OBJECT KNOWLEDGE AND THE EMERGENCE OF LANGUAGE
OBJECT KNOWLEDGE AND THE EMERGENCE OF LANGUAGE
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DOI：
10.1016/0163-6383(89)90023-4
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发表时间：
1989-10-01
影响因子：
2.1
通讯作者：
BLOOM, L
中科院分区：
文献类型：
--
作者：
LIFTER, K;BLOOM, L
研究考察了婴儿对物体的自发游戏，以寻找与单词的出现和语言发展中的单词期有关的物体知识发展的证据。研究对象是来自不同种族和经济背景的7名女孩和7名男孩，他们的年龄从9个月到26个月不等。在儿童S的游戏中，物体相对于彼此的移动被识别为两种类型：分离和构造。构式的发展与词语的出现有关，构式随着年龄的增长而增多，而离合度则逐渐减少。特定结构的发展解释了物体的特殊性质，与单词期结束时的词汇量激增有关，而不是与时间顺序的年龄有关。尽管婴儿S在语言和游戏发展方面的年龄差异很大，但他们在这两个领域的成就之间的关系是一致的，弗里德曼测验也证实了这一点。结果从玩物体和说话所需的认知发展的角度进行了讨论。
Infants'' spontaneous play with objects was examined for evidence of developments in object knowledge in relation to the emergence of words and the single-word period in language development. Subjects were 7 girls and 7 boys, from different ethnic and economic backgrounds, who were studied longitudinally from 9 months to 26 months of age. Two types of displacements of objects in relation to one another were identified in the children''s play: separations and constructions. The development of constructions was associated with the emergence of words, and constructions increased with age while separations decreased. The development of specific constructions, which account for knowledge of the particular properties of objects, was more strongly associated with a vocabulary spurt at the end of the single-word period than with a chronological age. Despite the wide variation in the infant''s ages when developments in language and play were reached, relations between achievements in the two domains were consistent among them, as confirmed with the Friedman test p < .001. The results are discussed in terms of the cognitive developments required for play with objects and saying words.