谈论不在场的人:孩子们早期提到的缺席的照顾者和缺席的朋友

IF 1.2 2区 文学 0 LANGUAGE & LINGUISTICS
Yi Zhang, P. Harris
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引用次数: 2

摘要

关于儿童去语境化语言发展的研究主要集中在他们对时间偏移事件的参考上。在这里,我们研究了儿童早期出现的谈论其他地方的个体的能力,因此没有参与谈话。我们分析了三个说普通话的20-40个月大的孩子对他们社交网络中缺席的成员所做的参考。即使在研究的最初阶段(20-26个月),儿童也提出了相当数量的此类参考,其中大多数是完全或部分由儿童自己提出的。因此,儿童不仅仅是在重复对话者所说的话。这些早期的参考文献通常表达了对缺席的家庭成员的依恋相关的关注。例如,孩子们表达了对缺席的家庭成员的渴望,喊出他们的名字,或者询问他们的位置。然而,随着时间的推移,他们谈论缺席的个人,包括家庭成员,以一种更中立或反思的方式,评论他们的特点和活动。研究结果强调了早期出现的参考文献,这些参考文献在空间上偏离了话语语境。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Talking about people who are not there: Children’s early references to absent caregivers and absent friends
Research on the development of children’s decontextualized language has focused primarily on their references to events displaced in time. Here, we examine children’s early emerging ability to talk about individuals who are elsewhere and therefore not participating in the conversation. We analyzed the references made by three Mandarin-speaking children aged 20–40 months to absent members of their social network. Even in the earliest period of the study (20–26 months), children produced a considerable number of such references, with the majority initiated either fully or partially by the children themselves. Thus, children were not simply echoing references made by their interlocutors. These early references often expressed attachment-related concerns with respect to absent family members. For example, children expressed a desire for the absent family member, called out their name, or asked about their location. Over time, however, they talked about absent individuals, including family members, in a more neutral or reflective fashion, commenting on their characteristics and activities. The findings highlight the early emergence of references that are displaced in space from the utterance context.
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来源期刊
First Language
First Language Multiple-
CiteScore
3.80
自引率
10.50%
发文量
53
期刊介绍: First Language is an international peer reviewed journal that publishes the highest quality original research in child language acquisition. Child language research is multidisciplinary and this is reflected in the contents of the journal: research from diverse theoretical and methodological traditions is welcome. Authors from a wide range of disciplines - including psychology, linguistics, anthropology, cognitive science, neuroscience, communication, sociology and education - are regularly represented in our pages. Empirical papers range from individual case studies, through experiments, observational/ naturalistic, analyses of CHILDES corpora, to parental surveys.
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