TY - JOUR
T1 - Accelerated learning without semantic similarity
T2 - Indirect objects
AU - Ninio, Anat
PY - 2005/9
Y1 - 2005/9
N2 - The hypothesis was tested that transfer and facilitation of learning in early syntactic development does not rely on semantic analogy among the items. The study focused on the verb-indirect object (VI) construction. Longitudinal naturalistic speech corpora of 14 Hebrew-speaking children (1;04-2;08) were analyzed, 9 females and 5 males, White and predominantly middle class. There was facilitation of learning among the first 10 verbs in the VI pattern, as evidenced by the accelerating growth curves. However, there was much semantic variability among the 10 indirect objects, and most had no semantically similar antecedents in the same construction. The results indicate that facilitation of learning of early syntax is most probably not mediated by semantic similarity.
AB - The hypothesis was tested that transfer and facilitation of learning in early syntactic development does not rely on semantic analogy among the items. The study focused on the verb-indirect object (VI) construction. Longitudinal naturalistic speech corpora of 14 Hebrew-speaking children (1;04-2;08) were analyzed, 9 females and 5 males, White and predominantly middle class. There was facilitation of learning among the first 10 verbs in the VI pattern, as evidenced by the accelerating growth curves. However, there was much semantic variability among the 10 indirect objects, and most had no semantically similar antecedents in the same construction. The results indicate that facilitation of learning of early syntax is most probably not mediated by semantic similarity.
KW - Analogy
KW - Constructions
KW - Semantics
KW - Syntactic development
KW - Transfer of learning
UR - http://www.scopus.com/inward/record.url?scp=24944493600&partnerID=8YFLogxK
U2 - 10.1515/cogl.2005.16.3.531
DO - 10.1515/cogl.2005.16.3.531
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AN - SCOPUS:24944493600
SN - 0936-5907
VL - 16
SP - 531
EP - 556
JO - Cognitive Linguistics
JF - Cognitive Linguistics
IS - 3
ER -