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Journal articles on the topic 'Noun bias'

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Published: 3 June 2025

Last updated: 31 July 2025

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1

Goldfield, Beverly A. "Noun bias in maternal speech to one-year-olds." Journal of Child Language 20, no. 1 (1993): 85–99. http://dx.doi.org/10.1017/s0305000900009132.

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ABSTRACTThis study examines the distribution of nouns and verbs in maternal speech to one-year-olds. Mothers and children were videotaped during toy play and non-toy play. Nouns and verbs in maternal speech were coded for frequency, sentence position and occurrence with grammatical inflections. maternal speech was also coded for utterances that prompted the child to produce a noun or a verb. Frequency of nouns and verbs varied with context. There were more noun types and tokens during toy play, and more verb types and tokens during non-toy play. Nouns occurred more often than verbs in shorter

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Hassan, Soleimani, Rahmanian Mahboubeh, and Jafari Gohar Manoochehr. "BRAIN Journal - The Effect of Caretakers' Frequency and Positional Saliency on Noun Bias in Persian Children: A Study on Child Language Development." BRAIN - Broad Research in Artificial Intelligence and Neuroscience 7, no. 2 (2016): 56–68. https://doi.org/10.5281/zenodo.1044278.

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ABSTRACT Noun bias in children’s early vocabulary development is a long-held belief. The present study intended to examine the correlation between the input features like frequency and positional saliency in infant-directed speech and the noun bias characteristic of infants in their early child lexical development. To this purpose, the utterances of ten Persian children aged 1;4 and their caretakers at a kindergarten in Isfahan, Iran, were transcribed for twelve sessions. Persian language with its SOV order that gives much importance to verbs compared to nouns can make noun bias hypothesis of

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3

XUAN, LEI, and CHRISTINE DOLLAGHAN. "Language-specific noun bias: evidence from bilingual children." Journal of Child Language 40, no. 5 (2012): 1057–75. http://dx.doi.org/10.1017/s0305000912000529.

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ABSTRACTMost evidence concerning cross-linguistic variation in noun bias, the preponderance of nouns in early expressive lexicons (Gentner, 1982), has come from comparisons of monolingual children acquiring different languages. Such designs are susceptible to a number of potential confounders, including group differences in developmental level and sociodemographic characteristics. The aim of this study was to quantify noun bias in bilingual Mandarin–English toddlers whose expressive lexicons in each language contained 50–300 words. Parents of fifty children (1;10–2;6) reported separately on th

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KROTT, ANDREA, CHRISTINA L. GAGNÉ, and ELENA NICOLADIS. "Children's preference for HAS and LOCATED relations: A word learning bias for noun–noun compounds." Journal of Child Language 37, no. 2 (2009): 373–94. http://dx.doi.org/10.1017/s0305000909009593.

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ABSTRACTThe present study investigates children's bias when interpreting novel noun–noun compounds (e.g. kig donka) that refer to combinations of novel objects (kig and donka). More specifically, it investigates children's understanding of modifier–head relations of the compounds and their preference for HAS or LOCATED relations (e.g. a donka that HAS a kig or a donka that is LOCATED near a kig) rather than a FOR relation (e.g. a donka that is used FOR kigs). In a forced-choice paradigm, two- and three-year-olds preferred interpretations with HAS/LOCATED relations, while five-year-olds and adu

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Hertel, Paula T., Amaris Maydon, Julia Cottle, and Janna N. Vrijsen. "Cognitive Bias Modification." Clinical Psychological Science 5, no. 1 (2016): 122–30. http://dx.doi.org/10.1177/2167702616649366.

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Ruminative tendencies to think repetitively about negative events, like retrieval practice in laboratory experiments, should enhance long-term recall. To evaluate this claim, ruminators and nonruminators learned positive, negative, and neutral adjective–noun pairs. Following each of four study phases, “practice” participants attempted cued recall of nouns from positive or negative pairs; study-only participants performed a filler task. Half the pairs of each valence were tested after the four learning cycles, and all pairs were tested a week later. Large practice effects were found on both tes

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BASSANO, DOMINIQUE. "Early development of nouns and verbs in French: exploring the interface between lexicon and grammar." Journal of Child Language 27, no. 3 (2000): 521–59. http://dx.doi.org/10.1017/s0305000900004396.

