Prosodic Disambiguation by Elementary School-aged Children
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초록
The purpose of the current study was to explore whether elementary school-aged English-speaking children could use prosodic information to disambiguate syntactically ambiguous sentences. Considering that one of the two possible meanings for an ambiguous sentence is preferred over another, the current study also investigated the effect of interpretation biases on the use of disambiguating prosody by school-aged children. Fifty-seven children aged at between 6 and 9 years as well as twenty-four adults were asked to answer the pre-determined disambiguating questions after listening to the untrained speakers’ production of disambiguating prosody. The results showed that the children were not able to successfully interpret the speakers’ intended meanings using prosodic cues. Especially, when the intended meanings were less-preferred, the children had difficulties in interpreting the meanings based on the given prosodic cues. Overall, the results suggested that the elementary school-aged children depended more on their own interpretation biases than on the provided prosodic information to disambiguate syntactically ambiguous sentences.
Abstract
The purpose of the current study was to explore whether elementary school-aged English-speaking children could use prosodic information to disambiguate syntactically ambiguous sentences. Considering that one of the two possible meanings for an ambiguous sentence is preferred over another, the current study also investigated the effect of interpretation biases on the use of disambiguating prosody by school-aged children. Fifty-seven children aged at between 6 and 9 years as well as twenty-four adults were asked to answer the pre-determined disambiguating questions after listening to the untrained speakers’ production of disambiguating prosody. The results showed that the children were not able to successfully interpret the speakers’ intended meanings using prosodic cues. Especially, when the intended meanings were less-preferred, the children had difficulties in interpreting the meanings based on the given prosodic cues. Overall, the results suggested that the elementary school-aged children depended more on their own interpretation biases than on the provided prosodic information to disambiguate syntactically ambiguous sentences.
참고문헌 (28)
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