THE INTERPRETATION OF ELICITED SENTENCE IMITATION IN A STANDARDIZED CONTEXT
THE INTERPRETATION OF ELICITED SENTENCE IMITATION IN A STANDARDIZED CONTEXT
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标准化语境中引出句模仿的解释
DOI：
10.1111/j.1467-1770.1981.tb01390.x
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发表时间：
1981
期刊：
影响因子：
--
通讯作者：
R. Tharp
中科院分区：
文献类型：
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作者：
R. Gallimore;R. Tharp
诱发性模仿已被用于研究语言习得和能力，语言障碍和非标准方言。虽然最初认为诱发性模仿反映了语法知识，但后来的工作表明，表现存在相当大的差异，例如，孩子们并不总是模仿他们在另一个时间自发产生的句子。本文综述了诱导句模仿的研究，区分了该技术的自然主义和规范化应用。本文总结了一项为期六年的研究计划，结果表明：在标准化语境中，诱导模仿产生高度稳定的个体差异分数，模仿的准确性随年龄的增长而提高，中产阶级学生的上级表现，“模仿”测试与自然环境语言表现之间的相关性，诱导模仿与广泛使用的一般言语能力测试之间的显著相关性，和统计学证据表明，引起模仿反映了语法知识，短期记忆，词汇知识的一些研究人员指出，儿童模仿的不一致性可能是年龄和非标准化的观察程序的功能。
Elicited imitation has been used to study language acquisition and ability, language disorders, and nonstandard dialects While it was initially assumed that elicited imitation reflected knowledge of grammar, later work suggests considerable variability in performance, e.g., children do not always imitate sentences they are known to have spontaneously produced at another time. This paper reviews research on elicited sentence imitation, distinguishing naturalistic and standardized applications of the technique. A six-year program of research is summarized which suggests that elicited imitation in a standardized context yields highly stable individual difference scores, improvement with age in accuracy of imitation, superior performance by middle class students, correlations between “imitation” tests and natural environment language performances, significant correlations between elicited imitation and widely used tests of general verbalability, and statistical evidence that elicited imitation reflects knowledge of grammar, short-term memory, and knowledge of vocabulary The inconsistency of child imitations noted by some researchers may be a function of age and nonstandardized observation procedures.