NON-LINGUISTIC STRATEGIES AND ACQUISITION OF WORD MEANINGS
NON-LINGUISTIC STRATEGIES AND ACQUISITION OF WORD MEANINGS
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DOI：
10.1016/0010-0277(72)90010-8
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发表时间：
1973-01-01
期刊：
影响因子：
3.4
通讯作者：
CLARK, EV
中科院分区：
文献类型：
--
作者：
CLARK, EV
本研究提出，儿童对某些单词的明显理解首先取决于他们对单词含义的语言假设和某些非语言策略的结合。年龄在1岁、6岁到5岁之间的儿童被要求理解方位词in、onandunder。研究结果表明，儿童的方位认知经历了三个阶段：第一阶段，他们持续使用某些非语言策略，这些策略可以用两个有序规则来表征;第二阶段，他们只将这些规则应用于一个或两个方位指示;最后，他们表现出对三个词义的完整语义知识。由于这些非语言策略，年幼的儿童总是表现出理解错误，有时表现出理解，永远不会理解。然而，这些非语言策略决定了三个方位词的习得顺序。
The present study proposes that children's apparent comprehension of certain words is at first dependent on a combination of their linguistic hypotheses about a word's meaning and certain non-linguistic strategies. Children aged 1;6-5;0 were given instructions requiring comprehension of the locative termsin,onandunder. The results showed that children go through three stages: At first, they consistently use certain non-linguistic strategies that can be characterized by two ordered rules; next, they apply these rules to only one or two of the locative instructions; and finally, they exhibit full semantic knowledge of the three word meanings. Because of these non-linguistic strategies, the younger children always appear to understandincorrectly, sometimes appear to understand on and never understandunder. It is argued, nevertheless, that these non-linguistic strategies determine the order of acquisition of the three locative terms.