Diagnosing Participant Number with Syntactic Bootstrapping

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dc.contributor.advisorLidz, Jeffrey
dc.contributor.authorElky, Sophia
dc.date.accessioned2020-04-26T23:47:48Z
dc.date.available2020-04-26T23:47:48Z
dc.date.issued2020
dc.description.abstractThis presentation explores research on event perception and syntactic bootstrapping, discussing how infants connect their understanding of events to language. When hearing sentences, some argue that infants match the number of arguments in the sentence to the number of participants in the event they are observing, but others believe that instead, they connect structural positions in the syntax to thematic roles. To further investigate this, infants were presented with a word-learning task to see if they could learn a novel verb in a two-argument sentence that corresponded to a three-participant event. Currently, research results support thematic linking more than participant argument matching, providing evidence that children possess rich syntactic representations from a young age.en_US
dc.description.sponsorshipProject on Children's Language Learningen_US
dc.identifierhttps://doi.org/10.13016/pwtj-ng7l
dc.identifier.urihttp://hdl.handle.net/1903/25900
dc.language.isoen_USen_US
dc.relation.isAvailableAtMaryland Center for Undergraduate Research
dc.relation.isAvailableAtDigital Repository at the University of Maryland
dc.relation.isAvailableAtUniversity of Maryland (College Park, Md)
dc.subjectLinguisticsen_US
dc.subjectARHUen_US
dc.subjectElkyen_US
dc.subjectsyntactic bootstrappingen_US
dc.subjectlanguage acquisitionen_US
dc.titleDiagnosing Participant Number with Syntactic Bootstrappingen_US
dc.typePresentationen_US

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