論文 - 今井　むつみ

語意学習のメカニズム

今井 むつみ

神経心理学 ２０ （ ２ ） 125-135 2004年

研究論文（学術雑誌）, 単著

（　University of British Colombiaにて）  2002年08月

　概要を見る

'Word learning in Japanese children: Implications for theories of lexical development.　Psychology Development, University of British Colombiaにて'

Is verb learning easier than noun learning for Japanese children? : 3-year-old Japanese children7s knowledge about object names and action name.

'Etsuko　Haryu, Hiroyuki Okada'

（Proceedings of the 26th Boston University Conference of Language Development.）   （ 1 ） 324-335 2002年

研究論文（学術雑誌）, 共著, 査読有り

　概要を見る

'Whether there is an advantage for noun learning over verb learning has been much debated. To examine this issue, we tested whether it is easier for Japanese children to learn the meaning of a novel verb than of a novel noun. Being an argument-dropping as well as SOV language, Japanese has properties that are said to be advantageous for verb learning. A novel noun or verb was introduced while children were seeing a video. How Japanese children map and generalize the word was then tested. The Japanese 3-year-olds mapped a novel noun to a novel object in a dynamic scene, and generalized it to the same object even though it appeared in a different action. In contrast, although the 3-year-olds knew that verbs refer to category of actions, their generalization of verbs was overly conservative, not yet understanding that a verb should be generalized by the sameness of the action per se, and the object in the action can be changed. These findings suggest learning of verb meanings is more difficult than noun meanings.'

As time goesby: Evidence for two systems in processing space-time metaphors.

'Dedre Gentner, Lera Boroditzky'

Journal of Language and Cognitive Processes 17 （ 5 ） 537-565 2002年

研究論文（学術雑誌）, 共著, 査読有り

　概要を見る

'Temporal language is often couched in spatial metaphors. English has been claimed to have two space a time metaphoric systems: the ego-moving metaphor, wherein the observer's context progresses along the time-line towards the future, and the time-moving metaphor, wherein time is conceived of as a river or conveyor belt on which events are moving from the future to the past. In three experiments, we investigated the psychological status of these metaphors by asking subjects to carry out temporal inferences stated in terms of spatial metaphors. In Experiment 1, we found that subjects were slowed in their processing when the assertions shifted from one spatial metaphoric system to the other. In Experiment 2, we determined that this cost of shifting could not be attributed to local lexical factors. In Experiment 3, we again found this metaphor consistency effect in a naturalistic version of the study in which we asked commonsense time questions of passengers at an airport.'

A Computational Model for Children's Language Acquisition using Inductive Logic Programming.

今井 むつみ

Linkoping Electronic Articles in Computer and Information Science 6 （ 018 ）  2001年08月

研究論文（学術雑誌）, 共著, 査読有り

　概要を見る

幼児の語彙獲得に対して帰納論理プログラミング(ILP)に基づく立ち上げモデルを提案している．主たる特徴は以下の4点である．第一に，いかなる後天的な知識にも依存しない語彙学習立ち上げ過程の位置付け．第二に，この過程について近年認知科学によって見出だされた学習バイアスの導入．第三に，互いに依存し合う語内包学習と概念階層学習の共発展メカニズムの検討．第四に，ヒトの脳との機能的類似性の検討，である．

How Japanese children learn meanings of nouns and verbs

今井 むつみ

Center for the Study of Reading and the Department of Asian Studies 2001年03月

単著

Learning proper nouns and common nouns without clues from syntax.

今井 むつみ

Child Development 72 （ 3 ） 787-803 2001年

研究論文（学術雑誌）, 共著, 査読有り

　概要を見る

Syntax has been noted to play an important role in word learning in English; it distinguishes the fundamental conceptual difference between individuals (coded as proper nouns), nonindividuals (coded as mass nouns), and classes of individuals (coded as count nouns). The Japanese language does not have grammatical markers flagging the distinctions between count nouns and mass nouns, between proper nouns and common nouns, or between singulars and plurals. How Japanese 2- and 4-yr-olds assign meaning to novel nouns associated with familiar and unfamiliar animals and inanimate objects was studied in this paper. When a novel label was given to an unfamiliar object, children assumed it to be a name for a basic-level object category whether the referent was an animal or an inanimate object. If the named object already had an established name, and if the object was an inanimate object, the children mapped the noun to a subordinate category. When the named object was an animal, however, they tended to interpret the label as a proper name. These results demonstrate that in the absence of useful information from syntax, 2-yr-old Japanese children are able to fast map a noun to its meaning by coordinating word-learning biases and other available sources of information. !

Fast-mapping is more difficult for verbs than for nouns: Ebidence from Japanese children

Etsuko Hryu, Imai Mutsumi

Biennial Meeting of the Society for Research in Child Development 2000年04月

共著

Learning proper nouns and common nouns without syntax by Japanese children

今井 むつみ

Biennial Meeting of the Society for Research in Child Development 2000年04月

単著

Fast-mapping is more difficult for verbs than for nouns: Ebidence from Japanese children

