学龄期普通话特异性语言损伤儿童体习得——来自词汇体和语法体组合加工的证据

doi:10.16187/j.cnki.issn1001-4918.2019.02.09

摘要/Abstract

摘要： 采用自定步速阅读范式，探讨了7~10岁普通话特异性语言损伤儿童对词汇体和语法体组合语义一致和不一致情况的加工表现。被试分为特异性语言损伤儿童，实龄匹配儿童和语言能力匹配儿童三组，结果表明7~10岁的特异性语言损伤儿童与年幼的语言能力匹配组儿童一样，词汇体和语法体一致条件下的加工快于不一致条件，两组儿童的表现均符合词汇体假设；与此不同，实龄匹配儿童的加工速度整体均快于以上两组儿童，且词汇体和语法体一致与不一致条件下的加工速度无显著差异。上述结果表明，普通话7~10岁特异性语言损伤儿童对词汇体和语法体组合合法性的习得仍不成熟，语法体的加工仍受词汇体影响，处于语法体能力发展的早期阶段。

关键词: 特异性语言损伤, 学龄期儿童, 词汇体, 语法体

Abstract: This study aims to investigate the performance of processing the semantic consistent and inconsistent combination of lexical and grammatical aspects in 7~10 years old Mandarin children with specific language impairments through self-paced reading paradigm. The subjects were divided into three groups:specific language impairment children, typically developing age-matched children and typically developing language ability-matched younger children. Results of the experiment suggest that children aged 7~10 years with specific language impairment processing faster when lexical aspect is consistent with grammatical aspect than inconsistent situations, just like language ability-matched children. The performance of both groups of children is consistent with the vocabulary hypothesis. However, typically developing age-matched children processing faster than the other groups, which means lexical aspect no longer affected grammatical aspect processing in them. In conclusion, lexical aspect still has influence on grammatical aspect processing in children aged 7~10 years old with specific language impairment, which means these children are in the early stages of the development of grammatical capacity.

Key words: specific language impairment, school-age children, lexical aspect, grammatical aspect

俞稼钰, 王芩芩, 梁丹丹. 学龄期普通话特异性语言损伤儿童体习得——来自词汇体和语法体组合加工的证据[J]. 心理发展与教育, 2019, 35(2): 203-209.

YU Jiayu, WANG Qinqin, LIANG Dandan. The Acquisition of Aspect in School-age Mandarin-specific Language Impairment Children: Evidence from Processing the Combination of Lexical and Grammatical Aspects[J]. Psychological Development and Education, 2019, 35(2): 203-209.

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