研究者紹介システム
| 巽 智子 |  |
| タツミ トモコ | |
| 大学院国際文化学研究科 グローバル文化専攻 | |
| 講師 | |
| 人文科学その他 |
研究者情報
所属
【主配置】
大学院国際文化学研究科 グローバル文化専攻【配置】
国際人間科学部 グローバル文化学科, 国際文化学部 国際文化学科
学位
研究シーズ
研究シーズ紹介サイトへのリンク授業科目
- Academic English Communication A1, 国際教養教育院, 2022
- Academic English Communication A1, 国際教養教育院, 2022
- Academic English Communication A2, 国際教養教育院, 2022
- Academic English Communication A2, 国際教養教育院, 2022
- Academic English Communication B1, 国際教養教育院, 2022
- Academic English Communication B1, 国際教養教育院, 2022
- Academic English Communication B2, 国際教養教育院, 2022
- Academic English Communication B2, 国際教養教育院, 2022
- 言語情報コミュニケーション論基礎演習Ⅱ(a), 国際人間科学部, 2022
- 卒業研究(感性コミュニケーション論), 国際人間科学部, 2022
- 卒業研究(感性コミュニケーション論), 国際人間科学部, 2022
- グローバルコミュニケーション基礎演習Ｃ, 国際人間科学部, 2022
- グローバル文化特別演習Ｃ, 国際人間科学部, 2022
- グローバルコミュニケーション基礎演習Ｄ, 国際人間科学部, 2022
- グローバル文化特別演習Ｄ, 国際人間科学部, 2022
- コミュニケーション比較論, 国際人間科学部, 2022
- 言語情報コミュニケーション論基礎演習Ⅰ(a), 国際人間科学部, 2022
- 言語情報コミュニケーション論基礎演習Ⅰ(a), 国際人間科学部, 2022
- コミュニケーション比較論Ａ, 国際人間科学部, 2022
- グローバルコミュニケーション基礎演習Ａ, 国際人間科学部, 2022
- グローバルコミュニケーション基礎演習Ａ, 国際人間科学部, 2022
- グローバル文化特別演習Ａ, 国際人間科学部, 2022
- コミュニケーション比較論Ｂ, 国際人間科学部, 2022
- グローバルコミュニケーション基礎演習Ｂ, 国際人間科学部, 2022
- グローバルコミュニケーション基礎演習Ｂ, 国際人間科学部, 2022
- グローバル文化特別演習Ｂ, 国際人間科学部, 2022
- 感性コミュニケーション論演習, 大学院国際文化学研究科, 2022
- コミュニケーション文法論特殊講義, 大学院国際文化学研究科, 2022
- コミュニケーション文法論特別演習, 大学院国際文化学研究科, 2022
- 高度特定研究演習Ⅰ, 大学院国際文化学研究科, 2022
- 高度特定研究演習Ⅱ, 大学院国際文化学研究科, 2022
- 学位論文指導演習Ⅲ, 大学院国際文化学研究科, 2022
- 特定研究演習Ⅰ, 大学院国際文化学研究科, 2022
- 特定研究演習Ⅱ, 大学院国際文化学研究科, 2022
ジャンル
コメントテーマ
研究活動
研究分野
論文
Abstract This study investigates how Japanese-speaking children learn interactional dependencies in conversations that determine the use of un, a token typically used as a positive response for yes-no questions, backchannel, and acknowledgement. We hypothesise that children learn to produce un appropriately by recognising different types of cues occurring in the immediately preceding turns. We built a set of generalised linear models on the longitudinal conversation data from seven children aged 1 to 5 years and their caregivers. Our models revealed that children not only increased their un production, but also learned to attend relevant cues in the preceding turns to understand when to respond by producing un. Children increasingly produced un when their interlocutors asked a yes-no question or signalled the continuation of their own speech. These results illustrate how children learn the probabilistic dependency between adjacent turns, and become able to participate in conversational interactions.
