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首页> 外文期刊>Cognitive Psychology >The two-word stage: Motivated by linguistic or cognitive constraints?
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The two-word stage: Motivated by linguistic or cognitive constraints?

机译：两个字的阶段：是出于语言还是认知限制？

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摘要

Child development researchers often discuss a "two-word" stageduring language acquisition. However, there is still debate overwhether the existence of this stage reflects primarily cognitive orlinguistic constraints. Analyses of longitudinal data from two Deafchildren, Mei and Cal, not exposed to an accessible first language(American Sign Language - ASL) until the age of 6 years, suggestthat a linguistic constraint is observed when cognition is relativelyspared. These older children acquiring a first language afterdelayed exposure exhibit aspects of a two-word stage of languagedevelopment. Results from intelligence assessments, achievementtests, drawing tasks, and qualitative cognitive analyses show thatMei and Cal are at least of average intelligence and ability.However, results from language analyses clearly show differencesfrom both age peers and younger native signers in the early two-word stage, providing new insights into the nature of this phaseof language development.
机译：儿童发展研究人员经常在语言习得过程中讨论“两个单词”的阶段。然而，仍然存在争论，该阶段的存在是否主要反映了认知语言学上的限制。对两个直到6岁才接触到第一语言（American Sign Language-ASL）的聋哑儿童Mei和Cal的纵向数据的分析表明，当认知相对较少时，就会观察到语言上的限制。这些年长的孩子在延迟接触后获得第一语言的能力表现出语言发展的两个单词阶段的各个方面。智力评估，成就测验，绘画任务和定性认知分析的结果表明，Mei和Cal至少具有中等智力和能力，但是语言分析的结果清楚地表明，在两个单词的早期阶段，同龄人和较年轻的本地签名者之间存在差异，提供有关语言开发阶段本质的新见解。

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