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Early acquisition of nouns and verbs across languages is a key issue for a number of recent studies that question the reality of the ‘noun-bias’ and wonder about the reasons why it exists as they explore the role of cognitive vs. more language-specific input factors. Addressing this issue, the present study investigates how the noun and verb word classes develop in the free speech of a French child between the ages of 1;2 and 2;6, from the perspective of semantic and grammatical development. The analyses indicate that, in French acquisition, nouns clearly predominate over verbs until age 1;8 a

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Sew, Jyh Wee. "Teaching Noun Classifiers in Malay as a Foreign Language: Applying the Translanguaging Method." Pendeta Journal of Malay Language, Education and Literature 15, no. 2 (2024): 1–16. https://doi.org/10.37134/pendeta.vol15.2.fa.1.2024.

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The individuation of an enumerated noun in many Asian languages requires the modification of the noun stem with a numeral and a specific classifier. Malay noun classifier as a grammar topic is a worthy lesson unit in the curriculum of Malay as a foreign language. This is because the topic highlights the construction differences between a Malay noun iteration and an English noun iteration, respectively. Furthermore, a pedagogical dis- cussion on noun classifiers presents a cross-cultural worldview on noun enumeration in Malay to speakers of non-classifier languages such as English. Selecting an

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KLASSERT, ANNEGRET, NATALIA GAGARINA, and CHRISTINA KAUSCHKE. "Object and action naming in Russian- and German-speaking monolingual and bilingual children." Bilingualism: Language and Cognition 17, no. 1 (2013): 73–88. http://dx.doi.org/10.1017/s1366728913000096.

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The present study investigates the influence of word category on naming performance in two populations: bilingual and monolingual children. The question is whether and, if so, to what extent monolingual and bilingual children differ with respect to noun and verb naming and whether a noun bias exists in the lexical abilities of bilingual children. Picture naming of objects and actions by Russian–German bilingual children (aged 4–7 years) was compared to age-matched monolingual children. The results clearly demonstrate a naming deficit of bilingual children in comparison to monolingual children

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HAHN, ERIN R., and LISA CANTRELL. "The shape-bias in Spanish-speaking children and its relationship to vocabulary." Journal of Child Language 39, no. 2 (2011): 443–55. http://dx.doi.org/10.1017/s030500091100016x.

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ABSTRACTConsiderable research has demonstrated that English-speaking children extend nouns on the basis of shape. Here we asked whether the development of this bias is influenced by the structure of a child's primary language. We tested English- and Spanish-speaking children between the ages of 1 ; 10 and 3 ; 4 in a novel noun generalization task. Results showed that English learners demonstrated a robust shape-bias, whereas Spanish learners did not. Further, English-speaking children produced more shape-based nouns outside the laboratory than Spanish-speaking children, despite similar product

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Casas, Bernardino, Neus Català, Ramon Ferrer-i-Cancho, Antoni Hernández-Fernández, and Jaume Baixeries. "The polysemy of the words that children learn over time." Interaction Studies 19, no. 3 (2018): 389–426. http://dx.doi.org/10.1075/is.16036.cas.

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Abstract Here we study polysemy as a potential learning bias in vocabulary learning in children. Words of low polysemy could be preferred as they reduce the disambiguation effort for the listener. However, such preference could be a side-effect of another bias: the preference of children for nouns in combination with the lower polysemy of nouns with respect to other part-of-speech categories. Our results show that mean polysemy in children increases over time in two phases, i.e. a fast growth till the 31st month followed by a slower tendency towards adult speech. In contrast, this evolution is

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DAVID, ANNABELLE. "A developmental perspective on productive lexical knowledge in L2 oral interlanguage." Journal of French Language Studies 18, no. 3 (2008): 315–31. http://dx.doi.org/10.1017/s0959269508003475.

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ABSTRACTThis article reports on productive vocabulary development by instructed British learners of French over a five-year period (from age 13 to 18). Lexical diversity development was investigated through a semi-guided oral picture-based task. Results show that the students' lexical diversity (as measured by D) did significantly improve throughout the five years showing little sign of slower periods. Overall more noun types were observed than verb types in the composition of the lexicon throughout the study but with a consistent decrease in its proportion after Year 10. Further results using

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Lucas, Rochelle Irene G., and Allan B. I. Bernardo. "Exploring Noun Bias in Filipino—English Bilingual Children." Journal of Genetic Psychology 169, no. 2 (2008): 149–64. http://dx.doi.org/10.3200/gntp.169.2.149-164.

