4～6岁儿童三种时间副词理解能力及策略的实验研究

采用定量与定性相结合的研究方法,对4～6岁儿童理解时间副词的能力进行了初步的探查,结果表明:(1)学前儿童对不同时间副词的理解能力是不同的。对现在时间副词的理解优于对过去时间副词的理解,对将来时间副词的理解能力最低,基本处于萌芽阶段。但这种理解能力的年龄发展效应不明显。(2)在表示将来的时间副词中,儿童对不同的具体时间副词表现出认知差异。(3)学前儿童在理解时间副词时多种策略并存。随着年龄的增长,有效策略的生成能力有了明显的提高。     

6～8岁儿童三种时间副词理解能力及策略的实验研究

采用定量与定性相结合的研究方法,对6～8岁儿童理解时间副词的能力进行了初步探查,结果表明：(1)不同年龄儿童对时间副词的理解能力不同。6岁和7岁儿童初步形成了对现在时间副词和过去时间副词的理解能力,萌发了对将来时间副词的理解能力;8岁儿童已具有了对现在时间副词和过去时间副词的理解能力,基本上具有了对将来时间副词的理解能力。(2)儿童在理解时间副词时多种策略并存。随着年龄的增长,有效策略的生成能力有了明显的提高,8岁儿童已有90％以上的人次能够使用有效策略。     

儿童理解程度副词的特征

本实验用模糊数学方法研究4—9岁儿童对程度副词的理解特征。结果说明9岁儿童的理解达到了成熟水平;幼儿偏向于夸大理解程度副词的词义;7、8岁是发展的转折期。     

2~5岁学前儿童数概念的发展水平及过程——理解者水平理论的视角

本研究从儿童数概念发展的理解者水平模型的理论视角,对100名2～5岁学前儿童的数概念发展水平进行划分,并比较不同水平儿童对后继函数的理解和掌握,探讨儿童数概念的发展过程。结果表明：儿童在4岁时基本达到了数概念发展的最高水平即基数原则水平,已经理解了后继函数,能够把它的方向性和单位性的变化,对应到数数序列的数词上。而2～3岁的儿童还处于子集水平,该水平的儿童和基数原则水平的儿童相比,对后继函数的理解存在差异。但后继函数的发展不是全或者无的,儿童积累的数词越多,后继函数发展得越好。     

幼儿对疑问词的理解——幼儿回答特殊疑问句的发展特点

一在儿童的语言发展中,提问和回答问题技能的发展是一个重要的方面。它不仅需要有句法、语义的知识,而且需要掌握交谈的规则。回答问题,特别是对特殊疑问句(特指问)的回答,是一个复杂的过程。儿童是怎样回答问题的,他们对各个疑问词的理解是否有先后次序,我国在这方面还没有必要的资料。本研究的目的就是想探索中国幼儿回答特殊疑问句的发展特点,通过儿童的回答了解他们对各个疑问词的理解,并和国外的有关研究结果做一个比较。调查的对象为3岁、4岁、5岁、6岁和7岁儿童,共五个年龄组。3岁组绝大多数儿     

教学对儿童掌握持续时间概念的作用

小学儿童从中年级开始已在算术课中学习过时间、速度、距离等概念,但在完成持续时间的作业时,往往不能把这三者有机地结合起来,而是孤立地抓住一点,结果造成了理解的错误。本文试图探讨有针对性的教学活动能否促进儿童持续时间概念的掌握.被试是小学三、四年级的儿童。一般认为,这个年龄的儿童应已具备接受教学实验的认知基础.结果表明,教学对三年级儿童掌握持续时间概念不起作用,但对四年级儿童则有显著性的作用.     

