变形形式获取的模型应该通过对有或没有发育性语言障碍 (DLD) 的儿童进行交叉方言研究来提供信息
1Department of Communication Sciences & Disorders, Louisiana State University, Baton Rouge, LA 70803, United States.
概括
这项研究探讨了儿童如何学习可变语法形式,特别是非洲裔美国人英语和标准白人英语. 来自有和没有发育性语言障碍 (DLD) 的儿童的数据被介绍为支持未来的研究.
科学领域:
- 语言学的语言学.
- 发展心理学 发展心理学
- 儿童语言获取 儿童语言获取
背景情况:
- 辛 (Shin) 和米勒 (Miller) (2021) 提出了一个四个阶段的模型,用于儿童获得可变的语法形式.
- 作者指出,这个模型的现有证据是事后和选择性的,需要进一步的经验测试.
研究的目的:
- 为拟议的可变形式使用获取模型提供支持数据.
- 通过介绍来自不同儿童群体和语言种类的数据来鼓励进一步的研究.
主要方法:
- 这项研究分析了获得非洲裔美国英语 (AAE) 和标准白色英语 (SWE) 的儿童的数据.
- 包括有或没有发育性语言障碍 (DLD) 的参与者,以检查不同个人资料的可变形式使用.
主要成果:
- 介绍了旨在支持可变形式使用的发展阶段的数据.
- 强调在语言学习研究中考虑方言变异 (AAE,SWE) 的重要性.
结论:
- 本文所介绍的数据有助于理解儿童获得形态语法变异的过程.
- 倡导在未来对儿童语言发展的研究中纳入多样化的语言和临床资料.
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