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CHILDERS, JANE B., JULIE VAUGHAN, and DONALD A. BURQUEST. "Joint attention and word learning in Ngas-speaking toddlers in Nigeria." Journal of Child Language 34, no. 2 (2007): 199–225. http://dx.doi.org/10.1017/s0305000906007835.

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This study examines infants' joint attention behavior and language development in a rural village in Nigeria. Participants included eight younger (1;0 to 1;5, M age=1;2) and eight older toddlers (1;7 to 2;7, M age=2;1). Joint attention behaviors in social interaction contexts were recorded and coded at two time points six months apart. Analyses revealed that these toddlers were producing more high-level joint attention behaviors than less complex behaviors. In addition, the quality and quantity of behaviors produced by these Nigerian children was similar to those found in other cultures. In an

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Gonen, Einat, and Doron Rubinstein. "Gender Neutralization in Hebrew." Brill’s Journal of Afroasiatic Languages and Linguistics 7, no. 1 (2015): 1–29. http://dx.doi.org/10.1163/18776930-00701002.

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Classical Hebrew, as well as Modern Hebrew, distinguishes between the genders of nouns, and every noun, whether or not it is animate, is characterized as masculine or feminine. However in colloquial Modern Hebrew we witness a process of neutralization. In this paper we address one aspect of gender neutralization in Hebrew: the case of the numerals in colloquial Hebrew. The use of numerals in spoken Modern Hebrew is varied, and many speakers do not regularly distinguish numerals according to the grammatical gender of the modified noun, but rather use the unmarked ‘neutral’ form of the numeral,

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15

Stuart, Lauren. "On a Noun-Driven Syntactic Paradigm." Proceedings of the AAAI Conference on Artificial Intelligence 27, no. 1 (2013): 1643–44. http://dx.doi.org/10.1609/aaai.v27i1.8518.

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In addressing a verb bias in syntactic analysis we present the beginnings of a noun-driven analysis paradigm. Such a paradigm may complement and compensate for some weaknesses in the existing verb-driven paradigm (in which the noun is subordinated) as applied to information sources or contexts in which the data is structured in objects and more than in events.

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Nieznański, Marek. "Recognition Memory for Self-Relevant Personality-Trait Words." Swiss Journal of Psychology 68, no. 3 (2009): 133–42. http://dx.doi.org/10.1024/1421-0185.68.3.133.

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Two studies based on a signal detection model of recognition memory are presented. Both studies investigated detection and response bias in the recognition of personality-trait words with respect to their relation to the self. Study 1 employed a yes-no task in which participants were to recognize trait adjectives. Study 2 employed a rating task in which participants declared their confidence with respect to whether a noun or an adjective had been presented. After the recognition task, participants selected personality-trait words that described them and ones that described other people. The re

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Lohmann, Arne, and Benjamin V. Tucker. "Testing the storage of prosody-induced phonetic detail via auditory lexical decision." Mental Lexicon 16, no. 1 (2021): 133–64. http://dx.doi.org/10.1075/ml.19025.loh.

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Abstract This article reports the results of an auditory lexical decision task, testing the processing of phonetic detail of English noun/verb conversion pairs. The article builds on recent findings showing that the frequent occurrence in certain prosodic environments may lead to the storage of prosody-induced phonetic detail as part of the lexical representation. To investigate this question with noun/verb conversion pairs, ambicategorical stimuli were used that exhibit systematic occurrence differences with regard to prosodic environment, as indicated by either a strong verb-bias, e.g., talk

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Dekydtspotter, Laurent, Bryan Donaldson, Amanda C. Edmonds, Audrey Liljestrand Fultz, and Rebecca A. Petrush. "SYNTACTIC AND PROSODIC COMPUTATIONS IN THE RESOLUTION OF RELATIVE CLAUSE ATTACHMENT AMBIGUITY BY ENGLISH-FRENCH LEARNERS." Studies in Second Language Acquisition 30, no. 4 (2008): 453–80. http://dx.doi.org/10.1017/s0272263108080728.

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This study investigates the manner in which syntax, prosody, and context interact when second- and fourth-semester college-level English-French learners process relative clause (RC) attachment to either the first noun phrase (NP1) or the second noun phrase (NP2) in complex nominal expressions such asle secrétaire du psychologue qui se promène (au centre ville)“the secretary of the psychologist who takes a walk (downtown).” Learners' interpretations were affected by the length of the RC, specifically its phonological weight. Effects of intonation contour were found only in a subset of learners.

