计算部分和整体,掌握分类语言
Peggy Li1, Susan Carey1, Pierina Cheung2
1Department of Psychology, Harvard University, United States.
Cognitive psychology
|January 30, 2026
概括
孩子们很早就学会了分类语言,但用它作为前体的含义,而不是成年人的量化力量. 这种理解在4岁以后才会发展,影响他们如何量化对象.
科学领域:
- 发展心理学 发展心理学
- 语言学的语言学.
- 认知科学 认知科学
背景情况:
- 6-7岁以下的儿童对物体的量化不同于成年人,经常把部分算成整个物体.
- 分类语言 (例如", pieces of") 指定量化单位,区分部分和整体.
- 早期接触部分性术语可能不等于成年人对其量化力的理解.
研究的目的:
- 调查儿童对分词语言理解的发展轨迹.
- 探索这样一个假设,即儿童最初将前体的意义赋予分数词.
- 为了确定儿童掌握分类语言量化力的年龄.
主要方法:
- 五项实验对2至4岁的儿童进行了测试.
- 评估了分类词汇的知识及其与量化任务的关系.
- 使用非语言视觉工作记忆 (VWM) 任务对比部分/整体和尺寸区别.
主要成果:
- 孩子们在2岁时就学会了分词,但用前体的含义来解释它们,类似于次体形容词.
- 早期的分量词汇知识并不能预测部分/整体量化任务的性能.
- 一半/整个VWM任务的成功与部分语言知识相关,可与小/大VWM任务相比较.
- 4岁的孩子无法理解诸如"这块和这块组成一个叉子"之类的量化短语.
结论:
- 成年人对分类语言量化力进行类似的分析,直到4岁之后才会实现.
- 从前体向成年人的转变可能发生在5岁左右.
- 这种语义/语法变化可能反映并有助于概念量化更广泛的变化.
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