How children talk about what happened
How children talk about what happened
复制标题
孩子们如何谈论发生的事情
DOI：
10.1017/s0305000900001434
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发表时间：
1976
影响因子：
2.2
通讯作者：
R. Miller
中科院分区：
文献类型：
--
作者：
F. Antinucci;R. Miller
摘要 这项研究调查了 1 岁以下儿童言语中过去时态表达的发展。 6比2； 6. 正如皮亚杰 (Piaget) (1954, 1971) 所描述的，这种发展很大程度上取决于儿童对时间维度的认知结构。在此过程中，根据孩子必须编码的事件类型，遵循两种不同的认知路线。导致某个对象最终状态的过去事件通过实际的过程-效果协调逐渐被掌握和编码。相反，过去的状态和活动，即不会导致最终状态的过去事件，是通过假装世界与现实世界之间更原始的区别来引用的。这种差异正式反映在描述两种不同类型事件的动词上出现的不同过去时标记。
ABSTRACT This study investigates the development of past tense expressions in the speech of children from 1; 6 to 2; 6. It is shown that this development depends crucially on the child's cognitive construction of the time dimension, as described by Piaget (1954, 1971). In this process two different cognitive routes are followed, depending on the type of event the child has to encode. Past events resulting in the end state of some object are gradually grasped and encoded by means of a practical process–effect coordination. Past states and activities, on the contrary, i.e. past events that do not result in an end state, are referred to through a more primitive distinction between a pretend vs. a real world. This difference is formally reflected in the differential past-tense marking appearing on verbs which describe the two different types of event.