儿童和成人普通话的后/前回指

IF 1.3 3区 文学 0 LANGUAGE & LINGUISTICS Language Acquisition Pub Date : 2020-04-02 DOI:10.1080/10489223.2019.1659795
Yi-Ching Su
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引用次数: 3

摘要

摘要本研究报告了两个真值判断实验的结果,以解决普通话的两个研究问题:(i)儿童和成人在代词解析中是否知道结构约束原则C;以及(ii)成人和儿童是否对不同类型的从句的后向回指的共指阅读表现出循环c命令约束或代词的QR账户的禁止作用。结果表明,儿童对C原则句的理解模式与成人相似。对于后向回指句,成年人不允许对得时侯的while/when子句进行共指阅读,而接受对音尾的because子句的共指阅读。这与cyclic-c命令帐户和QR帐户的预测相反。然而,儿童允许对这两种类型的从句进行共同引用。普通话习得儿童的模式与以往对英语、意大利语和俄语的研究一致,这些研究表明,儿童在发展初期尊重语言普遍的结构约束(即原则C),而语言特定甚至结构特定的约束是在后来习得的。
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Backward/forward anaphora in child and adult Mandarin Chinese
ABSTRACT This study reports findings from two truth value judgment experiments to address two research questions on Mandarin: (i) whether children and adults have the knowledge of the structural constraint Principle C in their pronoun resolution; and (ii) whether adults and children show the prohibition effect of the cyclic-c-command constraint or the QR account of pronouns on the coreference reading of backward anaphora for different types of subordinate clauses. The results show that children pattern similarly to adults for their interpretation of the Principle C sentences. For backward anaphora sentences, adults disallow the coreference reading for the deshihou ‘while/when’ clause but accept it for the yinwei ‘because’ clause, contrary to the predictions of the cyclic-c-command account and the QR account. However, children allow coreference for both types of clauses. The pattern from Mandarin-acquiring children is in line with previous studies on English, Italian, and Russian, which demonstrate that children respect a language-universal structural constraint (i.e., Principle C) at the initial stage of development, with the language-specific or even construction-specific constraint being acquired later.
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来源期刊
CiteScore
2.30
自引率
8.30%
发文量
20
期刊介绍: The research published in Language Acquisition: A Journal of Developmental Linguistics makes a clear contribution to linguistic theory by increasing our understanding of how language is acquired. The journal focuses on the acquisition of syntax, semantics, phonology, and morphology, and considers theoretical, experimental, and computational perspectives. Coverage includes solutions to the logical problem of language acquisition, as it arises for particular grammatical proposals; discussion of acquisition data relevant to current linguistic questions; and perspectives derived from theory-driven studies of second language acquisition, language-impaired speakers, and other domains of cognition.
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