Homer B D, Brockmeier J, Kamawar D, Olson D R
Department of Psychology, Graduate School and University Center, The City University of New York, NY 10003, USA.
Genet Soc Gen Psychol Monogr. 2001 Feb;127(1):5-25.
Some of the factors that influence our understanding of the nature of names and words were investigated. Participants (from kindergarten, 2nd, 4th, and 6th grades, and a university undergraduate class) were told a series of brief narratives thematizing the relation between objects and names, after which they were asked questions about the origins and changeability of names and words. Responses were coded as either realist (i.e., viewing names as intrinsic properties of objects) or nominalist (i.e., understanding names and words as arbitrary social conventions). By Grade 2, the children showed a significant increase in nominalist thinking, but this was not a universal development among the participants. Many adults expressed views that did not reflect a strictly nominalist understanding of words and names. Furthermore, the use of nominalist and realist models was influenced by various social-discursive factors including the type of object being named, the type of name being asked about, and the participant's prior experience with the name. It is argued that linguistic (especially literate) experiences play a crucial role in developing a nominalist understanding of names and words.
研究了一些影响我们对名称和词语本质理解的因素。参与者（来自幼儿园、二年级、四年级、六年级以及大学本科班级）听了一系列将物体与名称之间的关系主题化的简短叙述，之后他们被问及有关名称和词语的起源及可变性的问题。回答被编码为现实主义（即将名称视为物体的固有属性）或唯名论（即将名称和词语理解为任意的社会习俗）。到二年级时，孩子们的唯名论思维显著增加，但这在参与者中并非普遍发展。许多成年人表达的观点并未反映出对词语和名称的严格唯名论理解。此外，唯名论和现实主义模型的使用受到各种社会话语因素的影响，包括被命名物体的类型、被问及名称的类型以及参与者对该名称的先前经验。有人认为，语言（尤其是识字）体验在发展对名称和词语的唯名论理解方面起着关键作用。
