AN ALTERNATIVE ASSESSMENT OF CHILDRENS COMPREHENSION OF RELATIVE CLAUSES
AN ALTERNATIVE ASSESSMENT OF CHILDRENS COMPREHENSION OF RELATIVE CLAUSES
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DOI：
10.1007/bf02145355
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发表时间：
1995-05-01
影响因子：
2
通讯作者：
CORREA, LMS
中科院分区：
文献类型：
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作者：
CORREA, LMS
采用标准行动程序评估儿童关系从句理解的方法学困难。另一种实验任务，提出了尝试尽量减少这些困难，同时探索的表演技术的优点。一个实验中，葡萄牙语为母语的3至6岁的奥尔兹进行了测试，通过这种替代任务。结果表明，儿童受到影响的位置和重点的RC以同样的方式成人已被报道和错误分析表明，大多数儿童的困难可以归因于记忆过载，而RC处理为名词修饰句。这些结果与以下观点相矛盾，即有发展差异的方式与RCs的句子被解析，加工负荷诱导的错误，特别是表现在右分支的主题焦点句。考虑3至6岁之间发生的发展变化，并提出有关5岁以上发展的问题。
Methodological difficulties pre identified in the assessment of children's comprehension Of relative clauses (RCs) by means of the standard acting-out procedure. An alternative experimental task is proposed which attempts to minimize these difficulties while exploring the advantages of the acting-out technique. An experiment is reported in which Portuguese-speaking 3- to 6-year olds were tested by means of this alternative task. The results show children being affected by both the position and the focus of the RC in the same way adults have been reported to be and an error analysis suggests that most of children's difficulties can be ascribed to memory overload while RCs are processed as noun modifier sentences. These results contradict the view that there are developmental differences with regard to the way sentences with RCs are parsed and that processing load induces errors particularly manifested in right-branching subject focus sentences. Developmental changes taking place between the ages of 3 and 6 are considered and questions are raised concerning development from the age of 5.