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1 BIBLID (2000) pp ** * ** NSC H

2 426 whole object assumption, taxonomic assumption, principle of contrast 1 Markman & Wachtel Mutual Exclusivity Constraints 2 Merriman Bowman disambiguation correction/rejection restriction 3 1 Markman, E. M., & Hutchinson, J. E Children s sensitivity to constraints on word meaning: Taxonomic vs. thematic relations. Cognitive Psychology 16: 1-27., Clark, E. V The principle of contrast: A constraint on language acquisition. In B. MacWhinney ed., Mechanisms of language acquisition, Hillsdale, NJ: Erlbaum. 2 Markman, E. M., & Wachtel, G. A Children s use of mutual exclusivity to constrain the meanings of words. Cognitive Psychology, 20: Merriman, W. E., & Bowman, L. L The mutual exclusivity bias in children s word learning. Monographs of the Society for Research in Child Development, 54.

3 427 basic level 4 5 Taeschner Au & Glusman 8 Merriman & Kutlesic 9 Davidson et al Urdu 10 4 Rosch, E., Mervis, C. B., Cray, W. D., Johnson, D. M., & Boyes-Braem, P Basic objects in natural categories. Cognitive Psychology, 8: Taylor, M., & Gelman, S. A Incorporating new words into the lexicon: Preliminary evidence for language hierarchies in two-year-old children. Child Development, 60: Taeschner, T The sun is feminine: A study on language acquisition in bilingual children. New York. Springer-Verlag. 7 Pye, C One lexicon or two? An alternative interpretation of early. bilingual speech. Journal of Child Language 13: McLaughlin, B Second-language acquisition in childhood: Vol. 1. Preschool children 2nd ed.. Hillsdale, NJ. Erlbaum. 8 Au, T. K.& Glusman, M The principle of mutual exclusivity in word learning: To honor or not to honor? Child Development 61: Merriman, W. E. & Kutlesic, V Bilingual and monolingual children s use of two lexical acquisition heuristics. Applied Psycholinguistics 14: Davidson, D., Jergovic, D., Imami, Z., & Theodos, V Monolingual and bilingual children s use of the mutual exclusivity constraint. Journal of Child Language 24: 3-24.

4 428 Merriman & Kutlesic Davidson Davidson simultaneous successive tutoreduntutored

5 429 A. B. C. C A B 114 A. 4;1 5; B. 4;4 5; C. 4;2 5; PPVT

6 act-out taskturn around, please; put your hands on your nose

7 431 Davidson

8 a. b repeated measure F 1,108 = , p < % 82% 82% F 1,108 = , p < % vs. 92% F 1,108 = , p <.001

9 433 F 1,108 = 5.407, p = % vs. 86% 99% vs. 99.5% F 2,108 = 4.351, p = % vs. 76% Merriman & Kutlesic Pearson s

10 A B C D A B C D A A A B C D repeated measure F 2,107 = , p < %

11 F 4,214 = 4.513, p = % 93%86% 86% vs. 85%69% 76% vs. 73% 48%

12 436 Davidson 12 50% 75% 64% 75% 38% 34% 10% Davidson et al., 10, p. 4.

13 437 <75% 75% <75% 1 2.8% % 9 25% 75% % % 27 75% % % % <75% 3 7.5% 18 45% % 75% 4 10% % % % % % <75% 1 3.1% % % 75% % % % % % % % vs. 48% t 39 = 1.92, p =.063 Pearson s r

14 438 = 0.30, p = 0.05 r = -0.44, p = r = 0. 47, p = global 2. local mixed-code

15 439 arbitrariness

17 441 Bilingual Types and the Application of Word Learning Strategies Hintat Cheung and Shu-Jeng Peng Abstract Mutual Exclusivity Constraints (ME) are one of the cognitive constraints proposed to account for the speedy growth of vocabulary in children. It refers to the tendency to assume that one object should have only one label. It is also found that monolingual children are more inclined to apply such an assumption than their bilingual counterparts. In this study, we examined the performance of 4 to 6-year-old Chinese monolingual and bilingual children in this regard. According to their educational backgrounds and scores on language tests, these children were divided into three language groups: Mandarin monolingual, Mandarin-Taiwanese bilingual and Mandarin-English bilingual. Two experimental tasks were used to examine (1) their ability to match familiar and unfamiliar objects with nonce-words and (2) their receptiveness to the naming of novel blended objects with labels that come from constituent parts. Our findings indicate that monolingual children and bilingual children differ from each other in their use of ME. Children in the monolingual group applied ME to infer the referent of a nonce-word more often than children in the bilingual groups did. The two bilingual groups also displayed differences in receptivity to new words: the Mandarin-Taiwanese group suspended the use of ME while the Mandarin-English group expected new names for novel objects. In addition, we also found that adjustments in the use of ME observed in our bilingual subjects can be divided into two types according to the scope of application, namely, global adjustment and local adjustment. The former needs to be triggered by a higher level of second language proficiency but the latter does not.

18 442 Key Words: bilingualism, word learning, mutual exclusivity constraints, lan- guage development

ARCLE No.2

ARCLE No.2 The Relationship between Alphabetical Knowledge and Phonological Awareness among Elementary School Children Mitsue ALLEN-TAMAI Chiba University Abstract This study investigates the effect of teaching the