Cambridge University Press (CUP), 2022年07月04日, Journal of Child Language, 1 - 19, 国際誌[査読有り]
研究論文（学術雑誌）
How do language learners avoid the production of verb argument structure overgeneralization errors (*The clown laughed the man c.f. The clown made the man laugh), while retaining the ability to apply such generalizations productively when appropriate? This question has long been seen as one that is both particularly central to acquisition research and particularly challenging. Focussing on causative overgeneralization errors of this type, a previous study reported a computational model that learns, on the basis of corpus data and human-derived verb-semantic-feature ratings, to predict adults’ by-verb preferences for less- versus more-transparent causative forms (e.g., * The clown laughed the man vs The clown made the man laugh) across English, Hebrew, Hindi, Japanese and K’iche Mayan. Here, we tested the ability of this model (and an expanded version with multiple hidden layers) to explain binary grammaticality judgment data from children aged 4;0-5;0, and elicited-production data from children aged 4;0-5;0 and 5;6-6;6 (N=48 per language). In general, the model successfully simulated both children’s judgment and production data, with correlations of r=0.5-0.6 and r=0.75-0.85, respectively, and also generalized to unseen verbs. Importantly, learners of all five languages showed some evidence of making the types of overgeneralization errors – in both judgments and production – previously observed in naturalistic studies of English (e.g., *I’m dancing it). Together with previous findings, the present study demonstrates that a simple learning model can explain (a) adults’ continuous judgment data, (b) children’s binary judgment data and (c) children’s production data (with no training of these datasets), and therefore constitutes a plausible mechanistic account of the acquisition of verbs’ argument structure restrictions.
F1000 Research Ltd, 2022年01月12日, Open Research Europe, 1, 1 - 1, 国際誌[査読有り]
研究論文（学術雑誌）
How do children learn to use discourse markers in conversational interactions? This study focused on a Japanese discourse marker un, typically used as a positive response for yes-no questions and as a backchannel, and tested our prediction that children first learn to use un to respond to questions and then use it as backchannels after interlocutors signal the continuation of their discourse. To this end, we built generalised linear models on the longitudinal conversation data from seven children aged between 1 and 5 years and their caregivers. Our model revealed that children not only increase the general probability of un to reach adults’ rates, but also learn to use un in response to yes-no questions as we predicted. Children also tend to produce un as a backchannel after the interlocutor’s final modal particle ne, which is typically used to set a common ground. Our results show that children gradually learn different interactional contexts for the use of un from local probabilistic coherence between turns in conversations.
Center for Open Science, 2021年06月21日, 英語Japanese polite language (teineigo) varies with the speaker-addressee relationship as well as social norms. Descriptive studies have found that young Japanese children use polite-speech early in development. This claim was experimentally tested in 3- to 6-year-old Japanese children and correct use of polite verb forms was found even in the youngest children. The early acquisition of these verb forms is surprising, because there is a Japanese social norm that parental speech to children is mostly not polite, so it is not clear how children acquire the knowledge of how to use polite forms. To examine this, a large scale corpus analysis of polite language was performed using a probabilistic measure of the intended addressee. We confirmed that parental speech is mostly not polite, but parents also produced a substantial amount of polite language that varied appropriately with addressees and this can help to explain the early use of polite speech in Japanese children under experimental conditions.
University of California Press, 2021年03月, Collabra: Psychology, 7 (1), 18989[査読有り]
研究論文（学術雑誌）
- Elsevier BV, 2020年09月, Cognition, 202, 104310 - 104310
[査読有り]
研究論文（学術雑誌）
The acquisition of verb morphology is often studied using categorical criteria for determining the productivity of a morpheme. Applying this approach to Japanese, an agglutinative language, this study finds no consistent order for morpheme acquisition and that productivity could be explained by sampling effects. To examine morpheme acquisition using more graded measures of productivity, the authors compared various regression models for predicting the age of acquisition of 311 verb forms across a large combined corpus of seven Japanese-speaking children (aged 1;1–5;1). Complex forms were learned earlier than frequency-matched simple forms, and morpheme ending identity explained substantial variation. Both of these findings suggest that children have some segmented morphemes and have learned some of their semantic/pragmatic characteristics. Sampling would predict that verb form acquisition would be sensitive to lemma and ending frequency, but acquisition was also sensitive to aspects of input frequency that were independent of these factors, and this suggests that children are encoding whole verb forms in addition to creating forms with compositional morphological rules.
