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什么词:在儿童普通话中存在的还是普遍的量化符号?

Haiquan Huang1, Hui Cheng2, Lina Qian3

  • 1School of Foreign Languages, Jianghan University, Wuhan, China.

Journal of psycholinguistic research
|May 14, 2024
PubMed
概括

幼儿园儿童将普通话的"什么"等词解释为存在的量化器,而不是普遍的量化器. 这一发现支持了对儿童语言学习的生物语言学方法.

关键词:
什么字是什么字儿童语言习得 儿童语言习得汉语中文普通话中文量化 量化 量化 量化

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科学领域:

  • 语言学的语言学.
  • 发展心理学 发展心理学
  • 语义学 是一个语义学.

背景情况:

  • 在理论上,wh-words是存在的或是普遍的定量符.
  • 这些理论对儿童早期语言发展做出了不同的预测.
  • 了解孩子对wh-word的解释,可以阐明语言学习.

研究的目的:

  • 调查学龄前儿童对WH-量化的语义知识.
  • 为了确定说普通话的儿童是否将wh字"shenme" (什么) 解释为存在的或普遍的.
  • 将儿童的解释与成年人对照进行比较.

主要方法:

  • 采用真值判断任务来评估条件句中的"shenme".
  • 在对-否和A-不-A问题中使用了"shenme"的问答任务.
  • 包括4岁和5岁的普通话说者和成人对照.

主要成果:

  • 儿童和成年人一致解释"shenme" (什么) 更接近"任何" (存在的),而不是"所有" (普遍的).
  • 研究结果表明,儿童的解释与成人语义知识一致.
  • "Shenme"被解释为一个存在的量化器.

结论:

  • 讲普通话的学龄前儿童表现出与成年人类似的语义理解wh-量化.
  • 孩子们从小就将wh-words解释为存在的量化器.
  • 这种早期的掌握支持了对语言学习的生物语言学方法.