3～6岁儿童信念理解能力的发展研究

研究设计了冲突真实信念任务,用于考察儿童对真实信念的理解;并利用区分信念、冲突真实信念和意外地点的错误信念任务,考察儿童理解信念推理基本规则、真实信念和错误信念的发展顺序。97名3~6岁儿童完成了测试。结果显示,3岁儿童能理解信念推理的基本规则,5岁儿童能理解真实信念,6岁儿童能理解错误信念。结果支持了儿童先理解真实信念,后理解错误信念的发展模式;也说明在理解信念以前儿童已能掌握信念推理的基本规则。     

含“没有”语词的判断形式简析

普通逻辑中有不少含“没有”的判断形式。其中有几种容易引起人们认识上的分歧。这些判断与现代汉语中的否定句隶属于不同的科学体系。但由于思维对自然语言的依附,逻辑与语言在语形上的交结,我们在对这些判断进行分析时,必须结合“没有”的语法意义及判断语句的语义、语境来考虑,才能加深理解。“没有”是个比较特殊的语词。它用在动词、形容词前,是一个副词:用在名词前。则成为两个词——副词“没”与动词“有”,可用肯定、否定相迭发问“有没     

儿童对与格和工具格句的理解及使用的策略

儿童理解句子的策略是指儿童在理解某些尚未真正掌握的新句法结构时经常使用的一些“规则”。近年来国外的研究者发现了许多儿童使用的理解策略,并对之提出了各种解释。如D.I.Slobin 把儿童的理解策略看成是先天的普遍的能力,这种普遍能力即是儿童先天的分析加工机制,他认为儿童获得语言的过程是主动从周围环境中不断归纳提炼语言的规律性的过程。H.H.Clark 和E.V.Clark(1977)认为儿童语言获得过程是一个主动提出假设、     

儿童图画認識能力的发展

目的儿童在积极的实践活动中,认識客观事物,影响周围世界,同时发展了自己的认識能力和个性品貭。而认識能力的发展、又为深入认識事物及进一步掌握知識創造了条件。心理学家曾从各种途径研究儿童认識能力的发展規律。其中有一些研究是从分析儿童对图画的感知理解入手,从而概括出儿童认識能力的发展特点和規律。     

ACQUISITION OF ADJECTIVES AND ADVERBS IN SENTENCES WRITTEN BY HEARING IMPAIRED AND APHASIC CHILDREN

The effect of an instructional package, which included modeling, reinforcement, and remedial feedback on the rate, accuracy, and topography of sentences composed by four hearing impaired and aphasic children, was examined. In a specially designed classroom, students wrote sentences describing a stimulus picture on acetate sheets placed on the stage of an overhead projector which was built into each student's desk. This arrangement provided the teacher and other students immediate and continuous visual access to each student's sentences. In a multiple baseline design across behaviors, model sentences were projected and token reinforcment and remedial feedback were made contingent upon writing correct sentences containing prenominal adjectives only, then adverbs only, then prenomial adjectives plus adverbs. During baseline all students displayed poor written language skills and seldom wrote sentences containing modifiers. When the instructional package was implemented, all students demonstrated significant increases in response rate, accuracy, and percentage of correct sentences including prenominal adjectives and adverbs.     

Clause structure and verb movement in a Greek-English speaking bilingual patient with Broca's aphasia: evidence from adverb placement

In this paper, we investigate the performance of a Greek-English bilingual patient with Broca's aphasia and mild agrammatism on the placement of CP, MoodP, AspectP, and NegP-related adverbs, labeled specifier-type adverbs, and VP-related adverbs, labeled complement-type adverbs, by means of a constituent ordering task and a grammaticality judgment task. Based on the results derived by means of these two different tasks in both Greek and English, we argue that (i) the CP layer causes great difficulties to aphasic performance in both languages but it is not missing from aphasic grammar, whereas the VP layer remains intact in both languages; (ii) the MoodP, AspectP, and NegP-related adverbs cause more difficulties in English that in Greek. We attribute this to the independent differences between English and Greek that relate to properties of verbal morphology and syntactic head movement.     

Scaling of response scale adverbs among black-American adults

Although some attention has been given to the scale characteristics of modifying adverbs in Likert scales, the existing work has been concerned primarily with majority group members. Toward the goal of identifying valid labels for use on Likert scales with black-American respondents, 105 black-American adults scaled each of 27 adverbs (e.g., very, most) on four different adjectives (e.g., important). Four criteria for a set of ideal adverbs were identified for univalent scales. No set of four adverbs, however, met the criteria. Differences in the mean ratings of eight of the adverbs were found by sex group and across the four adjectives modified. The adverbs were not scored at the extremes of the continuum, despite our asking the respondents to rate the adverbs used to define the end points of the continuum. High variances were found across all adverbs. Further research must address the respondents' perceptual frame in the use of such scales.     

