Oshima-Takane Y
Department of Psychology, McGill University, Montreal, P.Q., Canada.
J Child Lang. 1992 Feb;19(1):111-31. doi: 10.1017/s0305000900013659.
The present paper reports a case-study of a normally developing boy who made pronominal errors for about ten months. Comprehension and production of first- and second-person pronouns were longitudinally examined from 1;7 to 2;10 to test three hypotheses concerning pronominal errors: pronominal errors are a result of either (a) semantic confusion, (b) simple imitation, or (c) confusion between self and others. The results showed that the child began using first- and second-person pronouns at about 1;8 and mastered the correct usage by 2;10. Consistent errors for the first- and the second-person pronouns were observed from 1;11 to 2;4, but proportions of errors occurring in his imitative language were low. The comprehension and production data clearly indicated that the child persistently made pronominal errors due to semantic confusion. That is, first-person pronouns referred to a person with whom the child conversed and second-person pronouns referred to himself.
本文报告了一个发育正常的男孩的案例研究，该男孩出现代词错误约十个月。从1岁7个月到2岁10个月对第一和第二人称代词的理解和表达进行了纵向研究，以检验关于代词错误的三个假设：代词错误是以下原因之一导致的结果：(a) 语义混淆，(b) 简单模仿，或 (c) 自我与他人之间的混淆。结果表明，该儿童大约在1岁8个月开始使用第一和第二人称代词，并在2岁10个月掌握了正确用法。在1岁11个月到2岁4个月期间观察到第一和第二人称代词的持续错误，但在他的模仿语言中出现错误的比例较低。理解和表达数据清楚地表明，该儿童由于语义混淆而持续出现代词错误。也就是说，第一人称代词指的是与儿童交谈的人，第二人称代词指的是他自己。