SAGE Publications, 2020年06月01日, First Language, 41 (1), 014272372092632 - 014272372092632[査読有り]
研究論文（学術雑誌）
- University of California Press, 2019年04月26日, Collabra: Psychology, 5 (1), 18 - 18
[査読有り]
研究論文（学術雑誌）
Abstract This study tested the claim of input-based accounts of language acquisition that children's inflectional errors reflect competition between different forms of the same verb in memory. In order to distinguish this claim from the claim that inflectional errors reflect the use of a morphosyntactic default, we focused on the Japanese verb system, which shows substantial by-verb variation in the frequency distribution of past and nonpast forms. 22 children aged 3;2–5;8 (Study 1) and 26 children aged 2;7–4;11 (Study 2) completed elicited production studies designed to elicit past and nonpast forms of 20 verbs (past-biased and nonpast-biased). Children made errors in both directions, using past forms in nonpast contexts, and vice versa, with the likelihood of each determined by the frequency bias of the two forms in the input language, even after controlling for telicity. This bi-directional pattern provides particularly direct evidence for the role of frequency-sensitive competition between stored forms.Cambridge University Press (CUP), 2018年09月, Journal of Child Language, 45 (5), 1144 - 1173[査読有り]
研究論文（学術雑誌）
- Wiley, 2018年05月, Cognitive Science, 42, 555 - 577
[査読有り]
研究論文（学術雑誌）
Speech segmentation is supported by multiple sources of information that may either inform language processing specifically, or serve learning more broadly. The Iambic/Trochaic Law (ITL), where increased duration indicates the end of a group and increased emphasis indicates the beginning of a group, has been proposed as a domain-general mechanism that also applies to language. However, language background has been suggested to modulate use of the ITL, meaning that these perceptual grouping preferences may instead be a consequence of language exposure. To distinguish between these accounts, we exposed native-English and native-Japanese listeners to sequences of speech (Experiment 1) and nonspeech stimuli (Experiment 2), and examined segmentation using a 2AFC task. Duration was manipulated over 3 conditions: sequences contained either an initial-item duration increase, or a final-item duration increase, or items of uniform duration. In Experiment 1, language background did not affect the use of duration as a cue for segmenting speech in a structured artificial language. In Experiment 2, the same results were found for grouping structured sequences of visual shapes. The results are consistent with proposals that duration information draws upon a domain-general mechanism that can apply to the special case of language acquisition.
AMER PSYCHOLOGICAL ASSOC, 2017年03月, JOURNAL OF EXPERIMENTAL PSYCHOLOGY-HUMAN PERCEPTION AND PERFORMANCE, 43 (3), 466 - 476, 英語[査読有り]
研究論文（学術雑誌）
- University of Liverpool, 2017年, 博士論文, 英語Children’s acquisition of verb inflection in Japanese: contrasting generativist and constructivist approaches
学位論文（博士）
The present study investigated children's early use of verb inflection in Japanese by comparing a generativist account, which predicts that the past tense will have a special default-like status for the child during the early stages, with a constructivist input-driven account, which assumes that children's acquisition and use of inflectional forms reflects verb-specific distributional patterns in their input. Analysis of naturalistic data from four Japanese children aged 1;5 to 2;10 showed that there was substantial by-verb variation in the use of inflectional forms from the earliest stages of verb use, and no general preference for past tense forms. Correlational and partial correlational analyses showed that it was possible to predict the proportional frequency with which the child produced verbs in past tense versus other inflectional forms on the basis of differences in the proportional frequency with which the verb occurred in past tense form in the child's input, even after controlling for differences in the rate at which verbs occurred in past tense form in input averaged across the caregivers of the other children in the sample. When taken together, these results count against the idea that the past tense has a special default-like status in early child Japanese, and in favour of a constructivist input-driven account of children's early use of verb inflection.