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GOLDFIELD, BEVERLY A. "Nouns before verbs in comprehension vs. production: the view from pragmatics." Journal of Child Language 27, no. 3 (2000): 501–20. http://dx.doi.org/10.1017/s0305000900004244.

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This study examines pragmatic factors that bias English-speaking children to produce more of the nouns and fewer of the verbs that they know. If nouns are favoured for production, parents should elicit more nouns than verbs in child speech. If verb comprehension is favoured over verb production, parents should more often prompt children to produce an action than to produce a verb. Data from 44 parent–child (age 1;8) dyads in the New England directory of the CHILDES data base were analysed. Children produced more nouns than verbs but mothers produced more verbs than nouns. Speech act analyses i

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STOLL, SABINE, BALTHASAR BICKEL, ELENA LIEVEN, et al. "Nouns and verbs in Chintang: children's usage and surrounding adult speech." Journal of Child Language 39, no. 2 (2011): 284–321. http://dx.doi.org/10.1017/s0305000911000080.

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ABSTRACTAnalyzing the development of the noun-to-verb ratio in a longitudinal corpus of four Chintang (Sino-Tibetan) children, we find that up to about age four, children have a significantly higher ratio than adults. Previous cross-linguistic research rules out an explanation of this in terms of a universal noun bias; instead, a likely cause is that Chintang verb morphology is polysynthetic and difficult to learn. This hypothesis is supported by the fact that the development of Chintang children's noun-to-verb ratio correlates significantly with the extent to which they show a similar flexibi

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Richy, Célia, and Heather Burnett. "Jean does the dishes while Marie fixes the car: a qualitative and quantitative study of social gender in French syntax articles." Journal of French Language Studies 30, no. 1 (2019): 47–72. http://dx.doi.org/10.1017/s0959269519000280.

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ABSTRACTThis article addresses the question of gender bias observed in constructed examples of French syntax articles. Drawing our inspiration from Macaulay and Brice (1997) and Pabst et al. (2018)’s studies of English, we investigate the way women and men are depicted in constructed examples in syntax articles in French. We looked at grammatical functions, thematic roles and lexical choices and found a strong male bias in the use of gendered noun phrases (i.e. more references to men than to women; men are more likely to be in a subject position as well as being referred to via pronouns, and m

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Nelson, Katherine, June Hampson, and Lea Kessler Shaw. "Nouns in early lexicons: evidence, explanations and implications." Journal of Child Language 20, no. 1 (1993): 61–84. http://dx.doi.org/10.1017/s0305000900009120.

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ABSTRACTMany theories of grammatical and lexical acquisition assume that children learn predominantly nouns, and specifically names of objects, when they first begin to acquire words in the second year. We show that the noun bias in early vocabularies is far from universal, and that it rests only in part on the acquisition of object names. An analysis of vocabulary composition from 45 children at 1;8 indicates that more nouns are acquired than all other word classes, but that of the nouns acquired only about half are the names of basic level object classes (BLOCS). An examination of the use of

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Smith, Jennifer L. "Segmental noun/verb phonotactic differences are productive too." Proceedings of the Linguistic Society of America 1 (June 12, 2016): 16. http://dx.doi.org/10.3765/plsa.v1i0.3717.

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Not all statistical patterns in a speaker’s lexicon are acquired productively, and it has been proposed that distinguishing between those patterns that are productive and those that are not serves as a source of evidence for the existence of learning biases in the grammar (Becker et al. 2011). A cross-linguistic survey of categorical noun/verb phonotactic differences finds that most of them involve prosodic patterns, such as stress or tone, not segmental ones—but does this typological asymmetry actually result from a learning bias against segmental noun/verb differences? English provides a tes

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Raphael, Esaya Britto. "Gendered Representations in Language: A Corpus-Based Comparative Study of Adjective-Noun Collocations for Marital Relationships." Theory and Practice in Language Studies 13, no. 5 (2023): 1191–96. http://dx.doi.org/10.17507/tpls.1305.12.

