homonym的示例

• Therefore, it is possible that homonyms would be responded to more accurately than novel words in a task emphasizing lexical representations, such as picture naming.

• Thus, changes in known lexical representations may lead to changes in homonym learning but not novel word learning.

• In three types of trial the puppet indicates the same object as the child, an irrelevant object, or the homonym.

• Since homonymy is very similar to synonymy, the argument can be extended to the case of homonyms.

• What remains to be learned is whether a homonym disadvantage, no effect, or a homonym advantage would be observed in naturalistic word learning.

• The present investigation offers an empirical test that provides a quantifiable comparison between the acquisition of homonyms and nonsense words.

• The influence of word frequency on homonym learning has not been explored previously.

• This difference is due to the low number of homonyms compared to polysemous entries.

• For example, being the complement of said does not force disambiguation of homonyms.

• This is an interesting finding in light of the fact that accurate homonym interpretation appears to be emerging, but not mastered, in this age group.

• Children are shown sets of pictures which include a homonym pair, for example, bat (animal) and bat (sporting equipment).

• Learning the novel stimuli is similar to learning a new word that is not a homonym.

• This would imply that children simply do not learn homonyms.

• While there is evidence documenting the effect of phonotactic probability on novel word learning, it is unclear whether phonotactic probability would influence homonym learning.

• Only a small percentage of these children, however, were able to map the correct secondary meaning of the homonym.