思想理论和正规语言技能如何影响儿童在学龄期间的隐喻参考理解?
Nicolas Petit1, Valentina Bambini2, Luca Bischetti2
1Hospital Le Vinatier Psychiatrie Universitaire.
Journal of experimental psychology. Learning, memory, and cognition
|September 12, 2024
概括
孩子 孩子 孩子 孩子
科学领域:
- 发展心理学 发展心理学
- 认知科学 认知科学
- 语言学的语言学.
背景情况:
- 儿童的隐喻理解逐渐发展,接近成人水平.
- 以前的理论将这种发展归因于心智理论 (ToM) 或正式的语言技能.
- 对ToM和正式语言对比喻发展的相对贡献需要进一步研究.
研究的目的:
- 调查儿童发展的隐喻理解在多大程度上受到思维理论 (ToM) 和正式语言技能的影响.
- 检查ToM和正式语言的预测能力如何随着年龄的增长而变化.
- 为了验证一个新的基于平板电脑的任务来评估儿童的隐喻理解.
主要方法:
- 实验1:与7岁和10岁的孩子 (N=89) 验证了一个平板电脑任务,使用隐喻和同义词引用,测量准确性和响应时间.
- 实验2:对6至11岁的儿童 (N=248) 进行了比喻任务和对ToM和形式语言的临床测量.
- 认知预测因素 (ToM,正式语言) 与隐喻理解准确性和响应时间进行了分析.
主要成果:
- 隐喻理解的准确性随着年龄的增长而增加,隐喻的反应比同义词的反应更长时间.
- 思想理论 (ToM) 可靠地预测了年幼儿童的隐喻表现,其影响随着年龄的增长而减少.
- 正式语言技能成为年龄较大的儿童隐喻理解的更强有力的预测因素.
结论:
- 思想理论 (ToM) 和正式语言对于隐喻理解都至关重要,但它们的发展轨迹不同.
- 隐喻理解的认知基础在整个童年发展.
- 发展视角对于理解隐喻技能的认知基础至关重要.
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