Acquiring lexical categories Bootstrapping (linguistics)

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1 acquiring lexical categories

1.1 acquiring verbs
1.2 acquiring nouns
1.3 acquiring adjectives





acquiring lexical categories
acquiring verbs

an demonstration naigles (1990) of syntactic bootstrapping involved showing 2-year-olds video of duck using left hand push rabbit down squatting position while both animals wave right arms in circles.



initial video: duck uses left hand push rabbit squatting position while both animals wave right arms in circles

during video, children presented 1 of following 2 descriptions:



(6) utterance a: duck kradding rabbit.
(describes situation duck rabbit)
(7) utterance b: rabbit , duck kradding.
(describes situation duck , rabbit perform same action)

children presented 2 distinct follow-up videos.



follow-up video 1: duck pushing rabbit
follow-up video 2: duck , rabbit both waving arms in air.

when instructed find kradding , children looked video illustrated utterance heard during initial video. children heard utterance interpreted kradding mean act of duck pushing on rabbit, while children heard utterance b assumed kradding action of arm waving. indicates children arrive @ interpretations of novel verb based on utterance context , syntactic structure in embedded.


in 1990, lila gleitman took idea further examining acquisition of verbs in more detail. in study, found children differentiate between verbs take 1 or more arguments , knowledge used them narrow down potential meanings verb in question. discovery explains how children can learn meaning of verbs cannot observed, ‘think’.


acquiring nouns

the acquisition of nouns related acquisition of mass/count contrast. in 1969, willard van orman quine claimed children cannot learn new nouns unless have acquired semantic distinction. otherwise, word “apples” might refer individual objects in pile or pile itself, , child have no way know without understanding difference between mass , count noun. nancy n. soja argues quine mistaken, , children can learn new nouns without understanding mass/count distinction. found in study 2-year old children able learn new nouns (some mass, count nouns) inferring meaning syntactic structure of sentence words introduced in.


acquiring adjectives

in 2010 study, syrett , lidz show children learn meaning of novel gradable adjectives on basis of adverbs modify them. gradable adjectives have scale associated them: example, adjective “large” places noun modifies on size scale, while adjective “expensive” places noun modifiers on price scale. in addition, gradable adjectives (ga s) subdivide 2 classes: relative , maximal ga’s.


relative ga’s words “big” in (5), , require reference point: big mouse not same size big elephant. shown in (6) , (7), while relative gas can modified adverb cannot modified adverb completely.



relative gradable adjectives
(5) a. big mouse
b. big elephant
(6) a. big mouse
b. big elephant
(7) a. *a big mouse
b. *a big elephant

maximal ga’s words like, “full” in (8); operate on close-ended scale. shown in (9) , (10), while relative gas cannot modified adverb can modified adverb completely.



maximal gradable adjectives
(8) a. full pool
b. full tank
(9) a. ?? full pool
b. ?? full tank
(10) a. full pool
b. full tank

in 2010 study, syrett , lidz showed children pictures of objects described in terms of both relative , maximal ga’s. example, picture of container described both tall (a relative ga) , clear (a maximal ga).


when showing these objects children, novel adjective used describe them prefaced either adverb (which modifies relative ga’s) or adverb (which modifies maximal ga’s). control, in contexts, no adverb present. when novel adjective presented adverb very, children assigned relative ga meaning it, , when presented adverb completely, maximal ga. when no adverb present, children unable assign meaning adjective. shows that, in order children learn meaning of new adjective, depend on grammatical information provide adverbs semantic class of novel adjective.








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