Korean journal of psychology:General (한국심리학회지ㆍ일반)

Korean Health Psychological Association (한국건강심리학회)
권호 표지

The Effects of lexical category of maternal linguistic inputs on early lexical development of Korean infants

언어적 입력의 품사가 영아의 초기 어휘발달에 미치는 영향

Jang, Yu-Gyeong;Im, Hyeon-Jeong
장유경;임현정;곽금주 곽금주

  • Published : 2004.12.31
⟨ Previous Next ⟩

Abstract

We investigated which lexical categories of maternal inputs predict most to infants' lexical development. The constraints view predicts that nouns are the most influencing lexical category, whereas the linguistic specificity view predicts verbs are the ones. Twenty six 13- to 36-month-old infants and their mothers were audiotaped when the mothers read a wordless picture book to their infants. All the words(i.e., the word token) as well as different words(i.e., the word types) in mothers' inputs were categorized into 7 lexical categories of Korean grammar. To assess the infants' vocabulary size, MCDI-K vocabulary checklist was used. The results show that, both in type and token analyses, pronouns were the most influencing word category. Further analyses showed that nouns and determinants were the significant predictors only for the younger infant group in the both type and token analyses. And for the type analysis, pronoun category was a significant predictor only for the older infant group. These results were reinterpreted as favoring the constraints view rather than the linguistic specificity view. Also the results indicated that lexical categories other than nouns and verbs are positive predictors of Korean infants' lexical development.

본 연구에서는 어머니의 언어적 입력을 품사별로 분류하여 어머니 말의 품사가 영아의 초기 어휘발달에 미치는 영향을 알아보았다. 13개월부터 36개월 영아들과 그들의 어머니가 글 없는 그림책읽기를 하는 상황에서 어머니의 언어적 입력을 모두 녹음하여 품사별로 분류하였고 영아의 어휘는 체크리스트로 측정하였다. 그 결과 어머니의 언어적 입력은 총 어휘수(token)로 보면 명사가 가장 많았고, 어휘의 종류수(type)로 보았을 때에는 동사가 가장 많았다. 어휘수로 볼 때 영아의 표현어휘수에 대해 가장 큰 설명력을 지닌 품사는 대명사로 나타났고 특히 저 월령에서는 명사와 관형사가 영아의 표현어휘를 유의하게 설명하였다. 한편 어휘종류별 품사를 중심으로 보면 역시 대명사가 영아의 표현어휘를 유의하게 설명하였으며, 저 월령에서는 명사와 관형사가, 고 월령에서는 대명사가 영아의 표현어휘를 유의하게 설명하였다. 본 연구의 결과는 한국 영아의 어휘습득에서 명사 뿐 아니라 관형사, 대명사와 같은 품사가 중요한 변인이 됨을 보여주며 영아의 월령에 따라 언어발달에 영향을 주는 품사가 명사, 관형사에서 대명사로 변화하는 것은 어머니의 상호작용 유형의 변화와도 관계되는 것으로 해석된다. 또한 본 연구의 결과가 초기 어휘습득에서 명사의 영향을 강조하는 제약성 이론에 갖는 시사점을 논의하였다.