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In language teaching, a study of the corpora gives teachers access to authentic texts and the language of these texts is the language used in real-life communication. Social structures and culture-defined representations of gender influence sexist language or choice of words based on gender bias. Based on the premise that adjectives as ‘describing words’ help define and express human behaviour, attitude and psyche, this research paper tries to explore and compare collocational behaviour of adjectives using four pairs of female and male nouns for marital relationships (bachelor and spinster, br

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Bloom, Lois, Erin Tinker, and Cheryl Margulis. "The words children learn: Evidence against a noun bias in early vocabularies." Cognitive Development 8, no. 4 (1993): 431–50. http://dx.doi.org/10.1016/s0885-2014(05)80003-6.

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Tardif, Twila, Susan A. Gelman, and Fan Xu. "Putting the "Noun Bias" in Context: A Comparison of English and Mandarin." Child Development 70, no. 3 (1999): 620–35. http://dx.doi.org/10.1111/1467-8624.00045.

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Heo, Yein. "Analysis of Dialogues in Korean textbooks for Married Immigrants Based on Gender Equality: Focusing on Morpheme Analysis." Korean Society of Bilingualism 89 (September 30, 2022): 367–89. https://doi.org/10.17296/korbil.2022..89.367.

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In this study, the morpheme of the dialogues in Korean textbooks for married immigrants was analyzed and the nouns in the dialogues were examined from the gender perspective. By comparing the dialogues between the pre-revised textbook 『Korean language for Married immigrant』 and the post-revised textbook 『Joyful Korean Language』 and 『Accurate Korean Language』, it was confirmed that there was a positive change between the two textbooks, but there were still parts that needed improvement. The speech ratio of male and female speakers improved, but the speech amount of female speakers still account

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OZEKI, HIROMI, and YASUHIRO SHIRAI. "Semantic bias in the acquisition of relative clauses in Japanese." Journal of Child Language 37, no. 1 (2009): 197–215. http://dx.doi.org/10.1017/s0305000909009489.

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ABSTRACTThis study analyzes the acquisition of relative clauses in Japanese to determine the semantic and functional characteristics of children's relative clauses in spontaneous speech. Longitudinal data from five Japanese children are analyzed and compared with English data (Diessel & Tomasello, 2000). The results show that the relative clauses produced by Japanese children predominantly have stative/attributive predicates. Additionally, early relative clauses in Japanese are often used to identify a referent that is not present in the context of interaction. These findings contrast with

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Safina, Elena Sofia. "Effects of Grammatical Gender on Gender Inferences: Experimental Evidence From Italian Common Gender Nouns." International Journal of Linguistics 16, no. 3 (2024): 60. http://dx.doi.org/10.5296/ijl.v16i3.21824.

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Recent psycholinguistic research has focused on how different grammatical gender marking strategies affect people's mental representation of referents’ gender. Such works particularly explored how explicitly encoded linguistic elements, such as grammatical gender markers, may drive the inferential process as attentional clues. Results of reading comprehension tasks in French and German have shown that the explicit encoding of masculine gender in plural forms of role nouns often leads to a male bias, a specific masculine inference corresponding to the grammatical gender clue, even when the masc

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D'Entremont, Barbara, and Philip J. Dunham. "The noun-category bias phenomenon in 3-year-olds: Taxonomic constraint or translation?" Cognitive Development 7, no. 1 (1992): 47–62. http://dx.doi.org/10.1016/0885-2014(92)90004-b.

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Perry, Lynn K., Amy L. Meltzer, and Sarah C. Kucker. "Vocabulary Development and the Shape Bias in Children With Hearing Loss." Journal of Speech, Language, and Hearing Research 64, no. 9 (2021): 3520–32. http://dx.doi.org/10.1044/2021_jslhr-21-00003.

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Purpose Although children with hearing loss (HL) can benefit from cochlear implants (CIs) and hearing aids (HAs), they often show language delays. Moreover, little is known about the mechanisms by which children with HL learn words. One mechanism by which typically hearing (TH) children learn words is by acquiring word learning biases such as the “shape bias,” that is, generalizing the names of novel solid objects by similarity in shape. In TH children, the shape bias emerges out of regularities in the early vocabulary and, once acquired, has consequences for subsequent vocabulary development.

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Matthei, Edward H. "Subject and agent in emerging grammars: evidence for a change in children's biases." Journal of Child Language 14, no. 2 (1987): 295–308. http://dx.doi.org/10.1017/s0305000900012940.

