Generic and Specific Numeral Classifier Input and its Relation to Children’s Classifier and Number Learning

• Autorzy: Natsuki Atagi , Catherine M. Sandhofer
• Języki publikacji: EN

Abstrakty

EN

In Japanese, numeral classifiers-or measure words-co-occur with numbers in counting phrases. Th e present study characterized parent numeral classifier use and its relation to children’s classifier acquisition and number learning. Twenty-four Japanese-speaking parents and their two- to six-year-old children viewed and talked about two wordless picture books about counting to each other. Children also participated in a Counting task and Give-N task. Results revealed (1) parents’ classifier use changed in relation to children’s age and classifier use, and (2) parents’ increased use of specific classifiers was uniquely associated with children’s number understanding. These results suggest that aspects of children’s language and numerical development are related to parents’ language input, demonstrating the importance of examining the relation between language and cognition in a developmental context.

Słowa kluczowe

EN

cognitive development; language development; Japanese numeral classifiers; number learning

• Wydawca: Sciendo
• Czasopismo: Psychology of Language and Communication
• Rocznik: 2015
• Tom: 19
• Numer: 2
• Strony: 101-127

Daty

wydano

2015-10-01

online

2015-10-29

Twórcy

autor

Natsuki Atagi

• University of California, Los Angeles, 2332C FRANZ HALL, BOX 951563, 90095-1563 Los Angeles, United States,