CAMBRIDGE UNIV PRESS, 2016年11月, JOURNAL OF CHILD LANGUAGE, 43 (6), 1365 - 1384, 英語[査読有り]
研究論文（学術雑誌）
- 日本言語学会, 2013年, 言語研究, 144 (144), 83 - 101, 英語Inversion in Sayula Popoluca
[査読有り]
研究論文（学術雑誌）
書籍等出版物
- 分担執筆, 言語習得, 文理閣, 2023年04月, 日本語, ISBN: 9784892599248しゃべるヒト : ことばの不思議を科学する
- ひつじ書房, 2021年09月03日, 日本語, ISBN: 4823410793言えそうなのに言わないのはなぜか—構文の制約と創造性 (言語学翻訳叢書 21)
- 共著, 子供の言語の文法的生産性を探る 第一言語習得における日本語の動詞屈折について, ひつじ書房, 2020年12月, 日本語, ISBN: 9784894769953認知言語学と談話機能言語学の有機的接点 : 用法基盤モデルに基づく新展開
講演・口頭発表等
- 思考と言語研究会 (TL), 2022年11月27日Deep learning verb production model using input from visual animations
- 日本認知科学会第39回大会, 2022年09月09日接触回数の増加による会話中の沈黙と話題選択への影響 －日中接触場面と日本語母語場面の分析－
ポスター発表
- 日本認知科学会第39回大会, 2022年09月09日文法構文の適切な一般化は何歳で可能になるか －日本語を母語とする６、７、８歳児を対象とした人工言語産出実験から－
ポスター発表
- Lancaster Conference on Infant & Early Child Development, 2022年08月Children's Repetitions Change in Abstractness: a Quantitative Analysis on Japanese Child-Caregiver Conversations
ポスター発表
- Lancaster Conference on Infant & Early Child Development, 2022年08月How children learn to answer questions A comparative corpus study on Japanese and English
ポスター発表
- WORKSHOP ON INTERACTION AND MULTIMODALITY IN LANGUAGE ACQUISITION, 2022年06月24日Don’t ask me the same question again! A longitudinal corpus analysis on Japanese-speaking children’s responses to questions.
口頭発表（一般）
- 神戸大学創立120周年記念 異分野共創国際シンポジウム, 2022年03月25日質問と返答のやりとりの学習と発達的変化−日本語親子会話コーパスの分析から−
シンポジウム・ワークショップパネル（指名）
- ヒューマンコミュニケーション基礎研究会（HCS）, 2020年01月会話のやりとりからみる幼児の日本語動詞の文法発達
- THE 44th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT (BUCLD), 2019年11月Disappearing causative overgeneralization errors across five languages: The roles of verb semantics and statistical preemption
- MAPLL-TCP-TL 2019, 2019年07月27日The role of parental input in the acquisition of Japanese politeness distinctions
- 日本心理学会第８２回大会, 2018年, 日本語, 国内会議子供の文法知識を探る—第１言語習得における日本語の動詞屈折について—
口頭発表（一般）
- 日本心理学会第８２回大会, 2018年, 日本語, 仙台, 国内会議子供の過剰一般化エラーから文法習得メカニズムを探る－第一言語習得の通言語的研究プロジェクトにおける日本語の使役構造の研究
ポスター発表
- Child Language Symposium, 2018年, 英語, 英国, 国際会議Avoid causative overgeneralization errors across three languages (English, Hindi and Japanese): The role of semantics
口頭発表（一般）
- 言語科学会, 2016年, 英語, 東京, 国内会議Morphological complexity and frequency in children's acquisition of Japanese verb forms
口頭発表（一般）
- Boston University Conference on Language Development, 2015年, 英語, 米国, 国際会議Predicting past and non-past errors in the acquisition of Japanese verb inflection
口頭発表（一般）
- Child Language Symposium, 2015年, 英語, 英国, 国際会議Children’s bidirectional defaulting in the acquisition of Japanese verb inflection
口頭発表（一般）
- International Workshop on Mental Architecture for Processing and Learning of Language, 2015年, 日本語, 小豆島, 国際会議Children’s bidirectional defaulting in the acquisition of Japanese verb inflection
ポスター発表
- 日本言語学会第149回大会, 2014年, 日本語, 松山, 国内会議日本語の第一言語獲得早期における動詞屈折とインプット
口頭発表（一般）
- Georgetown University Round Table at Georgetown University, 2014年, 英語, 米国, 国際会議Children’s acquisition of a morpheme in chunks: a case study on Japanese verbal conjunctive marker
ポスター発表
- 日本言語学会第147回大会, 2013年, 日本語, 東京, 国内会議L1 言語獲得における複合動詞「X スル」のプロソディーとチャンク化
口頭発表（一般）
- Encuentro Internacional de la Lingüística de Noroeste, 2012年, スペイン語, Hermosillo, México, 国際会議Obviación en Popoluca de Sayula
口頭発表（一般）
- 第22回日本認知言語学会全国大会構文の学習と部分的生産性の条件付け要因の探索的研究
シンポジウム・ワークショップパネル（公募）