Generic Language in Parent-Child Conversations
Generic Language in Parent-Child Conversations
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DOI：
10.1080/15475440701542625
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发表时间：
2008-01-01
影响因子：
1.5
通讯作者：
Flukes, Jonathan
中科院分区：
文献类型：
--
作者：
Gelman, Susan;Goetz, Peggy;Flukes, Jonathan
普通知识涉及各种各样的东西(例如，鸟会飞；椅子是用来坐的；黄金是一种金属)。过去的研究表明，儿童在学龄前会自发地发展一般性知识。本研究考察了儿童何时以及如何学习使用他们的语言提供的多种手段来表达一般性知识。我们假设，在没有指定信息或上下文的情况下，儿童认为名词指的是泛指种类，这是默认的。因此，我们预测：(A)儿童应该从小谈论种类；(B)儿童应该只在最少的父母脚手架的情况下学习一般形式；(C)儿童应该将各种不同的语言形式识别为一般形式。来自成人-儿童对话的纵向样本的结果支持所有这三个假设。我们还报告了泛型使用的个体差异，这表明儿童在形成如此表达的抽象概括的倾向上有所不同。
Generic knowledge concerns kinds of things (e.g., birds fly; a chair is for sitting; gold is a metal). Past research demonstrated that children spontaneously develop generic knowledge by preschool age. The present study examines when and how children learn to use the multiple devices provided by their language to express generic knowledge. We hypothesize that children assume, in the absence of specifying information or context that nouns refer to generic kinds, as a default. Thus, we predict that (a) children should talk about kinds from an early age; (b) children should learn generic forms with only minimal parental scaffolding; (c) children should recognize a variety of different linguistic forms as generic. Results from longitudinal samples of adult-child conversations support all three hypotheses. We also report individual differences in the use of generics, suggesting that children differ in their tendency to form the abstract generalizations so expressed.