autor

Catherine M. Sandhofer

• University of California, Los Angeles

Bibliografia

• Adams, K. & Conklin, N.F. (1973). Toward a theory of natural classification. In Corum, C., Smith-Strak, T.C., & Weiser, A. (Eds.), Papers from the 9th regional meeting of the Chicago Linguistics Society. April 13-15 (pp. 1-10). Chicago, IL: Chicago Linguistic Society.
• Barner, D., Chow, K., & Yang, S. (2009). Finding one’s meaning: A test of the relation between quantifi ers and integers in language development. Cognitive Psychology, 58 (2), 195-219.
• Barner, D., Libenson, A., Cheung, P., & Takasaki, M. (2009). Cross-linguistic relations between quantifiers and numerals in language acquisition: Evidence from Japanese. Journal of Experimental Child Psychology, 103 (4), 421-440.
• Bates, E., Camaioni, L., & Volterra, V. (1975). The acquisition of performatives prior to speech. Merrill-Palmer Qu arterly, 21 (3), 205-226.
• Bent, T. (2014). Children’s perception of foreign-accented words. Journal of Child Language, 41 (6), 1334-1355.
• Boroditsky, L. (2003). Linguistic relativity. In L. Nadel (Ed.), Encyclopedia of Cognitive Science (pp. 917-921). London, UK: MacMillan Press.
• Cartmill, E.A., Armstrong, B.F., Gleitman, L.R., Goldin-Meadow, S., Medina, T.N., & Trueswell, J.C. (2013). Quality of early parent input predicts child vocabulary 3 years later. Proceedings of the National Academy of Sciences, 110 (28), 11278-11283.
• Chang, A., Sandhofer, C.M., Adelchanow, L, & Rott man, B. (2011). Parental numeric language input to Mandarin Chinese and English speaking preschool children. Journal of Child Language, 38 (2), 341-355.
• Condry, K.F. & Spelke, E.S. (2008). The development of language and abstract concepts: Th e case of natural number. Journal of Experimental Psychology: General, 137 (1), 22-38.
• Dixon, R.M.W. (1986). Noun classes and noun classification in typological perspective. In C.G. Craig (Ed.), Noun Classes and Categorization (pp. 105-112). Philadelphia, PA: J. Benjamins.
• Downing, P. (1996). Numeral classifier systems: Th e case of Japanese. Philadelphia, PA: John Benjamins.
• Fenson, L., Dale, P.S., Reznick, J.S., Bates, E., Thal, D.J., Pethick, S.J., Tomasello, M., Mervis, C.B., & Stiles, J. (1994). Variability in early communicative development. Monographs of the Society for Research on Child Development, 59 (5), i-185.
• Gleitman, L. (1990). Th e structural sources of verb meanings. Language Acquisition, 1 (1), 3-55.
• Gleitman, L. & Papafragou, A. (2012). New perspectives on language and thought. In K.J. Holyoak & R.G. Morrison (Eds.), Oxford Handbook of Th inking and Reasoning (pp. 543-568). New York, NY: Oxford University Press USA.
• Goldenberg, E.R. & Sandhofer, C.M. (2013). Same, varied, or both? Contextual support aids young children in generalizing category labels. Journal of Experimental Child Psychology, 115 (1), 150-162.
• Goodman, J.C., Dale, P.S., & Li, P. (2008). Does frequency count? Parental input and the acquisition of vocabulary. Journal of Child Language, 35 (3), 515-531.
• Gumperz, J.J. & Levinson, S.C. (Eds.) (1996) Rethinking linguistic relativity. Cambridge, UK: Cambridge University Press.
• Gunderson, E.A. & Levine, S.C. (2011). Some types of parent number talk count more than others: relations between parents’ input and children’s cardinalnumber knowledge. Developmental Science, 14 (5), 1021-1032.
• Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M., & Lyons, T. (1991). Early vocabulary growth: Relation to language input and gender. Developmental Psychology, 27 (2), 236-248.
• Landau, B. & Gleitman, L. R. (1985). Language and experience. Cambridge, MA: Harvard University Press.
• Levine, S.C., Suriyakham, L.W., Huttenlocher, J., Rowe, M.L., & Gunderson, E.A. (2010). What counts in the development of young children’s number knowledge? Developmental Psychology, 46 (5), 1309-1319.
• Matsumoto, Y. (1985). Acquisition of some Japanese numeral classifiers: Th e search for convention. Papers and Reports on Child Language Development, 24, 79-86.
• Matsumoto, Y. (1987). Order of acquisition in the lexicon: Implications from Japanese numeral classifi ers. In K.E. Nelson & A. van Kleeck (Eds.), Children’s Language (pp. 229-260). Hillsdale, NJ: Erlbaum.
• McDonald, J.L., & Plauché, M. (1995). Single and correlated cues in an artificial language learning paradigm. Language and Speech, 38 (3), 223-236.
• Mix, K.S., Sandhofer, C.M., Moore, J.A., & Russell, C. (2012). Acquisition of the cardinal word principle: Th e role of input. Early Childhood Research Qu arterly, 27 (2), 274-283. Moerk, E.L. (1980). Relationships between parental input frequencies and children’s language acquisition: A reanalysis of Brown’s data. Journal of Child Language, 7 (1), 105-118.
• Muraishi, S. (1983). Josuushi Tesuto [Classifier Tests]. In Kokuritsu Kokugo Kenkyuusho [Th e National Language Research Institute] (Ed.), Yooji/Jidoo no Gengokeisei to Gengo [Conceptual Development and Language in Children] (pp. 273-316). Tokyo: Tokyo Shoseki.
• Naigles, L. & Hoff -Ginsberg, E. (1998). Why are some verbs learned before other verbs? Eff ects of input frequency and structure on children’s early verb use. Journal of Child Language, 25 (1), 95-120.
• Naka, M. (1999). Th e acquisition of Japanese numerical classifiers by 2-4-yearold children: Th e role of caretakers’ linguistic inputs. Japanese Psychological Research, 41 (1), 70-78.
• Pitchford, N. & Mullen, K.T. (2005). The role of perception, language, and preference in the developmental acquisition of basic color terms. Journal of Experimental Child Psychology, 90 (4), 275-302.
• Sandhofer, C. & Smith, L.B. (2007). Learning adjectives in the real world: How learning nouns impedes learning adjectives. Language Learning and Development, 3 (3), 233-267.
• Sarnecka, B.W., Kamenskaya, V.G., Yamana, Y., Ogura, T., & Yudovina, Y.B. (2007). From grammatical number to exact numbers: Early meanings of ‘one’, ‘two’, and ‘three’ in English, Russian, and Japanese. Cognitive Psychology, 55 (2), 136-168.
• Shimojo, M. (1997). The role of the general category in the maintenance of numeral-classifi er systems: the case of tsu and ko in Japanese. Linguistics, 35 (4), 705-733.
• Smith, L.B. & Yu, C. (2008). Infants rapidly learn word-referent mappings via cross-situational statistics. Cognition, 106 (3), 1558-1568.
• Sumiya, H. & Colunga, E. (2006). The effects of familiarity and semantics on early acquisition of Japanese numeral classifi ers. Bamman, D., Magnitskaia, T., & Zaller, C. (Eds.), BUCLD 30: Proceedings of the 30th annual Boston University Conference on Language Development (pp. 607-618). Somerville, MA: Cascadilla Press.
• Suriyakham, L.W., Levine, S.C., & Huttenlocher, J. (2006). A naturalistic study of input effects on the development of number concepts. Proceedings of the 28th Annual Conference of the Cognitive Science Society (p. 2613). Vancouver: Cognitive Science Society.
• Tomasello, M. (2005). Constructing a Language: A Usage-Based Theory of Language Acquisition. Cambridge, MA: Harvard University Press.
• Uchida, N. & Imai, M. (1996). A study on the acquisition of numeral classifi ers among young children: Th e development of human-animal categories and generation of the rule of classifi er applying. Japanese Journal of Education Psychology, 44 (2), 126-135. Vermeer, A. (2001). Breadth and depth of vocabulary in relation to L1/L2 acquisition and frequency of input. Applied Psycholinguistics, 22 (2), 217-234.
• Watamaki, T. & Ogura, T. (2004). Technical Manual of the Japanese MacArthur Communicative Development Inventory: Words and Grammar. Kyoto: Kyoto International Social Welfare Exchange Center.
• Wynn, K. (1990). Children’s understanding of counting. Cognition, 36 (2), 155-193.
• Wynn, K. (1992). Children’s acquisition of the number words and the counting system. Cognitive Psychology, 24 (2), 220-251.
• Yamamoto, K. & Keil, F. (2000). Th e acquisition of Japanese numeral classifiers: Linkage between grammatical forms and conceptual categories. Journal of East Asian Linguistics, 9 (4), 379-409.
• Yamamoto, K. (2005). Th e Acquisition of Numeral Classifi ers: Th e Case of Japanese Children. Berlin: Mouton de Gruyter.
• Yoshida, H. & Smith, L.B. (2005). Linguistic cues enhance the learning of perceptual cues. Psychological Science, 16 (2), 90-95.

Identyfikatory

DOI

10.1515/plc-2015-0007