儿童在指物交流中对量的交流准则的掌握

采用指物交流实验方法，同时从听和说两方面考察了儿童在指物交流中对量的准则的掌握情况。被试是幼儿园大班至小学三年级共４个年级组的８０名儿童。结果显示：听、说两种能力的发展不同步，说滞后于听．在听的方面，小学一年级组已能基本按量的准则完成任务，而在说的方面，直到三年级才能较好完成任务．在说的操作中普遍出现信息缺漏和信息冗余两类错误，各组内两类错误在总错误数中的比率随年级上升而变化。低年级组信息缺漏高于信息冗余，三年级组则信息冗余高于信息缺漏。

CHILDREN'S MASTERING OF THE OUANTITATIVE PRINCIPLE IN REFERENTIAL COMMUNICATION

Using the refereetial communication task, we investigat6d children's mastering of the quantitative principle, in the referential communication of speaking and listening. 80 Subjects (divided into four grade groups from kindergarden to the third grade in primary school)were involved in this study. The results show that the mastering of the principle is asynchronOUs between listening and speaking,the latter b6ing b6hind the tormer, In listening, the subjects of grade one can fUlfil the task basically according to the quantitative principle las to speaking,only the grade three subjects can master the pronciple Perfectly. In the sacking task,two kinds of errors,information missing and information redundancy,are very common, and the error ratios of these two vary with grades. In the lower grades, the ratio of information missing is higher than that of information r6dundsncy,but in grabe three, the other way round.