Adamson Lauren B, Bakeman Roger, Deckner Deborah F
Department of Psychology, Georgia State University, Atlanta 30303, USA.
Child Dev. 2004 Jul-Aug;75(4):1171-87. doi: 10.1111/j.1467-8624.2004.00732.x.
Fifty-six children were observed longitudinally from 18 to 30 months of age interacting with their mothers during a Communication Play that contained 8 scenes designed to encourage interacting, requesting, commenting, and narrating. Of primary concern was how often symbols infused the child's states of engagement with people and objects and how experience in such symbol-infused states related to language acquisition. Findings indicate that symbols increasingly infuse joint engagement, and that both the timing and the trajectory vary widely among typically developing toddlers, especially during the last half of the 2nd year. Moreover, variations in amount of symbol-infused supported joint engagement may both be influenced by variations in the onset of language and contribute to differences in language facility at 30 months.
对56名儿童进行了纵向观察，观察时间从18个月至30个月，期间他们在一个包含8个场景的交流游戏中与母亲互动，这些场景旨在鼓励互动、请求、评论和叙述。主要关注的是符号在多大程度上融入了儿童与人和物体的互动状态，以及在这种充满符号的状态下的体验与语言习得之间的关系。研究结果表明，符号越来越多地融入到共同参与中，而且在典型发育的幼儿中，尤其是在第二年的后半段，符号融入的时间和轨迹差异很大。此外，充满符号的共同参与的数量变化可能既受语言开始时间变化的影响，也会导致30个月时语言能力的差异。
