Weist Richard M
Department of Psychology, SUNY College, Fredonia, NY 14063, USA.
J Psycholinguist Res. 2002 May;31(3):195-210. doi: 10.1023/a:1015522711549.
The purpose of this research was to study the temporal and spatial systems of child language. Configurational time/space refers to the location of events/objects relative to referent events/objects (e.g., before/after or across/along) and conventional time/space refers to the specification of cycles/directions and the measurement of duration/distance (e.g., winter/fall or North/South). The research was designed to determine how configurational and conventional notions of time and space emerge in the child's language. The average age of the children in the cross-sectional design was: 3;9, 6:7, and 8:7. The children received a comprehension test that required them to match a sentence with a picture. In general, configurational contrasts were easier to comprehend than conventional contrasts, and, within the configurational problems, location requiring a single referent was easier than location requiring multiple referents. There was no overall difference between temporal and spatial dimensions. The role of conceptual development was discussed within the context of a comparison between first and second language acquisition.
本研究的目的是探究儿童语言的时空系统。构型时间/空间是指事件/物体相对于参照事件/物体的位置（例如，之前/之后或横穿/沿着），而传统时间/空间是指周期/方向的规定以及持续时间/距离的测量（例如，冬季/秋季或北方/南方）。该研究旨在确定时间和空间的构型概念与传统概念是如何在儿童语言中出现的。横断面设计中儿童的平均年龄为：3岁9个月、6岁7个月和8岁7个月。孩子们接受了一项理解测试，要求他们将句子与图片进行匹配。一般来说，构型对比比传统对比更容易理解，并且在构型问题中，需要单一参照的位置比需要多个参照的位置更容易。时间维度和空间维度之间没有总体差异。在第一语言习得和第二语言习得的比较背景下讨论了概念发展的作用。
