Talking about comparisons: a study of young children's comparative adjective usage
Talking about comparisons: a study of young children's comparative adjective usage
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谈论比较：幼儿形容词比较级用法的研究
DOI：
10.1017/s0305000900005390
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发表时间：
1983
影响因子：
2.2
通讯作者：
J. Johnston
中科院分区：
文献类型：
--
作者：
Dena Gitterman;J. Johnston
摘要本研究探讨了比较概念以外的因素，即（a）知觉输入的性质，（B）事件的性质。30例受试者，4岁; 5至7; 9名被试被要求在多目标比较和单目标动态变化任务中描述反映各种属性差异的目标。在静态比较之前，儿童使用比较形容词来谈论动态变化，基于视觉或触觉输入的属性比基于两者的属性更容易。这些结果被解释为表明，知觉线索的冗余和异质性影响学习的属性维度，儿童首先使用的-er后缀在非比较意义上。
ABSTRACT This study explores factors other than the concept of comparison which influence the learning of specific comparative adjective forms, namely, (a) the nature of the perceptual input, and (b) the nature of the event. Thirty subjects, age 4; 5 to 7; 9, were asked to describe objects reflecting various attribute differences in both multiple-object comparison and single-object, dynamic-change tasks. Children used comparative adjectives to talk about dynamic changes prior to static comparisons, and attributes based on visual or tactile input were easier than those based on both. These results are interpreted as indicating that perceptual cue redundancy and heterogeneity affects the learning of attribute dimensions, and that children first use the -er suffix in a non-comparative sense.