用计算模型解释儿童说英语时省略主语的原因
Performance and competence intertwined: A computational model of the Null Subject stage in English-speaking children
- 引入新参数模拟儿童误把祈使句当陈述句
- 模拟结果显示4岁前常省略主语符合实证观察
- 为语言习得研究提供可量化的计算框架
已有的实证研究表明，英语母语儿童在约4岁前会经历一个省略主语（Null Subject, NS）阶段，频繁省略主语。Orfitelli和Hyams（2012）指出，这一现象受表现因素影响，导致年幼儿童常将祈使句式误认为陈述句，从而临时形成省略主语的语法。本文提出一个新的计算参数以量化这种误判，并将其纳入强制性主语语法学习的模拟模型中。采用改进版的变分学习者模型（Variational Learner，Yang, 2012），该模型适用于超集-子集语言，模拟结果支持了上述假设。本研究进一步提出一个整合计算模型与关键发展因素的语言习得研究框架。
原文摘要 · Abstract (English)
The empirically established null subject (NS) stage, lasting until about 4 years of age, involves frequent omission of subjects by children. Orfitelli and Hyams (2012) observe that young English speakers often confuse imperative NS utterances with declarative ones due to performance influences, promoting a temporary null subject grammar. We propose a new computational parameter to measure this misinterpretation and incorporate it into a simulated model of obligatory subject grammar learning. Using a modified version of the Variational Learner (Yang, 2012) which works for superset-subset languages, our simulations support Orfitelli and Hyams' hypothesis. More generally, this study outlines a framework for integrating computational models in the study of grammatical acquisition alongside other key developmental factors.
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