Paterson Kevin B, Liversedge Simon P, Rowland Caroline, Filik Ruth
Department of Psychology, University of Leicester, Leicester, LE1 7RH, UK.
Cognition. 2003 Oct;89(3):263-94. doi: 10.1016/s0010-0277(03)00126-4.
We report three studies investigating children's and adults' comprehension of sentences containing the focus particle only. In Experiments 1 and 2, four groups of participants (6-7 years, 8-10 years, 11-12 years and adult) compared sentences with only in different syntactic positions against pictures that matched or mismatched events described by the sentence. Contrary to previous findings (Crain, S., Ni, W., & Conway, L. (1994). Learning, parsing and modularity. In C. Clifton, L. Frazier, & K. Rayner (Eds.), Perspectives on sentence processing. Hillsdale, NJ: Lawrence Erlbaum; Philip, W., & Lynch, E. (1999). Felicity, relevance, and acquisition of the grammar of every and only. In S. C. Howell, S. A. Fish, & T. Keith-Lucas (Eds.), Proceedings of the 24th annual Boston University conference on language development. Somerville, MA: Cascadilla Press) we found that young children predominantly made errors by failing to process contrast information rather than errors in which they failed to use syntactic information to restrict the scope of the particle. Experiment 3 replicated these findings with pre-schoolers.
我们报告了三项研究，这些研究调查了儿童和成人对包含焦点副词“only”的句子的理解。在实验1和实验2中，四组参与者（6至7岁、8至10岁、11至12岁和成年人）将处于不同句法位置且带有“only”的句子与匹配或不匹配句子所描述事件的图片进行比较。与之前的研究结果相反（克莱恩，S.，倪，W.，& 康韦，L.（1994）。学习、句法分析与模块性。载于C. 克利夫顿、L. 弗雷泽和K. 雷纳编著的《句子处理的视角》。新泽西州希尔斯代尔：劳伦斯·埃尔拉姆巴姆出版社；菲利普，W.，& 林奇，E.（1999）。恰当性、关联性与“every”和“only”语法的习得。载于S. C. 豪厄尔、S. A. 菲什和T. 基思 - 卢卡斯编著的《第24届波士顿大学语言发展年会论文集》。马萨诸塞州萨默维尔：卡斯卡迪拉出版社），我们发现幼儿主要因未能处理对比信息而犯错，而非未能利用句法信息来限制该副词的范围而犯错。实验3用学龄前儿童重复了这些研究结果。
