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首页> 外文期刊>Frontiers in Psychology >Bridging the Gap Between Prosody and Pragmatics: The Acquisition of Pragmatic Prosody in the Preschool Years and Its Relation With Theory of Mind
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Bridging the Gap Between Prosody and Pragmatics: The Acquisition of Pragmatic Prosody in the Preschool Years and Its Relation With Theory of Mind

机译：弥合韵律和务实之间的差距：收购学龄前年的务实韵律及其与思想理论的关系

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While it is well known that prosodic features are central in the conveyance of pragmatic meaning across languages, developmental research has assessed a narrow set of pragmatic functions of prosody. Research on prosodic development has focused on early infancy, with the subsequent preschool ages and beyond having received less attention. This study sets out to explore how young preschoolers develop the ability to use prosody to express pragmatic meanings while taking into account children’s Theory of Mind (ToM) development. Though ToM has been suggested to be linked to the development of receptive prosody, little is known about its relationship with expressive prosodic skills. A total of 102 3- to 4-year-old Catalan-speaking children were assessed for their pragmatic prosody skills using 35 picture-supported prompts revolving around a variety of social scenarios, as well as for their ToM skills. The responses were analyzed for prosodic appropriateness. The analyses revealed that 3- to 4-year-olds successfully produced prosody to encode basic expressive acts and unbiased speech acts such as information-seeking questions. Yet they had more trouble with complex expressive acts and biased speech acts such as the ones that convey speakers’ beliefs. Further analyses showed that ToM alone is not sufficient to explain children’s prosodic score, but the prosodic performance in some pragmatic areas (unbiased pragmatic meanings) was predicted by the interaction between ToM and age. Overall, this evidence for the acquisition of pragmatic prosody by young preschoolers demonstrates the importance of bridging the gap between prosody and pragmatics when accounting for prosodic developmental profiles, as well as taking into account the potential influence of ToM and other socio-cognitive and language skills in this development.
机译：虽然众所周知，韵律特征是跨语言的务实意义的传送，发育研究已经评估了韵律的狭窄语用功能。韵律发展的研究重点是初期的初期，随后的学龄前和超越受到关注的影响。本研究阐述了探讨幼儿园如何发展使用硕士学位以表达务实意义的能力，同时考虑到儿童的心态（TOM）发展。虽然汤姆被建议与接受韵律的发展有关，但对其与表达韵律技能的关系很少。通过围绕各种社会场景围绕各种社会场景，以及他们的汤姆技能，共提供102名3岁的讲话儿童，以便使用35张图片支持的提示来评估其务实的韵律技能。分析了韵律适用性的反应。分析表明，3至4岁的人成功地制作了韵律，以编码基本表达行为和无偏见的言论行为，如信息问题。然而，他们对复杂的表现行为和偏见的言论行为有更多的困难，例如传达扬声器信仰的行为。进一步的分析表明，汤姆独自不足以解释儿童的韵律评分，而是通过汤姆和年龄之间的相互作用预测了一些务实区域（无偏见的务实含义）的韵律表现。总体而言，幼儿园收购务实毛利派的证据表明，在核对韵律发展档案的核算时弥合韵律和语用学之间的差距的重要性，以及考虑到汤姆和其他社会认知和语言技能的潜在影响在这个发展中。

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