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1 Young Mandarin-Speaking Children's Understanding of Transitive and Intransitive Sentences Lu JIANG, Etsuko HARYU The meaning of a given verb roughly corresponds to the types of sentence in which the verb appears. Causative verbs typically appear in sentences with two noun arguments (a subject and an object), and non-causative verbs typically appear in sentences with one argument (a subject). The present study examined whether Mandarin-speaking children utilize the number of arguments to infer the sentence meaning involving a novel verb. Two, three, and four year-old children (N=40, for each age group) were shown two test videos depicting a causative and a non-causative event, and asked to choose one that matched the given sentence, a transitive or intransitive sentence involving a novel verb. The results showed that Mandarin-speaking two-year-olds could map a transitive sentence to a causative event. In contrast, both two-year-olds and four-year-olds had difficulty with mapping an intransitive sentence to a non-causative event. Mandarin Chinese allows dropping noun arguments. Thus, when children hear a sentence with two noun arguments, the sentence depicts a causative event. However, when they hear a sentence with one argument, it is difficult to tell whether the sentence is either intransitive or transitive with an object omitted. In this respect, the children's behavior corresponds with their language input. She runs. Mary pushed Bob. Gleitman, she, Mary, Bob noun phrase She runs. Mary pushed Bob. Naiglespreferentiallooking paradigm Naigles

2 e.g. The duck is gorping the bunny! e.g. The duck and the bunny are gorping! e.g. e.g. Where is gorping now? Hirsh- Pasek, Golinkoff, & Naigles, ; Fisher, Kannada Lidz, Gleitman, & Gleitman act-out Lidz Kannada Kannada causative morpheme causative meaninglidz, ; Lidz et al., Kannada Kannada Lidz Kannada Lidz Kannada SVO SV SVO SVO

3 Kannada SVO Kannada Kannada Lidz SVO SV Lidz Lee & Naigles SVO SV Lee Naigles qu go Xiaozhu qu shizi. The pig goes the lion. daibring Xiaogou dai.the dog brings. qu dai Lee & Naigles Lidz Lee Naigles Kannada Lidz Lidz act-out act-out Goldberg, Lidz et al. Lee & NaiglesThe pig goes the lion. Grice

4 Gricean pragmatic principles Goldberg, Lidz Lee & Naigles act-out e.g., e.g., Lidz, ( ) Lidz Lee & Naigles worst case scenario Lee & Naigles act-out

5 Lidz Lee & Naigles 盐 M;.m, r;~m, M;.m, r;~m, M;.m, r;~m, M;.m, r;~m, M;.m, r;~m, M;.m, r;~m, vs. Ayi he shushu zai X. X Shushu he ayi zai X. X Ayi zai X shushu. X Shushu zai X ayi. X PowerPoint ayi shushu

6 Ni kan, ayi he shushu zai X X Ayi he shushu zai X zai nar? X Ni kan, ayi zai X shushu. XAyi zai X shushu zai nar? X F(,)=., p<. F(,)=., p=.

7 F(,)=., p<. Bonferroni F(,)=., p<. F(,)=., p<. F(,)=., p<. p=. t t=., p<. t=., p<. t=., p<. t=., p=.t=., p=.t=-., p=. Lee & Naigles Lee & Naigles act-out

8 S VO VO SV SVO SV SV SV SV wan Ayi he shushu zai wan. 盐 gorp X Fisher, C. (). Structural limits on verb mapping: The role of abstract structure in.-year-olds' interpretations of novel verbs. Developmental Science,, -.

9 Gleitman, L. (). The structural sources of verb meanings. Language Acquisition,, -. Goldberg, A. (). But do we need universal grammar? Comment on Lidz et al. (). Cognition,, -. (). Hirsh-Pasek, K., Golinkoff, R., & Naigles, L. (). Young children's use of syntactic frames to derive meaning. In K. Hirsh-Pasek, & R. Golinkoff (Eds.), The origins of grammar (pp.-). Cambridge, MA: MIT Press. Lee, J., & Naigles, L. (). The input to verb learning in Mandarin Chinese: A role for syntactic bootstrapping. Developmental Psychology,, -. Lee, J., & Naigles, L. (). Mandarin learners use syntactic bootstrapping in verb acquisition. Cognition,, -. Lidz, J. (). Valency in Kannada: evidence for interpretive morphology. Penn Working Papers in Linguistics,., -. Lidz, J., Gleitman, H., & Gleitman, L. (). Understanding how input matters: Verb learning and the footprint of universal grammar. Cognition,, -. Naigles, L. (). Children use syntax to learn verb meaning. Journal of Child Language,, -. 新华字典第 版 商务印书馆

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