Keywords

References

  1. 고영근, 남기심 (1995). 표준 국어문법론. 서울: 탑출판사
  2. 마곳 블레어 (2002). 빨간 끈. 이경우 편역. 서울: 케이 유니버스(아가월드)
  3. 이관규 (2003). 개정판 학교문법론. 서울: 도서출판 월인
  4. 이승복, 장유경 (1999). 어휘획득 과정에서의 언어적 입력과 인지적 제약. 한국심리학회지: 발달, 12, 49-65
  5. 이지연, 이근영, 장유경 (2004). 어머니의 책읽기 상호작용 유형이 영아의 초기 어휘발달에 미치는 영향. 한국심리학회지: 발달, 17(1), 131-146
  6. 장유경 (1997). 한국 유아의 초기 어휘획득에서 제약성의 역할(I). 인간발달연구, 4, 76-87
  7. 장유경 (1998). 인지발달의 제약성 견해. 이춘재(편), 발달심리학의 제문제. 서울: 중앙적성출판사
  8. 장유경, 이근영, 곽금주, 성현란 (2003). 어머니의 언어적 입력이 영아의 초기 어휘발달에 미치는 영향. 한국심리학회지: 발달, 16(4), 227-240
  9. 장유경 (2004). 한국 영아의 초기 어휘발달: 8개월-17개월. 한국심리학회지: 일반, 23(1), 77-99
  10. Anglin, J. (1993). Vocabulary development: A morphological analysis. Monographs of the Society for Child Development, 58 (10, Serial No. 238)
  11. Arnold, D. H., Lonigan, C. J. Whitehurst, G. J., & Epstein, J. N. (1994). Accelerating language development through picture book reading. Replication and extension to a videotape training format. Journal of Educational Psychology. 86, 2, 235-243 https://doi.org/10.1037/0022-0663.86.2.235
  12. Au, T. K., Dapretto, M., & Song, Y. K. (1994). 'Input vs. constraints: Early word acquisition in Korean and English.' Journal of Memory and Language, 33, 567-582 https://doi.org/10.1006/jmla.1994.1027
  13. Bates, E., Dale, P., & Thal, D. (1995). Individual differences and their implications for the theories of language development. In P. Fletcher & B. MacWhinney (Eds.), The handbook of child language (pp. 96-151). Oxford, England: Blackwell
  14. Bloom, L. (1973). One word at a time: The use of single-word utterances before syntax. The Hague: Mouton
  15. Bloom, L. (1993). The transition from infancy to language: Acquiring the power of expression. New York: Cambridge University Press
  16. Bloom, L., Tinker, E., & Marguluis, C. (1993). The words children learn: Evidence against a noun bias in children's vocabularies. Cognitive Development, 8, 431-450 https://doi.org/10.1016/S0885-2014(05)80003-6
  17. Bornstein, M. H. (2003). Individual and psychosocial determinants of early language acquisition. 이화여자대학 학술세미나 발표자료
  18. Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: MIT Press
  19. Caselli, M. C., Bates, E., Casadio, P., Fenson, J., Fenson, L., Sanderl, L., & Weir, J. (1995). A cross-linguistic study of early lexical development. Cognitive Development, 10, 159-199 https://doi.org/10.1016/0885-2014(95)90008-X
  20. Caselli, M. C., Casadio, P., & Bates, E. (2001). Lexical Development in English and Italian. In M. Tomasello & E. Bates (Eds.), Language Development: The essential Readings. Oxford: Blackwell publishers
  21. Choi, S. & Gopnik, A. (1995). Early acquisition of verbs in Korean: A cross-linguistic study. Journal of Child Language, 22, 497-529
  22. Choi, S. (2000). Caregiver input in English and Korean: use of nouns and verbs in book- reading and toy-play contexts. Journal of Child Language, 27, 69-96 https://doi.org/10.1017/S0305000999004018
  23. Dromi, E. (1987). Early lexical development. Cambridge, England: Cambridge University Press
  24. Fenson, L., Dale, P., Reznick, J. S., Thal, D., Bates, E., Hartung, J., Pethick, S., & Reilly, J. (1993). The MacArthur Communicative Development Inventories: User's guide and technical manual. San Diego, CA: Singular Publishing Group
  25. Gentner, D. (1982). Why are nouns learned before verbs: Linguistic relativity versus natural partitioning. In S. A. Kuczaj II (Ed.), Language development: Vol. 2. Language, thought and culture. Hillsdale, NJ: Erlbaum
  26. Gopnik, D., & Choi, S. (1990). Do linguistic differences lead to cognitive differences?: A crosslinguistic study of semantic and cognitive development. First Language, 10, 199-215 https://doi.org/10.1177/014272379001003002
