心理语言学论文模板.docxVIP

Semantic framing in children language production: differentiating the “abstract structures” in syntactic priming（因变量属于我们课堂讲过的话题性认知过程的表征数据且自变量为认知心理和语言模块因素以及context的各种语言成分因素的研究均属心理语言学研究，否则如果缺乏关联能力就可能偏离课程性质和范围。另外推荐在重要部位如下使用颜色字体）Abstract【自己写的同学把摘要和关键词拷贝在此。摘要大致可以由正文的引入句、综述结果、方法描述主旨句、发现和结论组成】Key words[自己写的同学的关键词列于此处，关键词大致可以是主要变量，含因变量和（一个或者几个）自变量因素]1. Introduction 【切入句，连同其他语句清楚表明认识现状和拟达成的新的认识状态】A critical question concerning verb processing is whether abstract structures would typically exert a repetitive influence in an otherwise lexical-frequency-dominated functional context. As during syntactic priming (Schenkein, 1980; Bock, 1986; Branigan, Pickering, Liversedge, Stewart, Urbach, 1995; see Branigan, 2007; Pickering Ferreira, 2008, for reviews), adults and children above a certain age more readily use the word order “gave sth to sb” rather than “gave sb sth” after they have heard, read or produced the former once or twice. Prior research has shown that such effects can, to varied extents of generality and magnitude, emerge across specific word combinations (Branigan et al., 1995; Pickering Branigan, 1998; Francka, Lassib, Frauenfeldera Rizzia, 2005), modalities (Branigan, Pickering, Cleland, 2000; Branigan, Pickering, McLean, 2005), languages (Bernolet, Hartsuiker, Pickering, 2007; 2013; Desmet Declercq, 2006; Kantola Van Gompel, 2011; Loebell Bock, 2003; Salamoura Williams, 2006; Salamoura Williams, 2007; Schoonbaert, Hartsuiker, Pickering, 2007), and time periods (Bock Griffin, 2000; Kaschak, 2007; Kaschak, Kutta, Coyle, 2012; Kaschak, Kutta, Schatschneider, 2011; Kutta Kaschak, 2012). However, prior research has not been conclusive about the presence (e.g. Fernandes, Marcus, DiNubila, Vouloumanos, 2006; Fisher, Hall, Rakowitz, Gleitman, 1994; Naigles, 1990) or absence (Goldberg, 2006; Ninio, 1999; Tomasello, 1992, 2000; Shimpi, Gámez, Huttenlocher, Vasilyeva, 2007) of abstraction for early syntactic representation, simultaneity (Maratsos Abramo