The Influencing Factors of Word-Class and Semantic Identification in Parent-Child Interaction

doi:10.16719/j.cnki.1671-6981.20230607

Abstract

Abstract:

How do language learners infer the meaning of words through language input and situational factors is a complex and interdisciplinary problem. Based on the human simulation paradigm, the present study used 2 (word types: noun, verb) × 3 (language input clues: linguistic + situation, situation, linguistic) within-subjects design to investigate the influence of different language input clues in the situation of parent-child interaction on word-class and semantic identification of nouns and verbs.

The present study was carried out in two steps. First, we recorded the experimental materials. Five 18~24-month-old infants and their mothers were selected to record parent-child interactive videos and transcribe the videos word for word. The frequency of nouns and verbs used in the video was counted and 16 frequently used target words (8 nouns and 8 verbs) were screened out. For each target word, 6 video clips in different situations were cut as experimental materials. A total of 96 experimental materials and 2 exercise materials were edited. Second, the video clip was processed and the target word was replaced by the onomatopoeic word "beep". Then the video clip of each target word was coded, including syntactic information (word length, position of target word, sentence length) and situational factors (time interval between the occurrence of target words and indicators).

In the formal experiments, thirty college students were recruited. After each video clip was played, 6 options were presented for the participants to choose from. Participants needed to complete 96 selection tasks of target words, which were divided into three blocks (three types of input clues). Each block contained two video clips of each target word, with a total of 32 video clips (trials). Video clips and input clues were presented to each subject in a random order.

The results showed that: (1) For word class decision, the accuracy of verb class was higher than that of noun, and the accuracy of linguistic clue is higher than that of situation clue. (2) The interaction of word types and input clues together affected the accuracy of word class identification. That is, for nouns, the accuracy of linguistic + situation clues was higher than that of single clues (situation, linguistic). For verbs, the accuracy of linguistic + situation clue and linguistic clue was better than that of situation clue. (3) The semantic accuracy of verbs was higher than that of nouns, and the accuracy of voice clue was higher than that of situation clue. (4) The interaction of word types and input clues affected semantic accuracy. That is, for nouns, the accuracy of linguistic + situation clues was better than that of single cues (situation, linguistic). For verbs, the accuracy of linguistic + situation clues was higher than that of linguistic clues, and the accuracy of linguistic clues was higher than that of situation clues. (5) The analysis of syntactic information and situational factors showed that word length, and time interval between the occurrence of target words and indicators were significantly related to word class and semantic decision accuracy.

To conclude, (1) in the situation of parent-child interaction, the word class and semantic decision of Chinese verbs were easier than nouns. (2) The interaction of Chinese input clues and word types affected word class and semantic decision. (3) To identify nouns needed to combine situation clues with linguistic clues in order to better decide word class and semantics; for the word class and semantic decision of verbs, linguistic clues were more important than situation clues.

The innovation of this study is reflected in the following aspects: (1) This study adds linguistic cues on the basis of previous studies to distinguish the role of situational cues and linguistic cues more systematically. (2) This study changed the open response program of human simulation paradigm, so that participants can choose answers from six options. On the one hand, it reduces the difficulty of the task, and on the other hand, it makes the analysis of the results more quantitative and feasible. (3) Finally, it is noteworthy that the research shows that verbs are easier to infer than nouns in Chinese parent-child interaction, which is different from English learners in previous studies.

Key words: human simulation paradigm, language input, parent-child interaction, word class, semantics

摘要： 为考察亲子互动情境中的线索如何影响词汇学习,本研究通过人类模拟范式,采用2（词汇：名词/动词）× 3（线索：语言/情境/全线索）被试内设计,考察了30名成人对名词、动词的判断。结果发现：（1）动词词性和语义判断都比名词更容易。（2）动词词性在三种线索条件下都能正确判断,且全线索、语言线索优于情境线索;而名词词性仅在全线索条件下才能正确判断。（3）关于名词语义判断正确率,全线索>语言线索、情境线索;动词语义判断正确率,全线索>语言线索>情境线索。研究显示,汉语亲子互动情境中动词比名词更容易推断,这和英语不同。

关键词: 人类模拟范式, 输入语, 亲子互动, 词性, 语义

Chen Yongxiang, Li Yan, Peng Yuanyuan. The Influencing Factors of Word-Class and Semantic Identification in Parent-Child Interaction[J]. Journal of Psychological Science, 2023, 46(6): 1329-1335.

陈永香, 李燕, 彭圆圆. 亲子互动情境中影响词性和语义识别的因素^*[J]. 心理科学, 2023, 46(6): 1329-1335.

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