定量但不是定性差异:对普通话自闭症儿童语法标记发展的纵向分析
Ziyan Meng1, Li Wang2,3, Hoyee W Hirai3
1Department of Linguistics and Modern Languages, The Chinese University of Hong Kong, Hong Kong SAR, China.
概括
自闭症儿童以典型的顺序学习普通话语法标记,但比正常发育的儿童慢. 这种定量差异,而不是质量差异,表明发育迟缓,而不是偏差.
科学领域:
- 语言学的语言学.
- 发展心理学 发展心理学
- 神经发育障碍 神经发育障碍
背景情况:
- 自闭症谱系障碍 (ASD) 显著影响语言发展,但定量和定性差异之间的区别仍然不清楚.
- 在ASD中的形态语法研究不足,特别是在非西方语言中,如普通话.
研究的目的:
- 纵向研究自闭症儿童中普通话语语法标记的获取模式.
- 将自闭症儿童的发展轨迹与典型发育 (TD) 儿童进行比较.
- 检查自闭症严重程度和初始语言能力对语法标记器获取的影响.
主要方法:
- 长度研究追踪88名自闭症儿童 (年龄26-76个月) 在三个时间点使用家长报告.
- 与在单个时间点评估的84名TD儿童 (年龄在16-30个月) 的比较.
- 对各种普通话语法标记的获取顺序和速度的分析.
主要成果:
- 自闭症儿童以典型的顺序获得汉语语法标记,反映了TD儿童的发展.
- 与TD儿童相比,自闭症儿童的学习速度明显较慢.
- 这种发育模式无论自闭症严重程度或初始语言能力如何,都保持一致.
结论:
- 自闭症儿童在普通话形态语法发展方面表现出定量延迟,而不是质量差异.
- 研究结果表明,在ASD中,语言获取的发育延迟模型是存在的.
- 这项研究强调了纵向研究对于理解自闭症患者语言发展的重要性.
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