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ABSTRACTThis paper presents the results of two experiments which appear to show that children's linguistic generalizational biases change from a semantically based system to a syntactic-structural system. The experiments use the constituent repetition paradigm of Read & Schreiber (1982). Subjects were trained to repeat the subject noun phrase in orally presented sentences. Preschoolers, but not second-graders, displayed a tendency to repeat the agentive noun phrase (contained in the by-phrase) in semantically irreversible passive sentences. It is argued that the results provide more eviden

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Nieder, Jessica, and Fabian Tomaschek. "Maltese as a merger of two worlds: A cross-language approach to phonotactic classification." PLOS ONE 18, no. 4 (2023): e0284534. http://dx.doi.org/10.1371/journal.pone.0284534.

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Maltese is a prime example of a language that emerged through extensive language contact, joining the two linguistic worlds of Semitic and Italo-Romance languages. Previous studies have shown this shared origin on the basis of hands-on comparative methods. However, such approaches may be biased by the researchers perspective and the selected material. To avoid this bias, we employed a naive computational method that classifies words on the basis of their phonotactics. Specifically, we trained a simple two-layer neural network on Tunisian and Italian nouns, i.e. the languages that Maltese emerg

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Dussias, Paola E. "SYNTACTIC AMBIGUITY RESOLUTION IN L2 LEARNERS." Studies in Second Language Acquisition 25, no. 4 (2003): 529–57. http://dx.doi.org/10.1017/s0272263103000238.

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This study investigates whether proficient second language (L2) speakers of Spanish and English use the same parsing strategies as monolinguals when reading temporarily ambiguous sentences containing a complex noun phrase followed by a relative clause, such as Peter fell in love with the daughter of the psychologist who studied in California. Research with monolingual Spanish and English speakers (e.g., Cuetos & Mitchell, 1988) has suggested that, whereas English speakers show a bias to interpret the relative clause locally (i.e., to attach the relative clause to the noun immediately prece

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Rofiah, Nur. "Bahasa Arab sebagai Akar Bias Gender dalam Wacana Islam." Refleksi 8, no. 2 (2006): 205–16. http://dx.doi.org/10.15408/ref.v8i2.37681.

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The influence of the Arabic language on non-Arab Muslim communities also implies an influence on the way Muslims worldwide think and behave. This can be seen in the tendency of Muslim communities to associate everything Islamic (in accordance with Islam) with Arab culture. Being a comprehensive Muslim (kaffah) is often expressed by adopting Arab attributes such as wearing traditional clothing, turbans, beards, robes, veils, having Arabic names, listening to desert music, and so on. The Arabic language, which has become the language of the Muslim community, carries gender biases that affect the

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Mondal, Arghyadip. "DECONSTRUCTING THE PERCEPTION OF GENDER IN LANGUAGE." International Journal of Advanced Research 11, no. 08 (2023): 792–96. http://dx.doi.org/10.21474/ijar01/17452.

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The concept of gender was introduced in our early stage of learning English and Bengali prescriptive grammar. In the field of gender, the difference between English and Bengali is related to pronoun. As in case of English, the pronouns, which are used for 3rd person singular number (he, she, it), are assigned to sexual perception. But in Bengali there is no gendered pronouns. In both of these languages all the non-living things come under the category of Neuter Gender and among the living things some nouns (in case of English some pronouns too) assigned to masculine referents, come under the c

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Gaskins, Dorota. "Input-output effects in the bilingual first language acquisition of English and Polish." Linguistic Approaches to Bilingualism 10, no. 4 (2018): 471–98. http://dx.doi.org/10.1075/lab.17072.gas.

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Abstract This diary study looks at the acquisition of early words in two bilingual sisters (0;9–2;03.22 and 0;9–1;09.13) exposed to English and Polish from birth. It examines whether their parents’ input recorded on video can explain the proportions of different types of words learnt. Their bias for social words is explained by these words being heard in isolation; that for nouns by competitive proportions of noun types heard in the input. Contrarily, the late acquisition of closed-class items is explained by their high usage rates as part of constructions. Meanwhile, high numbers of early ver

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EMBERSON, Lauren L., Nicole LONCAR, Carolyn MAZZEI, Isaac TREVES, and Adele E. GOLDBERG. "The blowfish effect: children and adults use atypical exemplars to infer more narrow categories during word learning." Journal of Child Language 46, no. 05 (2019): 938–54. http://dx.doi.org/10.1017/s0305000919000266.

