Thus, Japanese children find their way of learning proper nouns, although they need more time to get there without aid from syntax than English-learning children.
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[Journal Article] Infant-directed speech supports phonetic category learning in English and Japanese.2007
Author(s)
Werker, J., Pons, F., Dietrich, C., Kajikawa, S., Fais, L., Amano, S.
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Journal Title
Cognition 103(1)
Pages: 147-162
Description
「研究成果報告書概要(和文)」より
Peer Reviewed
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[Journal Article] Infant-directed speech supports phonetic category learning in English and Japanese.2007
Author(s)
Werker, J., Pons, F., Dietrich, C., Kajikawa, S., Fais, L., Amano, S.
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Journal Title
Cognition 103
Pages: 147-162
Description
「研究成果報告書概要(欧文)」より
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[Journal Article] Revisiting the noun-verb debate : Acrosslinguistic comparison of novel noun and verb learning in English-, Japanese- and Chinese-speaking children.2006
Author(s)
Imai, M, Haryu, E, Okada, H., Li, L., Shigematsu, J.
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Journal Title
In K. Hirsh-Pasek and R. Golinkoff (Eds.), Action meets word-' How children learn verbs, New York : Oxford University Press
Pages: 450-476
Description
「研究成果報告書概要(欧文)」より
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[Journal Article] Noun bias in Chinese children : Novel noun and verb learning in Chinese, Japanese and English preschoolers.2005
Author(s)
Haryu, E., Imai, M., Okada, H., Li, L., Meyer, M., Hirsh-Pasek, K., Golinkoff, R. M.
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Journal Title
Proceedings of the 29th Annual Boston University Conference on Language Development 1
Pages: 272-283
Description
「研究成果報告書概要(和文)」より
Peer Reviewed
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[Journal Article] Noun bias in Chinese children: Novel noun and verb learning in Chinese, Japanese and English preschoolers.2005
Author(s)
Haryu, E., Imai, M., Okada, H., Li, L., Meyer, M., Hirsh-Pasek, K., Golinkoff, R. M.
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Journal Title
Proceedings of the 29th Annual Boston University Conference on Language Development, Somerville, MA : Cascadilla Press vol. 1
Pages: 272-283
Description
「研究成果報告書概要(欧文)」より
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[Presentation] Novel verb learning in Chinese children : Morphological simplicity makes verb learning difficult2005
Author(s)
Haryu, E., Imai, M., Li, L., Okada, H., Shigematsu, J.
Organizer
Biennial Meeting of the Society for Research in Child Development
Place of Presentation
Atlanta, U.S.A.
Year and Date
2005-04-09
Description
「研究成果報告書概要(和文)」より
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[Presentation] Novel verb learning in Chinese children : Morphological simplicity makes verb learning difficult.2005
Author(s)
Haryu, E., Imai, M., Li, L., Okada, H., Shigematsu, J.
Organizer
Paper presented at the Biennial Meeting of the Society for Research in Child Development.
Place of Presentation
Atlanta, U.S.A.
Year and Date
2005-04-09
Description
「研究成果報告書概要(欧文)」より
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[Book] 言語心理学2006
Author(s)
針生悦子(編著)
Total Pages
212
Publisher
朝倉書店
Description
「研究成果報告書概要(和文)」より
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[Book] Action meets word : How children learn verbs, Oxford University Pres2006
Author(s)
Imai, M, Haryu, E, Okada, H., Li, L., Shigematsu, J.
Total Pages
450-476
Publisher
Revisiting the noun-verb debate : a crosslinguistic comparison of novel noun and verb learning in English-, Japanese- and Chinese-speaking children.
Description
「研究成果報告書概要(和文)」より
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