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首页> 外文期刊>Journal of psycholinguistic research >Children's Demonstrative Comprehension and the Role of Non-linguistic Cognitive Abilities: A Cross-Linguistic Study
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Children's Demonstrative Comprehension and the Role of Non-linguistic Cognitive Abilities: A Cross-Linguistic Study

机译：儿童的示范理解和非语言认知能力的作用：一种跨语言研究

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Previous studies have shown that young children often fail to comprehend demonstratives correctly when they are uttered by a speaker whose perspective is different from children's own, and instead tend to interpret them with respect to their own perspective (e.g., Webb and Abrahamson in J Child Lang 3(3):349-367, 1976); Clark and Sengul in J Child Lang 5(3):457-475, 1978). In the current study, we examined children's comprehension of demonstratives in English (this and that) and Mandarin Chinese (zhe and na) in order to test the hypothesis that children's non-adult-like demonstrative comprehension is related to their still-developing non-linguistic cognitive abilities supporting perspective-taking, including Theory of Mind and Executive Function. Testing 3 to 6-year-old children on a set of demonstrative comprehension tasks and assessments of Theory of Mind and Executive Function, our findings revealed that children's successful demonstrative comprehension is related to their development of Theory of Mind and Executive Function, for both of the language groups. These findings suggest that the development of deictic expressions like demonstratives may be related to the development of non-linguistic cognitive abilities, regardless of the language that the children are acquiring.
机译：以前的研究表明，当他们的角度与儿童自己不同的发言者发出的发言者发出时，幼儿经常无法正确地理解证明，而是倾向于将它们解释他们自己的角度（例如，韦伯和亚伯拉罕郎3（3）：349-367,1976）;克拉克和Sengul在J Child Lang 5（3）：457-475,1978）。在目前的研究中，我们审查了孩子们用英语（这个和那个）和普通话（哲和NA）对演示的理解，以测试儿童非成年式示范理解与他们仍然发展的非支持视角的语言认知能力，包括思想理论和执行功能。我们的调查结果测试3至6岁儿童关于一系列示范理解任务和评估，我们的研究结果表明，儿童的成功示范理解与他们的心态和执行功能的发展有关语言组。这些调查结果表明，示范等示范表达的发展可能与非语言认知能力的发展有关，无论儿童收购的语言如何。

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