Can you say it another way? Cognitive factors in bilingual children's pragmatic language skills.
Can you say it another way? Cognitive factors in bilingual children's pragmatic language skills.
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DOI：
10.1080/15248371003699951
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发表时间：
2010-04-01
期刊：
影响因子：
--
通讯作者：
Gelman SA
中科院分区：
文献类型：
--
作者：
Tare M;Gelman SA
双语者的语用差异是指与不同的说话者恰当地使用两种语言的能力。虽然一些敏感性出现了2年，这些技能和他们的关系，其他发展中的元认知能力的背景下的效果还没有被检查。本研究比较了28名双语儿童（2;7至3;10和4;1至4;11）在两项任务中的语言使用情况。所有儿童都能讲英语和马拉地语（一种印度语言）。心理理论的措施，包括评估是否发展认知能力与语用语言能力。结果表明，语用区分不是一种全有或全无的能力，而是一种在学龄前发展并根据会话语境而变化的能力。这种发展也与这段时间出现的元认知能力有关。
Pragmatic differentiation in bilinguals is the ability to use two languages appropriately with different speakers. Although some sensitivity emerges by 2 years, the effect of context on these skills and their relation to other developing metacognitive capacities have not been examined. The current study compared the language use of 28 bilingual children (2;7 to 3;10 and 4;1 to 4;11) across two tasks. All children were bilingual in English and Marathi, an Indian language. Theory-of-mind measures were included to assess whether developing cognitive capacities relate to pragmatic language ability. Results indicated that pragmatic differentiation is not an all-or-none ability, but one which develops over the preschool years and varies based on the conversational context. This development is also related to metacognitive abilities which emerge during this time.
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影响因子：
4
作者：
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通讯作者：
BIALYSTOK, E
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