Structure du langage, perception et acquisition
GRE Subject Test · GRE Psychology Sujet 18 3:53 Narration en anglais · Sous-titres anglais + 中文 incrustés
Chapitres
Transcript
Phonemes distinguish sound categories; morphemes carry meaning.
音位区分语音类别；语素承载意义。
Syntax concerns organization of words; semantics concerns meaning; pragmatics concerns use in context.
句法关注词的组织方式；语义学关注意义；语用学关注语境中的使用。
A grammatical sentence can be unusual in meaning.
一个符合语法的句子可能在意义上显得不寻常。
Children's rule-based errors can show productive generalization rather than exact copying.
儿童基于规则的错误可能体现的是生产性概括，而非精确模仿。
Both learning opportunities and biological constraints matter; a single error cannot decide every language-acquisition theory.
学习机会和生物约束都至关重要；单个错误无法判定每一种语言习得理论。
Language is hierarchical.
语言具有层级结构。
Phonemes are the smallest sound units that distinguish meaning (/b/ versus /p/); morphemes are the smallest meaning-bearing units (un-happy-ness has three); syntax governs how words combine into phrases and sentences; semantics concerns meaning.
音素是区分意义的最小语音单位，例如/b/与/p/。 语素是承载意义的最小单位，例如un-happy-ness包含三个语素。
A sentence can be grammatical yet meaningless — syntax and semantics are separable.
句法支配词如何组合成短语和句子。 语义涉及意义。
Speech perception is categorical: continuous acoustic variation is heard as discrete phonemes, so a sound between /b/ and /p/ is reported as one or the other.
一个句子可以语法正确但无意义，因此句法和语义是可分离的。 言语感知是分类的：连续的声学变化被感知为离散的音素，因此/b/与/p/之间的声音会被报告为前者或后者。
Listeners segment a continuous stream using transitional probabilities and knowledge, not audible gaps between words.
听者利用转换概率和知识对连续流进行切分，而非依靠词间的可听间隙。
Reading links print to sound and meaning.
阅读将书面文字与语音及意义联系起来。
Skilled readers use both a grapheme-to-sound route (sounding out) and a direct whole-word route for familiar words; dyslexia research separates phonological decoding deficits from surface patterns.
熟练读者同时使用字形到语音的解码路径，即拼读，以及针对熟悉单词的直接整词识别路径。 诵读障碍研究将音系解码缺陷与表面模式区分开来。
Eye-movement studies show reading is a series of fixations and saccades, not smooth gliding.
眼动研究表明，阅读是一系列注视点和快速眼动的过程，而非平滑滑动。
Bilingualism research separates language proficiency from general intelligence: balanced bilinguals show executive-control practice effects, while subtractive schooling can harm both languages.
双语研究将语言能力与一般智力区分开：平衡型双语者表现出执行控制功能的练习效应，而减损式教育可能损害两种语言。
Second-language learning declines with age of onset, especially for pronunciation and grammar, without a single sharp critical cut-off.
第二语言习得随起始年龄增长而下降，尤其在发音和语法方面，但并未出现单一的、明确的关键期临界点。
A child says walked correctly and then says goed.
儿童正确说出walked，随后又说出goed。
What does the second form suggest about learning, and what would be an overclaim?
第二种形式对习得过程有何启示？ 哪些说法属于过度断言？
Goed applies a productive past-tense pattern to an irregular verb, consistent with overregularization.
Goed将能产性过去式规则应用于不规则动词，这与过度规则化现象一致。
The child is doing more than repeating every form exactly.
这表明儿童并非机械重复所有形式。
This does not prove that input or reinforcement never matters or that one complete theory has been established.
但这并不能证明语言输入或强化毫无作用，也不能说明已有单一完备理论确立。
Examine patterns across forms and development.
应考察不同形式及发展过程中的模式。
Each level of language asks a different question about the same utterance.
语言的每个层次对同一句话提出不同的问题。
Read the labels before drawing a conclusion.
先读清标签，再下结论。
Explain how a message can have correct syntax but be misunderstood because of context, using an original example.
请举例说明，一个信息虽然语法正确，却可能因语境而被误解。
Pause before the model.
请先暂停，完成这道原创练习再继续。
Can you open the window? has interrogative syntax but may function as a request.
“Can you open the window?”具有疑问句法结构，但可能作为请求使用。
Someone answering only yes may understand literal ability but miss the pragmatic intention.
若某人仅回答“yes”，可能只理解了字面能力，而忽略了语用意图。
Meaning depends on speaker, setting and conventions.
意义取决于说话人、语境和惯例。
Accept another example that clearly separates grammatical form from use without treating a language community as uniform.
请再举一个能明确区分语法形式与实际用法，且不将语言社群视为均质整体的例子。
Counting morphemes by letters or syllables, or treating word boundaries in speech as physically present; segmentation is inferred by the listener.
按字母或音节计算语素，或将言语中的词界视为物理存在；分词是由听者推断得出的。
State the source and the limits.
请说明其来源与局限性。
A child produces a grammatical form never explicitly taught.
儿童产出了从未被明确教授过的语法形式。
What does this challenge, and what does it fail to settle?
这挑战了什么，又未能解决什么问题？
Pause and write a justified answer.
请先暂停，写出有理有据的答案。