指示場面における非関連要素の人工言語習得に及ぼす効果

概要

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Three experiments with university students as subjects were carried out to examine the effect of irrelevant factors in the reference field on acquisition of a miniature artificial language. Despite presence of the irrelevant factors experimental subjects acquired the language with irrelevant factors as easily as subjects acquired without the irrelevant factors. In one of these experiments, Japanese-speaking subjects were used so that the results could be compared with a similar study using English-speaking subjects. Subjects having different native languages performed similarly in general, but showed a significant difference on the acquisition of a particular syntactic rule. The results are discussed from the viewpoints of the nature of reference situation and child language acquisition.