Tomasello M
Max Planck Institute for Evolutionary Anthropology, Inselstrasse 22, D-04103 Leipzig, Germany.
Trends Cogn Sci. 2000 Apr;4(4):156-163. doi: 10.1016/s1364-6613(00)01462-5.
Recent research using both naturalistic and experimental methods has found that the vast majority of young children's early language is organized around concrete, item-based linguistic schemas. From this beginning, children then construct more abstract and adult-like linguistic constructions, but only gradually and in piecemeal fashion. These new data present significant problems for nativist accounts of children's language development that use adult-like linguistic categories, structures and formal grammars as analytical tools. Instead, the best account of these data is provided by a usage-based model in which children imitatively learn concrete linguistic expressions from the language they hear around them, and then - using their general cognitive and social-cognitive skills - categorize, schematize and creatively combine these individually learned expressions and structures.
最近使用自然主义和实验方法进行的研究发现，绝大多数幼儿的早期语言是围绕具体的、基于项目的语言模式组织起来的。从这个起点开始，儿童随后构建出更抽象、更像成人的语言结构，但这只是一个渐进的、零碎的过程。这些新数据给那些使用类似成人的语言类别、结构和形式语法作为分析工具的儿童语言发展先天论解释带来了重大问题。相反，对于这些数据的最佳解释是基于用法的模型，在这个模型中，儿童从周围听到的语言中模仿学习具体的语言表达，然后利用他们的一般认知和社会认知技能，对这些单独学到的表达和结构进行分类、模式化和创造性组合。
