The two-word stage: Motivated by linguistic or cognitive constraints?
The two-word stage: Motivated by linguistic or cognitive constraints?
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DOI：
10.1016/j.cogpsych.2012.02.002
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发表时间：
2012-08-01
影响因子：
2.6
通讯作者：
Lillo-Martin, Diane
中科院分区：
文献类型：
--
作者：
Berk, Stephanie;Lillo-Martin, Diane
儿童发展研究者经常讨论语言习得过程中的“两个词”阶段。然而，关于这一阶段的存在主要反映了认知还是语言的限制，仍然存在争议。从两个聋哑儿童，梅和卡尔，没有接触到一个可访问的第一语言（美国手语ASL），直到6岁的纵向数据分析表明，观察到的语言约束时，认知是相对备用。这些年龄较大的儿童在延迟接触后获得第一语言，表现出语言发展的两个词阶段。智力评估、成就测验、绘画任务和定性认知分析的结果表明，梅和卡尔的智力和能力至少处于中等水平。然而，从语言分析的结果清楚地表明，在早期的两个字阶段，从同龄人和年轻的本地签名的差异，提供了新的见解，这一阶段的语言发展的性质。(C)2012 Elsevier Inc. All rights reserved.
Child development researchers often discuss a "two-word" stage during language acquisition. However, there is still debate over whether the existence of this stage reflects primarily cognitive or linguistic constraints. Analyses of longitudinal data from two Deaf children, Mei and Cal, not exposed to an accessible first language (American Sign Language ASL) until the age of 6 years, suggest that a linguistic constraint is observed when cognition is relatively spared. These older children acquiring a first language after delayed exposure exhibit aspects of a two-word stage of language development. Results from intelligence assessments, achievement tests, drawing tasks, and qualitative cognitive analyses show that Mei and Cal are at least of average intelligence and ability. However, results from language analyses clearly show differences from both age peers and younger native signers in the early two-word stage, providing new insights into the nature of this phase of language development. (C) 2012 Elsevier Inc. All rights reserved.