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The role of non-linguistic cognitive development and language-specific morphological properties in the first language acquisition of demonstratives.

机译：非语言认知发展和特定语言的形态学特性在指示语的第一语言习得中的作用。

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摘要

This dissertation investigates children's comprehension of demonstratives, such as this and that in English. As deictic spatial expressions, the interpretation of demonstratives is context-dependent: a proximal demonstrative (e.g., this) picks out the entity near the speaker, while a distal demonstrative (e.g., that) picks out the entity apart from the speaker; crucially, the entity-speaker distance is determined by the speaker's perspective, which varies across contexts. Studies have shown that children tend to be non-adult-like when comprehending demonstratives uttered by a speaker who has a different perspective from their own (e.g., Clark & Sengul, 1978; Zhao, 2007). To better understand children's comprehension of demonstratives, this dissertation explores (i) the cognitive factors which might hinder children's adult-like knowledge, and (ii) the language-specific factors which might improve children's demonstrative comprehension.;This dissertation first discusses Theory of Mind (ToM) and Executive Function (EF) and how the development of each may hinder children's comprehension of demonstratives. Successful comprehension of demonstratives requires the listener to incorporate the speaker's perspective, in which cognitive abilities may play a role. It has been suggested that children's non-adult-like demonstratives may be related to their still-developing ToM (de Villiers, 2007) and EF (Nilsen & Graham, 2012). Two experiments directly tested this hypothesis with English-speaking and Chinese-speaking children, respectively. Both experiments utilized two demonstrative comprehension linguistic tasks, and two cognitive tasks measuring ToM and EF, respectively. The results from both experiments suggest that children's successful comprehension of demonstratives may be related to their ToM development, but not EF.;This dissertation then examines whether a language-specific morphological representation of demonstratives may interact with children's comprehension in a way that prevents them from committing non-adult-like comprehension. Demonstratives in Mandarin Chinese are of particular interest because they typically occur with classifiers. Classifiers are semantically dependent on their associated referents; interestingly, classifiers are known to facilitate adults' sentence processing (e.g., Hsu, 2006; Wu, Kaiser, & Andersen, 2009). Thus, this dissertation examined whether and to what extent the classifier may improve Chinese-speaking children's demonstrative comprehension. Results reveal that the classifier semantics improves children's demonstrative comprehension, particularly when the classifier semantics itself is sufficient to identify the referent.;In sum, the results of the studies discussed in this dissertation suggest that both cognitive factors and language-specific factors play an important role in children's demonstrative comprehension.
机译：本文主要研究儿童对英语等指示性词语的理解。作为指示性的空间表达，对指示词的解释是取决于上下文的：近端指示词（例如，这）选择说话者附近的实体，而远端指示词（例如，该）选择说话者以外的实体；至关重要的是，实体与说话者之间的距离是由说话者的视角决定的，该视角随上下文而变化。研究表明，儿童在理解由与自己观点不同的说话者发出的指示时往往不像成年人（例如，Clark＆Sengul，1978; Zhao，2007）。为了更好地理解儿童对指示性理解的理解，本文探讨了（i）可能阻碍儿童对成人的认知的认知因素，以及（ii）可能提高儿童对指示性理解能力的特定语言因素。 （ToM）和执行功能（EF），以及每种功能的发展如何会阻碍儿童对指示语的理解。成功理解说明语需要听者融入说话者的观点，在这一观点中认知能力可能会发挥作用。有人提出，儿童的非成人式指示可能与他们仍在发展的ToM（de Villiers，2007）和EF（Nilsen＆Graham，2012）有关。两项实验分别对说英语和说汉语的孩子直接验证了这一假设。这两个实验都利用了两个示范性理解语言任务和两个分别测量ToM和EF的认知任务。这两个实验的结果都表明，儿童对指示词的成功理解可能与他们的语言能力发展有关，但与EF无关。本论文然后研究了指示词的语言特定形态表示是否可能与儿童的理解方式相互作用，从而阻止了他们的理解。进行非成人式的理解。普通话中的指示词特别受关注，因为它们通常与分类器一起出现。分类器在语义上依赖于它们的关联对象。有趣的是，已知分类器可以促进成人的句子处理（例如Hsu，2006; Wu，Kaiser，＆Andersen，2009）。因此，本文研究了分类器是否以及在何种程度上可以提高说汉语的儿童的说明性理解能力。结果表明，分类器语义可以提高儿童的说明性理解能力，尤其是当分类器语义本身足以识别所指对象时。综上所述，本文的研究结果表明，认知因素和特定语言因素均起着重要的作用。在儿童的示范性理解中的作用。

著录项

  • 作者

    Chu, Chia-Ying.;

  • 作者单位

    University of Kansas.;

  • 授予单位 University of Kansas.;
  • 学科 Linguistics.;Developmental psychology.;Cognitive psychology.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 241 p.
  • 总页数 241
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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