On doing two things at once: Temporal constraints on actions in language comprehension

In two experiments, we investigated how text comprehension is influenced by the interaction between the properties of actions and the temporal relations specified by adverbs. Participants read short narratives describing a protagonist who performed two actions that involved similar sensorimotor systems (e.g., chopping wood and painting a fence) or different ones (e.g., whistling a melody and painting a fence). The actions were described as simultaneous or successive by means of the temporal adverbs while and after, respectively. Comprehension, both in Spanish and in English, was markedly impaired (longer reading times and lower subjective coherence) for sentences including the adverb while and actions involving the same sensorimotor system. However, when one of the same sensorimotor system actions was described as a mental plan (e.g., chopping wood and thinking of painting a fence), comprehension was equally easy with the adverbs while and after. These results are compatible with a revised version of the indexical hypothesis that specifies how comprehension is guided by syntax and embodied constraints within multiple noninteracting mental spaces.     

Productivity of lexical categories in French-speaking children with cochlear implants

The productivity of lexical categories was studied longitudinally in a sample of 17 young hearing-impaired French-speaking children with cochlear implants. Age of implantation ranged from 22 months to 76 months. Spontaneous speech samples were collected at six-month intervals over a period of 36 months, starting at the one-word stage. Four general measures of their linguistic production (number of utterances, verbal fluency, vocabulary, and grammatical production) as well as 36 specific lexical categories, according to the CHILDES codes, were computed in terms of tokens, i.e., total number of words. Cochlear-implanted children (CI) were compared to a French database of normally hearing children aged 2-4 compiled by the first author. Follow-up results indicate that, at the two-year post-implantation follow-up, noun, and verb morphology was significantly impaired. At the three-year follow-up, the cochlear-implanted group had recovered on adjectives, determiners and nouns, main verbs, and auxiliaries. The two groups differed significantly in processing locative adverbs, prepositions, pronouns, and verbs (infinitive verb, modal, and modal lexical), but individual variability within the cochlear-implanted group was substantial. Results are discussed in terms of recovery and developmental trends and variability in the acquisition of lexical categories by French children two years and three years post-implantation.     

Children's creation of algorithms: simulations and gestures

Experiments showed that children are able to create algorithms, that is, sequences of operations that solve problems, and that their gestures help them to do so. The theory of mental models, which is implemented in a computer program, postulates that the creation of algorithms depends on mental simulations that unfold in time. Gestures are outward signs of moves and they help the process. We tested 10-year-old children, because they can plan, and because they gesture more than adults. They were able to rearrange the order of 6 cars in a train (using a siding), and the difficulty of the task depended on the number of moves in minimal solutions (Experiment 1). They were also able to devise informal algorithms to rearrange the order of cars when they were not allowed to move the cars, and the difficulty of the task depended on the complexity of the algorithms (Experiment 2). When children were prevented from gesturing as they formulated algorithms, the accuracy of their algorithms declined by13% (Experiment 3). We discuss the implications of these results.     

Variation in the Use of Pronouns as a Function of the Topic of Argumentation in Young Writers Aged 11 Years

In our view, the ability to impose moral values which may be, to some extent, either shared or conflictual, influences the strategy adopted when writing argumentative texts. Our hypothesis is that the greater the socio-moral distance between the writers’ representations (the writers in this case being children) and those of the recipients (here the parents), the more likely it is that writing will be successful. Three topics derived from a preliminary experiment and corresponding to significant differences in opinion between children and parents were tested in a population of 11-year-old pupils. The pupils had to write a letter designed to convince their parents about one of these topics. We analyzed the texts in order to identify the different configurations in the frequencies of use of the pronouns (frequencies of Je (I), Tu (You), Il (He), On (One/We)) and adverbs. These frequencies differed depending on the topic that was being written about (the moral context that is mobilized).