儿童早期词汇获得的词类差异  

Cross-Linguistic Differences in Children's Early Word Acquisition

作　　者：陈杰[1] Twila Tardif 孟祥芝[1] 

机构地区：[1]北京大学心理学系,北京100871 [2]美国密西根大学心理学系

出　　处：《心理科学进展》2007年第3期423-428,共6页Advances in Psychological Science

基　　金：国家自然科学基金资助项目(30200078)。

摘　　要：儿童早期词汇获得存在词类差异,很多语言中名词比例都要高于其他词类,因此一些研究者提出“名词优势”理论。但是,一些对汉语和韩语的研究发现,儿童早期获得的动词比例与名词没有显著差异,甚至高于名词,同时汉语和韩语动词比例也远大于英语动词比例。针对不同语言儿童早期获得的动、名词比例差异现象,研究者认为语言结构特征和成人对孩子的言语输入可以解释不同语言儿童早期词汇中动、名词比例的差异,其中成人言语中词类的频率、单词位置、词形变化复杂性和语用等因素都会影响儿童早期词汇获得。此外,不同的词汇测量方法、观察情境、词类定义、词汇量水平、单词理解与说出也会造成不同研究结果之间的差异。Children＇s early word acquisition differs such that the number of nouns that children acquire is higher than verbs in many languages. This led some researchers to propose a ＂noun bias＂ as a cognitive principle for word learning. However, studies of Chinese- and Korean-speaking children found that the ratio of verbs was as high if not higher than nouns in these languages and that the ratio of verbs in both of these languages was higher than in English. To explain these language-specific phenomena, researchers examined the structural characteristics of language and adult-to-child input including factors such as frequency, word order, morphological complexity, and pragmatics. In addition, differences in the methods and contexts in which vocabulary was sampled as well as operational definitions of word class and children＇s total vocabulary size could also contribute to differences in estimates across studies. However, to date, those studies that use comparable methods across languages have found consistent differences across languages and this is a rich area for further exploration.

关 键 词：动词 名词 名词优势 行为 客体. 

分 类 号：B844[哲学宗教—发展与教育心理学]