独语和双语儿童的衍生形态知识的发展:模式和词汇效应的影响
1Department of Learning Disabilities and Edmond J. Safra Center for the Study of Learning Disabilities, University of Haifa.
Journal of child language
|May 7, 2024
概括
这项研究发现,虽然单语和双语儿童同样理解衍生形态学,但单语者在生产任务中表现出更高的准确性. 随着年龄的增长,差异越来越小,这表明双语儿童的干预潜力.
科学领域:
- 心理语言学 心理语言学
- 发展心理学 发展心理学
- 双语研究研究 双语研究
背景情况:
- 衍生形态学对于语言发展和识字至关重要.
- 了解它在双语儿童中获得的知识有助于教育实践.
- 很少有研究对双语者的衍生形态进行了纵向研究.
研究的目的:
- 在希伯来单语和俄语-希伯来双语儿童中绘制衍生形态知识的发展图.
- 为了比较真实和伪词的理解和生产能力.
- 为了确定与年龄相关的变化和群体差异在形态技能获取.
主要方法:
- 研究了2年级和4年级的学生使用理解和生产任务.
- 利用真实词和伪词的刺激.
- 采用一个二比二的设计交叉模式和文字类型.
主要成果:
- 随着年级的提高,理解表现有所改善;没有观察到群体差异.
- 单语儿童在真实词和伪词制作方面表现优于双语儿童.
- 随着年龄的增长,生产准确性的群体差异缩小了.
- 单语儿童使用的形态元素比双语儿童更多.
结论:
- 双语儿童的衍生形态发展不同于单语儿童,特别是在生产方面.
- 与年龄相关的改善表明可能需要干预.
- 形态干预可以增强双语学习者的学术成功.
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