儿童语义系统习得的认知特点研究  

Cognitive Study on Children's First Language Meaning Sense Acquisition

作　　者：祁小雯[1,2] 

机构地区：[1]上海理工大学外语学院,上海200093 [2]上海外国语大学研究生部,上海200083

出　　处：《上海理工大学学报（社会科学版）》2011年第3期218-222,共5页Journal of University of Shanghai for Science and Technology：Social Sciences Edition

摘　　要：儿童母语习得研究是语言习得研究的重要组成部分,相关研究成果在很大程度上揭示了人类的思维运作和认知发展。其中,对儿童语义系统习得的研究揭示了儿童早期的概念获得和语义发展的紧密联系。概念的形成是人类认知发展的基础,而对概念和概念形成的研究属于认知科学的范畴。从认知语言学角度出发,阐释了儿童语义系统习得和概念发展的关系,讨论了儿童语义习得过程中语义知识形成、概念范畴化以及儿童词语语义中的认知学特点。Studies on first how cognition develops language acquisition provide a closer examination into how mind works and Among the studies, those who focus on meaning sense acquisition reveal that children acquire meaning of their mother tongue and the concepts of the world simultaneously. Forming concepts is the beginning of cognitive development and has been thoroughly-studied in the field of cognitive science. By clarifying the relationship between the development of children＇s concepts system and that of first language meaning sense, this paper attempts to study how children acquire the meaning of language, how they categorize the world through language learning and some semantic features in children＇s language from cognitive approach.

关 键 词：母语习得 语义习得 认知研究 

分 类 号：H0-05[语言文字—语言学]