在描述发育时间内的比喻运动事件时,手势是否跟随语言?
Şeyda Özçalışkan1, Susan Goldin-Meadow2
1Georgia State University, United States.
Brain and language
|August 14, 2025
概括
学习不同语言的孩子在手势和言语中表现出语言特异的模式,用于运动事件. 这些模式在抽象的比喻事件中出现的时间晚于具体的物理事件.
科学领域:
- 发展语言学是发展语言学.
- 认知科学是一种认知科学.
- 心理语言学 心理语言学
背景情况:
- 儿童的手势和语音模式反映了语言输入.
- 包装运动事件的跨语言差异在语音和手势中被观察到.
研究的目的:
- 调查手势和语音的跨语言差异是否延伸到隐喻的运动事件.
- 在比喻事件描述中确定这些模式的发展时间表.
主要方法:
- 研究了100名儿童的言语和手势 (英语/土耳其语,3-12岁).
- 孩子们描述了比喻性的运动事件.
- 结果与以前关于物理运动事件描述的数据进行了比较.
主要成果:
- 在比喻性运动事件的言语和手势中发现了跨语言的差异.
- 与物理事件相比,隐喻事件的语言特异性模式后来出现.
- 这些模式在发育过程中以后出现在语音和共同语音手势中.
结论:
- 姿态和语言构成了表达隐喻概念的综合系统.
- 这种整合反映了在学习不同语言的儿童中对物理事件表达的发现.
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