Pointing Toward Two-Word Speech in Young Children
Pointing Toward Two-Word Speech in Young Children
复制标题
指出幼儿的两个词言语
DOI：
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复制
发表时间：
2003
期刊：
影响因子：
--
通讯作者：
Cynthia Butcher
中科院分区：
文献类型：
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作者：
S. Goldin‐Meadow;Cynthia Butcher
孩子产生的第一个两个单词组合有两个重要的原因。首先，它们反映了儿童在单一交际行为中表达命题信息的发展能力。而不是在单独的话语中产生和，孩子现在可以将它们连接在一个句子中，婴儿饮料，从而明确地表明这两个元素之间存在关系。其次，两个单词的婴儿饮料组合是孩子进入语法的第一步。不管他们学习的是哪一种语言，世界各地的孩子都倾向于以一致的顺序说出组成句子的单词。他们使用的特定顺序反映了他们所经历的语言模式提供的顺序，而不是学习英语的孩子的婴儿饮料。即使孩子正在学习的语言有相对自由的单词饮用婴儿顺序，孩子也倾向于坚持基于频繁出现的成人模式的一致模式。早期两词组合的这两个特征是稳健的。它们出现在聋哑儿童从他们的聋哑父母那里获得传统手语的第一个双手势组合中（Newport & Meier, 1985），甚至出现在聋哑儿童从他们的听力正常的父母那里尚未接触到传统手语的第一个双手势组合中（Goldin-Meadow, 1997,2002a）。孩子们大约在18个月大的时候开始说两个单词的句子。然而，他们在12个月前就已经能够说出孤立的单词了。为什么单词的开始和单词组合的开始之间有延迟？将两个单词组合成一个单独的交际行为需要很多技巧。孩子们不仅需要能够有意地传达一个命题；他们还必须能够将该命题分割成元素，用单词标记这些元素，并将这些单词组合成单个字符串。在孩子们真正说出两个单词的单一组合之前，他们的谈话中没有明确的证据表明他们打算传达一个命题。然而，有证据表明，处于一个单词时期的儿童可以在一个交际行为中产生一个命题的两个要素——但前提是人们要跨越模态。一个词的孩子可以说出一个词，并通过他们喝酒的手势指出这个动作的对象——指向一个瓶子。假设手势和言语是作为一个单位运作的，这两种方式一起向观察的听者传达了一个命题的两个要素。在本章中，我们将探讨手势和语音所传达的不同但互补的信息的组合是否是一词和两词语音之间的过渡桥梁。我们需要两方面的证据来支持这个假设。首先，为了使这种类型的组合成为跳板，手势和语言必须作为一个统一的系统发挥作用。因此，我们开始探索这种类型的组合的开始，当手势和语言一起进入一个良好的集成系统的时刻——一个发生在一个单词期间的某个事件（Butcher & Goldin-Meadow, 2000）。接下来，我们会问整合的手势-语音组合是否预示着两词组合。具体来说，我们探讨了手势和语音在两词语音开始时传递不同信息的组合的开始。无论这些手势-语音组合是在两个单词的语音之前还是同时出现，都可以让我们深入了解在单个句子中组合单词所需的条件。如果两个词的组合所需要的只是在一个单一的交际行为中传达两个元素的认知能力，那么这种类型的手势-言语组合应该与两个词的言语同时发生，而不是有任何规律地先于两个词的言语。或者，如果两词组合的开始需要额外的语言特定技能，那么两种方式传递不同信息的手势-言语组合可能会可靠地先于两词说话的开始。我们在这里的目标是定位组合的开始，手势和语言传达不同的信息，从2003年开始。Ps，你不知道P是什么意思。
The first two-word combinations that a child produces are significant for two reasons. First, they reflect the child’s developing ability to express propositional information within a single communicative act. Rather than produce and in separate utterances, the child can now conjoin them within a single sentence, baby drink , thus explicitly signaling that there is a relationship between the two elements. Second, two-word baby drink combinations are the child’s first step into syntax. Independent of the language they are learning, children across the globe tend to produce the words that comprise their sentences in a consistent order. The particular orders they use mirror the orders provided by the language models they experience— rather than baby drink for an English-learning child. Even when the language a child is learning has relatively free word drink baby order, the child tends to adhere to a consistent pattern based on a frequently occurring adult pattern. These two features of early two-word combinations are robust. They are found in the first two-sign combinations produced by deaf children acquiring a conventional sign language from their deaf parents (Newport & Meier, 1985), and even in the first two-gesture combinations invented by deaf children not yet exposed to conventional sign language by their hearing parents (Goldin-Meadow, 1997, 2002a). Children begin to produce two-word sentences at approximately 18 months of age. They have, however, been able to produce isolated words since 12 months. Why is there a delay between the onset of words and the onset of word combinations? Combining two words into a single communicative act requires a number of skills. Children not only need to be able to intend to convey a proposition; they must also be able to segment that proposition into elements, label those elements with words, and combine the words into a single string. Until children actually produce two words in a single combination, there is no explicit evidence in their talk that they intend to convey a proposition. There is, however, evidence that children in the one-word period can produce two elements of a proposition in one communicative act—but only if one looks across modalities. One-word children can utter a word— — and indicate the object of that action through their drink gestures—a point at a bottle. Assuming that gesture and speech are functioning as a unit, the two modalities together convey, to the observant listener, two elements of a single proposition. In this chapter, we explore whether combinations in which gesture and speech convey different but complementary information are a transitional bridge between oneand two-word speech. We require two lines of evidence to support this hypothesis. First, in order for this type of combination to be a stepping-stone, gesture and speech must be functioning as a unified system. We therefore begin by exploring the onset of this type of combination in relation to the moment when gesture and speech come together into a well-integrated system—an event that takes place sometime during the oneword period (Butcher & Goldin-Meadow, 2000). Next, we ask if integrated gesture-speech combinations are a harbinger of two-word combinations. Specifically, we explore the onset of combinations in which gesture and speech convey different information in relation to the onset of two-word speech. Whether these gesture–speech combinations precede or co-occur with two-word speech can provide insight into the conditions needed to combine words within a single sentence. If all that is needed for two-word combinations is the cognitive ability to convey two elements within a single communicative act, then gesture–speech combinations of this sort ought to co-occur with, and not precede with any regularity, the onset of two-word speech. Alternatively, if additional languagespecific skills are required for the onset of two-word combinations, then gesture–speech combinations in which the two modalities convey different information might be expected to reliably precede the onset of two-word speech. Our goal here is to situate the onset of combinations in which gesture and speech convey different Co py ri gh t @ 20 03 . Ps yc ho lo gy P re ss .
说话晚者的语言和手势。
DOI：
10.1044/jshr.3101.115
发表时间：
1988
期刊：
Journal of speech and hearing research
影响因子：
--
作者：
Thal,D;Bates,E
通讯作者：
Bates,E
说话晚者的语言和手势：一年的随访。
DOI：
10.1044/jshr.3403.604
发表时间：
1991
期刊：
Journal of speech and hearing research
影响因子：
--
作者：
Thal,D;Tobias,S;Morrison,D
通讯作者：
Morrison,D