The Spanish ser/estar distinction in bilingual children's reasoning about human psychological characteristics.
The Spanish ser/estar distinction in bilingual children's reasoning about human psychological characteristics.
复制标题
双语儿童对人类心理特征的推理中西班牙语 ser/estar 的区别。
DOI：
10.1037//0012-1649.38.3.407
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发表时间：
2002
影响因子：
4
通讯作者：
Diesendruck,Gil
中科院分区：
文献类型：
--
作者：
Heyman,GailD;Diesendruck,Gil
儿童的推理人类心理特征的稳定性进行了调查有关的西班牙语动词形式ser和estar（传达不同的信息的稳定性的特点）和相应的英语形式之间的强制性的区别。参与者（85名双语儿童，年龄6至10岁）进行了采访，以确定（a）是否ser/estar的区别是相关的推理人类特征的稳定性和（B）是否信念的心理特征的稳定性与使用ser和estar来描述和解释社会事件的差异。儿童被视为服务和被视为比明星更有可能传达稳定的心理特征。倾向于支持心理特征稳定观点的儿童特别可能在描述和解释中使用ser形式。（PsycInfo数据库记录（c）2016阿帕，保留所有权利）
Children's reasoning about the stability of human psychological characteristics was investigated in relation to the obligatory distinction between the Spanish verb forms ser and estar (which convey different information about the stability of characteristics) and the corresponding English form to be. Participants (85 bilingual children, ages 6 to 10 years) were interviewed to determine (a) whether the ser/estar distinction is relevant to reasoning about the stability of human characteristics and (b) whether beliefs about the stability of psychological characteristics relate to differences in the use of ser and estar to describe and explain social events. Children treated ser and to be as more likely than estar to convey the stability of psychological characteristics. Children who tended to endorse stable views of psychological characteristics were especially likely to use the ser form in their descriptions and explanations.(PsycINFO Database Record (c) 2016 APA, all rights reserved)