  27. Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experience young American children. Baltimore, MD: Brookes
  28. Hart, B., & Risley, T. (1992). American parenting of language-learning children: Persisting differences in family-child interactions observed in natural home environments. Developmental Psychology, 28, 1096-1105 https://doi.org/10.1037/0012-1649.28.6.1096
  29. Hoff, E., & Naigles, L. (2002). How children use input to acquire a lexicon. Child development, 73, 418-433 https://doi.org/10.1111/1467-8624.00415
  30. Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M., & Lyons, T. (1991). Early vocabulary growth: Relation to language input and gender. Developmental Psychology, 27, 236-248 https://doi.org/10.1037/0012-1649.27.2.236
  31. Keil, F. C. (1981). Constraints on knowledge and cognitive development. Psychological Review, 88, 197-226 https://doi.org/10.1037/0033-295X.88.3.197
  32. Kim, M., McGregor, K. K., & Thomson, C. K. (2000). Early lexical development in English- and Korean-speaking children: Language-general and language-specific patterns. Journal of Child Language, 27, 225-254 https://doi.org/10.1017/S0305000900004104
  33. Markman, E. (1989). Categorization in children: Problems of induction. Cambridge, MA: MIT Press, Bradford Books
  34. Markman, E., & Hutchinson, J. E. (1984). Children's sensitivity to constraints on word meaning: Taxonomic vs. thematic relations. Cognitive Psychology, 16, 1-27 https://doi.org/10.1016/0010-0285(84)90002-1
  35. Martinez, R. (1985). Roles adult play in preschoolers' responses to literature. Language Arts, 63, 5, 485-490
  36. Nelson, K. (1973). Structure and strategy in learning to talk. Monographs of the Society for Research in child Development, 38(Serial No. 149)
  37. Ninio, A., & Bruner, J. (1978). The achievement and antecedents of labeling. Journal of Child Language, 5, 1-15
  38. Reese, E., & Cox, A. (1999). Quality of adult book reading affects children's emergent literacy. Developmental Psychology, 35, 1, 20-28 https://doi.org/10.1037/0012-1649.35.1.20
  39. Slobin, D. (Ed.). (1985). The crosslinguistic study of language acquisition (Vols. 1 & 2). Hillsdale, NJ: Erlbaum
  40. Slobin, D. (Ed.). (1992). The crosslinguistic study of language acquisition (Vol. 3.). Hillsdale, NJ: Erlbaum
  41. Spelke, E. S. (1990). Principles of object perception. Cognitive science, 14, 29-56 https://doi.org/10.1016/0364-0213(90)90025-R
  42. Valdez-Menchaca, M. C., & Whitehurst, G. J. (1992). Accelerating language development through picture book reading: A systematic extension to Mexican day care. Developmental Psychology, 28, 6, 1106-1114 https://doi.org/10.1037/0012-1649.28.6.1106
  43. Wasik, B. A., & Bond, M. A. (2001). Beyond the pages of a book: interactive book reading and language development in preschool classrooms. Journal of Educational Psychology, 93, 2, 243-250 https://doi.org/10.1037/0022-0663.93.2.243
  44. Weizman, Z. O., & Snow, C. E. (2001). Lexical input as related to children's vocabulary acquisition: Effects of sophisticated exposure and support for meaning. Developmental Psychology, 37, 265-279 https://doi.org/10.1037/0012-1649.37.2.265
  45. Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30, 5, 679-689 https://doi.org/10.1037/0012-1649.30.5.679
  46. Whitehurst, G. J., Fischel, J. E., Lonigan, C. J., Valdez-Menchaca, M. C., DeBaryshe, B. D., & Caulfield, M. B. (1988). Verbal interaction in families of normal and expressive-language- delayed children. Developmental Psychology, 24, 5, 690-699 https://doi.org/10.1037/0012-1649.24.5.690
  47. Wynn, K. (1992). Addition and subtraction by human infants. Nature, 358, 749-750 https://doi.org/10.1038/358749a0