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AbstractLearners preferentially interpret novel nouns at the basic level (‘dog’) rather than at a more narrow level (‘Labrador’). This ‘basic-level bias’ is mitigated by statistics: children and adults are more likely to interpret a novel noun at a more narrow label if they witness ‘a suspicious coincidence’ – the word applied to three exemplars of the same narrow category. Independent work has found that exemplar typicality influences learners’ inferences and category learning. We bring these lines of work together to investigate whether the content (typicality) of a single exemplar affects t

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Tan de Ramos, Jennifer. "Study on the Vocabulary of Filipino- English Bilingual Children Outside the School Setting." International Journal of Language and Literary Studies 5, no. 1 (2023): 113–20. http://dx.doi.org/10.36892/ijlls.v5i1.1168.

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In the field of language learning, language acquisition is an issue that is interesting to investigate since there are a number of theories that explain how language is acquired at an early age. Among early bilinguals, it is important to study the factors that affect their vocabulary. This study explores the word list among Filipino- English bilingual children outside the school setting. The goal was to determine which language, whether Filipino or English, was used predominantly. A second goal was to identify the category the predominant word list belonged to. Two groups of participants were

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Mansbridge, Michael P., and Katsuo Tamaoka. "Ambiguity in Japanese relative clause processing." Journal of Japanese Linguistics 35, no. 1 (2019): 75–136. http://dx.doi.org/10.1515/jjl-2019-2005.

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Abstract In Japanese, relative clauses have initial clause-type ambiguity. Because there are no overt RC markers, the structure is realized at a locus of disambiguation, typically the head noun. While previous studies have attenuated this ambiguity, these studies have not effectively investigated the processing asymmetry between subject/object-relatives during reading. The current study investigated RC processing within different ambiguity contexts using eye-tracking on native Japanese speakers. For ambiguous RCs, ORC difficulties were primarily observed during late-processing measures after d

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Berg, Thomas. "The position of adjectives on the noun–verb continuum." English Language and Linguistics 4, no. 2 (2000): 269–93. http://dx.doi.org/10.1017/s1360674300000253.

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Previous work in syntax, semantics, pragmatics, and psycholinguistics has shown adjectives to take an intermediate position between nouns and verbs. This claim is made more specific in this article through a phonological (and to a lesser extent, morphological) test of the ‘equidistance hypothesis’. On seven criteria, English adjectives are found to exhibit a much greater affinity with nouns than with verbs. This pattern of results is brought about by the syntagmatic context in which the three word classes typically occur. The rhythmic context in which adjectives are embedded is similar to that

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Zhang, Miao, Zee Fryer, Ben Colman, Ali Shahriyari, and Gaurav Bharaj. "Common Sense Bias Modeling for Classification Tasks." Proceedings of the AAAI Conference on Artificial Intelligence 39, no. 9 (2025): 9994–10002. https://doi.org/10.1609/aaai.v39i9.33084.

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Machine learning model bias can arise from dataset composition: correlated sensitive features can distort the downstream classification model's decision boundary and lead to performance differences along these features. Existing de-biasing works tackle the most prominent bias features, such as colors of digits or background of animals. However, real-world datasets often include a large number of feature correlations that intrinsically manifest in the data as common sense information. Such spurious visual cues can further reduce model robustness. Thus, domain practitioners desire a comprehensiv

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Pérez-Leroux, Ana, Alexander Tough, Erin Pettibone, and Crystal Chen. "Restrictions on ordering of adjectives in Spanish." Borealis – An International Journal of Hispanic Linguistics 9, no. 1 (2020): 181–208. http://dx.doi.org/10.7557/1.9.1.5277.

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Abstract. Sequences of multiple modifying adjectives are subject to poorly understood lexical ordering restrictions. There are certain commonalities to these restrictions across languages, as well as substantive language variation. Ordering restrictions in Spanish are still under empirical debate, with some proposing strict ordering for direct modifier adjectives; others proposing broad ordering restrictions based on the contrast between intersective and non-intersective adjectives, and yet others raising the possibility that adjectival order is fully unrestricted. The goal of the present stud

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Chai, Jun Ho, Hui Min Low, Tze Peng Wong, Luca Onnis, and Julien Mayor. "Extra-linguistic modulation of the English noun-bias: evidence from Malaysian bilingual infants and toddlers." Journal of Cultural Cognitive Science 5, no. 1 (2021): 49–64. http://dx.doi.org/10.1007/s41809-021-00078-5.

