Marchman Virginia A, Martínez-Sussmann Carmen, Dale Philip S
School of Behavioral and Brain Sciences, The University of Texas at Dallas, Richardson 75083-0688, USA.
Dev Sci. 2004 Apr;7(2):212-24. doi: 10.1111/j.1467-7687.2004.00340.x.
The fact that early lexical and grammatical acquisition are strongly correlated has been cited as evidence against the view that the language faculty is composed of dissociable and autonomous modules (Bates & Goodman, 1997). However, previous studies have not yet eliminated the possibility that lexical-grammar associations may be attributable to language-general individual differences (e.g. children who are good at learning words are good at learning grammar). Parent report assessments of toddlers who are simultaneously learning English and Spanish (n = 113) allow an examination of the specificity of lexical-grammar relationships while holding child factors constant. Within-language vocabulary-grammar associations were stronger than cross-language relationships, even after controlling for age, proportion of language exposure, general language skill and reporter bias. Similar patterns were found based on naturalistic language samples (n = 22), ruling out a methodological artifact. These results are consistent with the view that grammar learning is specifically tied to lexical progress in a given language and provide further support for strong lexical-grammatical continuity early in acquisition.
早期词汇和语法习得密切相关这一事实，被引为反对语言官能由可分离且自主的模块组成这一观点的证据（贝茨和古德曼，1997）。然而，先前的研究尚未排除词汇 - 语法关联可能归因于语言通用的个体差异的可能性（例如，擅长学习单词的儿童也擅长学习语法）。对同时学习英语和西班牙语的幼儿（n = 113）进行的家长报告评估，使得在保持儿童因素不变的情况下，能够检验词汇 - 语法关系的特异性。即使在控制了年龄、语言接触比例、一般语言技能和报告偏差之后，同一语言内的词汇 - 语法关联仍强于跨语言关系。基于自然语言样本（n = 22）也发现了类似模式，排除了方法上的人为因素。这些结果与语法学习在特定语言中与词汇进展紧密相关的观点一致，并为习得早期强大的词汇 - 语法连续性提供了进一步支持。
