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Naslov:Does Grammatical Structure Accelerate Number Word Learning? Evidence from Learners of Dual and Non-Dual Dialects of Slovenian
Avtorji:ID Marušič, Franc (Lastnik avtorskih pravic)
ID Marušič, Franc, Univerza v Novi Gorici (Avtor)
ID Žaucer, Rok, Univerza v Novi Gorici (Avtor)
ID Plesničar, Vesna, Univerza v Novi Gorici (Avtor)
ID Razboršek, Tina, Univerza v Novi Gorici (Avtor)
ID Sullivan, Jessica, Skidmore College (Avtor)
ID Barner, David, University of California, San Diego (Avtor)
Datoteke:.pdf journal.pone.0159208.PDF (1,38 MB)
MD5: AB1F291F7DDB5C17A700C6C8DA956A78
 
Jezik:Angleški jezik
Vrsta gradiva:Delo ni kategorizirano
Tipologija:1.01 - Izvirni znanstveni članek
Organizacija:UNG - Univerza v Novi Gorici
Opis:How does linguistic structure affect children’s acquisition of early number word meanings? Previous studies have tested this question by comparing how children learning languages with different grammatical representations of number learn the meanings of labels for small numbers, like 1, 2, and 3. For example, children who acquire a language with singular-plural marking, like English, are faster to learn the word for 1 than children learning a language that lacks the singular-plural distinction, perhaps because the word for 1 is always used in singular contexts, highlighting its meaning. These studies are problematic, however, because reported differences in number word learning may be due to unmeasured cross-cultural differences rather than specific linguistic differences. To address this problem, we investigated number word learning in four groups of children from a single culture who spoke different dialects of the same language that differed chiefly with respect to how they grammatically mark number. We found that learning a dialect which features “dual” morphology (marking of pairs) accelerated children’s acquisition of the number word two relative to learning a “non-dual” dialect of the same language.
Ključne besede:števila, številke, slovnično število, dvojina, narečja, usvajanje, učenje, slovenščina, angleščina, numbers, grammatical number, dual, dialects, acquisition, learning, Slovenian, English
Verzija publikacije:Objavljena publikacija
Leto izida:2016
Št. strani:16
Številčenje:11, 8
PID:20.500.12556/RUNG-2531 Novo okno
COBISS.SI-ID:4474107 Novo okno
DOI:doi:10.1371/journal.pone.0159208 Novo okno
NUK URN:URN:SI:UNG:REP:GZLWMR3U
Datum objave v RUNG:10.08.2016
Število ogledov:4835
Število prenosov:241
Metapodatki:XML RDF-CHPDL DC-XML DC-RDF
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Skupna ocena:(0 glasov)
Vaša ocena:Ocenjevanje je dovoljeno samo prijavljenim uporabnikom.
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Gradivo je del revije

Naslov:PLoS ONE
Skrajšan naslov:PLoS ONE
Založnik:Public Library of Science
Leto izida:2016
ISSN:1932-6203

Gradivo je financirano iz projekta

Financer:ARRS - Agencija za raziskovalno dejavnost Republike Slovenije
Številka projekta:J7-5569
Naslov:Medsebojna povezanost usvajanja dvojine in usvajanja števil kot pokazatelj (ne)povezanosti jezika in mišljenja

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