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5. Teorija jezika skozi prizmo usvajanja nejezikovnih prvin – pilotna študijaTjaša Popović, 2017, undergraduate thesis Abstract: V središču diplomske naloge je možnost, da bi lahko temelje za univerzalno hierarhijo funkcijskih projekcij, ki jo opazujemo v jeziku, iskali v splošni kogniciji (Žaucer 2015). Če taki temelji obstajajo, lahko pričakujemo, da obstaja tudi povezava med vrstnim redom funkcijskih projekcij, v katerih se v samostalniški zvezi pojavljajo pridevniki, in vrstnim redom usvajanja konceptov, ki jih pridevniki v ustrezni funkcijski projekciji izražajo. Na podlagi preteklih raziskav (Radford 1996) pričakujemo, da bodo otroci koncepte, ki so v hierarhiji postavljeni nižje, usvojili prej in tiste, ki so višje, kasneje. V diplomskem delu so zato predstavljene kartografske raziskave, ki kažejo, da obstaja v samostalniški zvezi univerzalna hierarhija pridevnikov. Sledeč Scottu (2002)preverjamo, ali slovenščina potrjuje univerzalno hierarhijo, ki je bila predlagana predvsem na podlagi angleščine. Pri tem je posebna pozornost posvečena pridevnikom, ki poimenujejo velikost, obliko in barvo. Sklenemo, potrjujoč Scottove (2002) trditve, da si ti sledijo v zaporedju velikost → oblika → barva. V nadaljevanju so predstavljeni rezultati pilotne študije, s pomočjo katere smo pri otrocih preverjali razumevanje konceptov velikosti, oblike in barve. Na podlagi dobljenih rezultatov ne moremo sklepati o vrstnem redu usvajanja konceptov velikosti, oblike in barve, saj se je pokazalo, da so otroci, ki so nalogo razumeli, že usvojili vse tri raziskovane koncepte.
Found in: osebi
Keywords: Univerzalna hierarhija funkcijskih projekcij, pridevniki, samostalniška zveza, usvajanje jezika, koncepti, velikost, oblika, barva.
Published: 25.05.2017; Views: 4960; Downloads: 277
 Fulltext (1,02 MB) |
6. Do children use language structure to discover the recursive rules of counting?Petra Mišmaš, Priyanka Biswas, Rok Žaucer, Franc Marušič, Jessica Sullivan, Rose M. Schneider, Vesna Plesničar, David Barner, 2020, original scientific article Abstract: We test the hypothesis that children acquire knowledge of the successor function — a foundational principle stating that every natural number n has a successor n + 1 — by learning the productive linguistic rules that govern verbal counting. Previous studies report that speakers of languages with less complex count list morphology have greater counting and mathematical knowledge at earlier ages in comparison to speakers of more complex languages (e.g., Miller & Stigler, 1987). Here, we tested whether differences in count list transparency affected children’s acquisition of the successor function in three languages with relatively transparent count lists (Cantonese, Slovenian, and English) and two languages with relatively opaque count lists (Hindi and Gujarati). We measured 3.5- to 6.5-year-old children’s mastery of their count list’s recursive structure with two tasks assessing productive counting, which we then related to a measure of successor function knowledge. While the more opaque languages were associated with lower counting proficiency and successor function task performance in comparison to the more transparent languages, a unique within-language analytic approach revealed a robust relationship between measures of productive counting and successor knowledge in almost every language. We conclude that learning productive rules of counting is a critical step in acquiring knowledge of recursive successor function across languages, and that the timeline for this learning varies as a function of count list transparency.
Found in: osebi
Keywords: Cross-linguistic
Count list
Successor function
Natural number concepts
Number acquisition
Conceptual development
Published: 05.01.2020; Views: 2548; Downloads: 0
Fulltext (2,38 MB) |
7. Think globally, act locallyMarko Simonović, Petra Mišmaš, unpublished conference contribution Abstract: Slovenian is one of the languages used as a source of data for a model of non-local allomorphy in Božič (2019). Specifically, Božič (2019: 501) argues for non-local allomorphy in Slovenian because the root of the verb can differ depending on the finiteness of the form and this interaction occurs across the theme vowel (ž-e-ti ‘to reap’ vs. žanj-e-m ‘I reap’). In this talk we will, based on observations in Marvin (2003), propose a general account of theme vowels in Slovenian as the spellout of the v head and present additional data in favor of the more traditional analysis že-∅-ti~žanj-e-m (e.g. in Šekli 2010), which only involves local allomorphy.
Found in: osebi
Keywords: verbs, Slovenian, allomorphy, stress, theme vowels, spellout
Published: 24.09.2020; Views: 2001; Downloads: 0
Fulltext (169,08 KB) |
8. Slovenian verbs: Structure, stress and allomorphyMarko Simonović, Petra Mišmaš, invited lecture at foreign university Abstract: The talk will address three closely related topics concerning the verb in Slavic: the structure of the verbal domain, stress patterns and root allomorphy. We focus on data from Slovenian.
Found in: osebi
Keywords: verbs, Slovenian, Distributed Morphology, allomorphy, stress, theme vowels
Published: 13.10.2020; Views: 1840; Downloads: 0
Fulltext (137,03 KB) |
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