"""什么dunit吗?"我问他. 儿童语法基础的句子解释能力和对单词顺序敏感性的发展变化
James W Montgomery1, Julia L Evans2, Ronald B Gillam3
1Ohio University.
Applied psycholinguistics
|March 4, 2026
概括
7-11岁的孩子随着年龄的增长,表现出更好的句子解释和词汇顺序. 一个新的"whatdunit?" 任务有效地衡量这些技能,并且可用于未来的研究.
科学领域:
- 发展心理学 发展心理学
- 语言学的语言学.
- 心理测量 心理测量 心理测量
背景情况:
- 了解儿童如何解释句子对于语言发展研究至关重要.
- 评估儿童的句子解释能力,特别是那些具有特定语言障碍的儿童,需要可靠和有效的任务.
研究的目的:
- 研究典型发育的英语儿童在语法句子解释和单词顺序敏感性的发育变化.
- 评估一种新的句子解释任务的心理测量属性 (有效性和可靠性),以便在特定语言障碍的儿童中潜在使用.
主要方法:
- 一个"什么dunit?" 对7至11岁的256名儿童进行了代理人选择任务.
- 参与者听取有控制的名词动态和事件概率的语义上不合理的句子,以正规和非正规的词顺序呈现.
- 孩子们迅速选择了执行该动作的名词的图片,评估了解释的准确性和速度.
主要成果:
- 儿童在解释有正规单词顺序的句子时,与非正规单词顺序相比,表现出明显更高的准确性和速度.
- 在所有句子结构中,年长的孩子 (平均年龄10y8m) 比年轻的孩子 (平均年龄8y1m) 更准确,更快.
- 错误模式在不同年龄组之间是一致的,任务显示出强大的有效性和可靠性.
结论:
- 句子解释能力和对单词顺序的敏感性在7至11岁之间显著发展.
- 这个"什么子?" task 是一种在心理测量上健全的工具,适用于评估儿童的句子解释,包括那些有特定语言障碍的儿童.
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