國立虎尾科技大學 |

Extending the language of space into abstract contexts in child Hungarian.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Extending the language of space into abstract contexts in child Hungarian./
Author:	Fidler, Ashley Elmendorf.
Description:	1 online resource (216 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 4003.
Contained By:	Dissertation Abstracts International71-11A.
Subject:	Linguistics. -
Online resource:	click for full text (PQDT)
ISBN:	9781124274232

Extending the language of space into abstract contexts in child Hungarian.
Fidler, Ashley Elmendorf.

Extending the language of space into abstract contexts in child Hungarian. - 1 online resource (216 pages)

Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 4003.

Thesis (Ph.D.)

Includes bibliographical references

This dissertation investigates the acquisition of abstract locative expressions (e.g., on Saturday) by child speakers of Hungarian from the perspective of conceptual metaphor theory (e.g., Lakoff & Johnson, 1980, 1999) and usage-based language development (e.g., Tomasello, 2003).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781124274232Subjects--Topical Terms:

557829
Linguistics.
Index Terms--Genre/Form:

554714
Electronic books.

Extending the language of space into abstract contexts in child Hungarian.
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020 $a 9781124274232
035 $a (MiAaPQ)AAI3426464
035 $a (MiAaPQ)georgetown:10902
035 $a AAI3426464
040 $a MiAaPQ $b eng $c MiAaPQ
099 $a TUL $f hyy $c available through World Wide Web
100 1 $a Fidler, Ashley Elmendorf. $3 1182047
245 1 0 $a Extending the language of space into abstract contexts in child Hungarian.
264 0 $c 2010
300 $a 1 online resource (216 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 4003.
500 $a Adviser: Donna Lardiere.
502 $a Thesis (Ph.D.) $c Georgetown University $d 2010.
504 $a Includes bibliographical references
520 $a This dissertation investigates the acquisition of abstract locative expressions (e.g., on Saturday) by child speakers of Hungarian from the perspective of conceptual metaphor theory (e.g., Lakoff & Johnson, 1980, 1999) and usage-based language development (e.g., Tomasello, 2003).
520 $a Adult abstract language is often studied from the perspective of conceptual metaphor theory, an approach which claims that people understand and speak about abstract concepts in terms of concrete ones. Given that abstract domains must be organized in terms of concrete ones under this view, we should expect children to extend what they know about concrete space into the abstract domain. Research into child language development, however, suggests that children are able to memorize and use linguistic chunks before they fully understand them. This raises the question of whether children think and speak about abstract concepts from a concrete foundation, or whether they gradually learn the correspondences between abstract and concrete concepts and lexical items as their linguistic knowledge increases.
520 $a Five experiments were conducted to investigate whether preschool-aged children apply what they know about concrete locative marking to their production and comprehension of abstract expressions. Experiment 1 asked whether and for how long children would use concrete locative marking more accurately than abstract marking. Experiment 2 investigated the source of a common error with the time marker -kor (at (a time)), asking whether its source was conceptual or linguistic. Experiments 3 and 4 asked whether children would apply their knowledge of concrete locative systematicity (e.g., that into is the opposite of out of) in novel and unusual domains. Finally, Experiment 5 used a priming task to ask whether children would exhibit a lexical or conceptual connection between the abstract and concrete senses of locative markers.
520 $a Taken together, these experiments suggest that there is an essential difference in how children produce and comprehend abstract locatives when compared to adults. It seems likely that children only gradually build relationships between the abstract and concrete senses of locative markers as their semantic knowledge increases. This suggests that in adults, as well, concrete locative systems provide only a secondary means of organization for abstract locative expressions.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Linguistics. $3 557829
650 4 $a Developmental psychology. $3 557458
655 7 $a Electronic books. $2 local $3 554714
690 $a 0290
690 $a 0620
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Georgetown University. $b Linguistics. $3 1182048
773 0 $t Dissertation Abstracts International $g 71-11A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3426464 $z click for full text (PQDT)