今井 むつみ

Biennial Meeting of the Society for Research in Child Development 2000年04月

共著

レキシコンの発達：子どもはどのようにしてことばを学習するか

今井 むつみ

音声言語処理研究会 2000年02月

単著

レキシコンの発達：子どもはどのようにしてことばを学習するか

今井 むつみ

音声言語情報処理 30 （ 13 ） 63-68 2000年02月

単著

サピア・ワーフ仮説再考：思考形成における言語の役割、その相対性と普遍性

今井 むつみ

心理学研究 ７１（５）   415-433 2000年

研究論文（学術雑誌）, 単著, 査読有り

　概要を見る

人間の知の性質を理解するうえで言語の存在が思考にどのような影響を及ぼすかの問題について考察した。言語が思考に大きく影響を与え，言語に依存しない生得的制約と相互作用をしながら思考を形成していく観点ではサピア・ワーフ仮説が支持される。また思考が異なる言語の話者の間で異なるか否かという狭義の伝統的な観点では，答は思考のどの側面を問題にするか，どの認知領域を対象にし，その認知領域において環境自身の構造がどれだけ直接的に人間の認知に訴えてくるかに依存することも考えられる。今後の研究の方向性としては人間の生得的・普遍的認知機構が環境の呈する知覚情報等とどのように相互作用するのかを探っていくことである。

1999年09月

研究論文（学術雑誌）

　概要を見る

【学会誌特集号編集】内田伸子とともにJapanese Psychological Research 41-1 特集「Lexical Development:Evalution of word-learning constraints

Controlling the application of mutual exclusivity : How do Japanese children assign a meaning og a novel word for a familiar artifact?

E. Haryu, M. Imai

The 2nd International Conference on Cognitive Sciences 1999年07月

共著

The meanings of FRONT/BACK/LEFT/RIGHT

M. Imai, T. Nakanishi, H. Miyasita and S. Isizaki

認知科学 6   207-225 1999年06月

共著

Constraint on word learning constraints.

今井 むつみ

Japanese Psychological Research 41(1)   5-20 1999年

研究論文（学術雑誌）, 単著, 査読有り

　概要を見る

Discusses the general agreement among researchers that word learning in young children is guided by so-called 'word-learning principles.' However, these principles may make it difficult to learn a substantial part of the lexicon unless they are appropriately controlled. To learn proper names, the taxonomic assumption and/or the shape bias must be overridden; to learn names for substances, withdrawal of the whole-object assumption and/or the shape bias is required; and to learn lexical hierarchies, the mutual exclusivity assumption must be suspended. In certain languages, syntax can provide useful information in this situation. For example, if a novel noun is given to an object for which the name is known in the syntactic frame ''This is X,'' English-speaking children may assume the noun to be a proper noun, and this will help them override the taxonomic assumption. However, this information is not available to Japanese children, since the Japanese language does not have grammatical markers to flag the distinction between count nouns and mass nouns, or the distinction between proper nouns and common nouns. The author discusses how Japanese children get around this problem.

Controling the application of the mutual exclusivity assumption in the acquisition of lexical hierarchies

今井 むつみ

Japanese Psychological Research 41(1)   21-34 1999年

研究論文（学術雑誌）, 共著, 査読有り

　概要を見る

The mutual exclusivity assumption is a very useful constraint for learning basic-level category terms: children can map a novel word on to an object whose label has not yet been learned. It can also help children exclude a newly labeled object from the extension of an originally overextended old category and establish a new category. However, to learn words other than basic-level category terms, for example subordinate and superordinate category names, this assumption must be overridden. To explore under what circumstances children adhere to mutual exclusivity and under what circumstances children override this principle, two series of studies are discussed. One series demonstrated 3.5-yr-old children's failure to consider salient contextual/pragmatic information due to their adherence to mutual exclusivity. In contrast, the second series demonstrated that 36-mo-old children, by using shape similarity, could override mutual exclusivity and establish a subordinate category. By considering the discrepancy between the two studies, the metamechanism by which young children control the application of mutual exclusivity is examined.

Heuristics in learning classifiers: The implications from the acquisition of the classifier system on the nature of lexical acquisition.

今井 むつみ

Japanese Psychological Research 41(1)   50-69 1999年

研究論文（学術雑誌）, 共著, 査読有り

　概要を見る

Classifiers are like nouns in that they classify entities in the world into lexical categories. However, the lexical nature of the classifier system is very different from that of nouns.The authors discuss how Japanese and Chinese children learn the meanings of classifiers, and on how classifier　acquisition is different from noun acquisition, and what the prerequisites are for spontaneous extracting the meanings of classifiers. It is shown that children are very conservative in assigning meaning to classifiers. The pace of learning largely depends on semantic complexity, across languages and within each language.

The meanings of FRONT /BACK /LEFT /RIGHT.

今井 むつみ

認知科学 ６（２）   207-225 1999年

研究論文（学術雑誌）, 共著, 査読有り

　概要を見る

The use of spacial expressions always involves some degree of ambiguity. Some of the ambiguity is quantitative. Two different perspective systems underlie the semantics of basic spatial terms such as mae, ushiro, hidari, migi (FRONT/BACK/LEFT/RIGHT). One system uses the viewer as the frame of reference (the deictic system), while the other system takes one object as the frame of reference and describes other objects with respect to this reference object (the intrinsic system). In this research, by setting up an experiment using a 3-D model space in a computer display, we empirically examined how people determined the assignment of front/back/right/left in various contexts including different types of referent objects as well as different orientations these objects were placed with respect to the perspective of the viewer. We found that at least four factors, (1)characteristics of the reference object; (2) orientation of the reference object with respect to the viewer: (3) position of the referred object with respect to the reference object; (4) method of presentation, are involved when people select one perspective system over the other, and furthermore, there is a complex interaction among these factors.