Thal D J, Flores M
San Diego State University and University of California at San Diego, USA.
J Child Lang. 2001 Feb;28(1):173-93. doi: 10.1017/s0305000900004621.
Three studies, designed to examine use of word order and animacy for interpretation of sentences by 21 typically-developing two-year-old, 23 typically-developing two-and-one-half-year-old, 16 typically-developing three-year-old, 17 language-delayed two-and-one-half-year-old and 19 language-delayed three-year-old children were carried out. Results indicated that typically-developing two-year olds used neither cue consistently to interpret sentences. Typically-developing two-and-one-half-year olds, on the other hand used a coalition of word order and animacy cues and language-delayed two-and-one-half-year olds used neither cue. At three years of age both groups of children used word order exclusively to interpret sentences.
开展了三项研究，旨在考察21名发育正常的两岁儿童、23名发育正常的两岁半儿童、16名发育正常的三岁儿童、17名语言发育迟缓的两岁半儿童和19名语言发育迟缓的三岁儿童对词序和生命性的运用，以解读句子。结果表明，发育正常的两岁儿童在解读句子时并未持续使用这两种线索。另一方面，发育正常的两岁半儿童运用了词序和生命性线索的组合，而语言发育迟缓的两岁半儿童则未使用任何一种线索。到三岁时，两组儿童都仅用词序来解读句子。