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SAMUELSON, LARISSA K., JESSICA S. HORST, ANNE R. SCHUTTE, and BRANDI N. DOBBERTIN. "Rigid thinking about deformables: do children sometimes overgeneralize the shape bias?" Journal of Child Language 35, no. 3 (2008): 559–89. http://dx.doi.org/10.1017/s0305000908008672.

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ABSTRACTYoung children learning English are biased to attend to the shape of solid rigid objects when learning novel names. This study seeks further understanding of the processes that support this behavior by examining a previous finding that three-year-old children are also biased to generalize novel names for objects made from deformable materials by shape, even after the materials are made salient. In two experiments, we examined the noun generalizations of 72 two-, three- and four-year-old children with rigid and deformable stimuli. Data reveal that three-year-old, but not two- or four-ye

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Culbertson, Jennifer, Hanna Jarvinen, Frances Haggarty, and Kenny Smith. "Children’s sensitivity to phonological and semantic cues during noun class learning: Evidence for a phonological bias." Language 95, no. 2 (2019): 268–93. http://dx.doi.org/10.1353/lan.2019.0031.

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KAUSCHKE, CHRISTINA, and CHRISTOPH HOFMEISTER. "Early lexical development in German: a study on vocabulary growth and vocabulary composition during the second and third year of life." Journal of Child Language 29, no. 4 (2002): 735–57. http://dx.doi.org/10.1017/s0305000902005330.

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This paper focuses on aspects of early lexical acquisition in German. There have been conflicting results in the literature concerning both the pattern of vocabulary growth and the composition of the early lexicon. Our study describes the development of various categories of words and questions the preponderance of nouns in spontaneous speech. 32 children were studied longitudinally through recordings made at age 1;1, 1;3, 1;9 and 3;0. The following properties of the data were investigated: vocabulary size in relation to age, frequency of word use, and distribution of word categories. The resu

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AL-Junaid, Najwa Ahmad, Amal Thneibat, Abdel Rahman Altakhaineh, and Hiba Alhendi. "The Production of Jordanian Arabic Passive Structures by Children with Autism Spectrum Disorder." PSYCHOLINGUISTICS 35, no. 1 (2024): 81–107. http://dx.doi.org/10.31470/2309-1797-2024-35-1-81-107.

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Aims. This study explores the acquisition of passive structures in Jordanian Arabic by ten children diagnosed with Autism Spectrum Disorder (ASD). It aims to identify the preferred passive structure among these children and investigate the underlying reasons for their preference.  Methods. The research included a sample of 10 male children with ASD, with an average age of eleven, enrolled at the Tawasul Center for Autism in Amman, Jordan. The choice of Jordanian Arabic (JA) as the participants' native language facilitated effective communication, given that the researchers were also nati

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LEE, EUN-KYUNG, DORA HSIN-YI LU, and SUSAN M. GARNSEY. "L1 word order and sensitivity to verb bias in L2 processing." Bilingualism: Language and Cognition 16, no. 4 (2013): 761–75. http://dx.doi.org/10.1017/s1366728912000776.

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Using a self-paced reading task, this study examines whether second language (L2) learners are flexible enough to learn L2 parsing strategies that are not useful in their first language (L1). Native Korean-speaking learners of English were compared with native English speakers on resolving a temporary ambiguity about the relationship between a verb and the noun following it (e.g.,The student read [that] the article. . .). Consistent with previous studies, native English reading times showed the usual interaction between the optional complementizerthatand the particular verb's bias about the st

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Sibarani, Ester Kristina, and Willem Saragih. "GENDER BIAS IN ENGLISH TEXTBOOK FOR THE TWELFTH GRADE STUDENTS." GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed 12, no. 2 (2023): 72–77. https://doi.org/10.24114/gj.v12i2.48603.

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This study aims to describe how gender bias is represented in the English textbook for the twelfth-grade students. This study was conducted by using descriptive qualitative research. The subject of this study was English textbook entitled œBahasa Inggris used in twelfth grade students. The study used content analysis technique. The data were collected from texts and pictures. In total, there were 100 pictures and 269 texts that consisted of gender to be analyzed through six categories of gender bias which are proposed by Porreca in 1984. The findings of the study showed that female and male o

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