REANALYZING ROTE-LEARNED PHRASES - INDIVIDUAL-DIFFERENCES IN THE TRANSITION TO MULTI-WORD SPEECH
REANALYZING ROTE-LEARNED PHRASES - INDIVIDUAL-DIFFERENCES IN THE TRANSITION TO MULTI-WORD SPEECH
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DOI：
10.1017/s0305000900008473
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发表时间：
1993-10-01
影响因子：
2.2
通讯作者：
LIEVEN, EVM
中科院分区：
文献类型：
--
作者：
PINE, JM;LIEVEN, EVM
本研究调查了先前记录的指称表达风格和名词代词风格之间的关系（Nelson，1975）的最佳解释，与其说是“面向对象”或“名词偏好”，不如说是不同孩子进入结构的方向，一些孩子倾向于通过组合单个单词词汇中的两个或多个项目来构建模式，而另一些孩子则倾向于通过获得对单词的有效控制来发展模式。之前未分析过的短语中的“槽”。为了做到这一点，它利用了 Lieven、Pine 和 Dresner-Barnes (1992) 中提出的区分有效和未经分析的多词语音的方法，该方法应用于对 0;II 和 I;8 岁之间七名儿童的纵向研究的观察和母亲报告数据。结果表明，不仅儿童早期单词组合的变化确实可以用多词语音的不同途径来解释，而且所有儿童都可能使用一种涉及分解最初未分析的短语的策略，这一策略并非非典型，尽管程度不同。
The present study investigates the possibility that the previously documented relationship between referential-expressive and nominal-pronominal styles (Nelson, 1975) may be best explained not so much in terms of 'object-orientation' or 'noun-preference', as in terms of the direction from which different children break into structure, with some children tending to construct patterns by combining two or more items from their single-word vocabularies and others tending to develop patterns by gaining productive control over 'slots' in previously unanalysed phrases. In order to do so it makes use of a methodology for distinguishing between productive and unanalysed multi-word speech proposed in Lieven, Pine & Dresner-Barnes (1992) which is applied to observational and maternal-report data from a longitudinal study of seven children between the ages of 0;II and I;8. The results suggest not only that variation in children's early word combinations can indeed be explained in terms of different routes to multi-word speech, but also that, far from being atypical, a strategy involving the breaking down of originally unanalysed phrases may be used by all children, though to varying degrees.