Vasilyeva Marina, Huttenlocher Janellen, Waterfall Heidi
Lynch School of Education, Boston College, Boston, MA 02467, USA.
Dev Psychol. 2006 Jan;42(1):164-74. doi: 10.1037/0012-1649.42.1.164.
Questions concerning the role of input in the growth of syntactic skills have generated substantial debate within psychology and linguistics. The authors address these questions by investigating the effects of experimentally manipulated input on children's skill with the passive voice. The study involved 72 four-year-olds who listened to stories containing either a high proportion of passive voice sentences or a high proportion of active voice sentences. Following 10 story sessions, children's production and comprehension of passives were assessed. Intervention type affected performance--children who heard stories with passive sentences produced more passive constructions (and with fewer mistakes) and showed higher comprehension scores than children who heard stories with active sentences. Theoretical implications of these results for the understanding of the nature of syntactic skills and practical implications for the development of preschool materials are discussed.
关于输入在句法技能发展中所起作用的问题，在心理学和语言学领域引发了大量争论。作者们通过研究实验性操纵的输入对儿童被动语态技能的影响来探讨这些问题。该研究涉及72名四岁儿童，他们听了包含高比例被动句或高比例主动句的故事。在进行10次故事环节后，对儿童被动句的产出和理解能力进行了评估。干预类型影响了表现——听含有被动句故事的儿童比听含有主动句故事的儿童产出了更多的被动结构（且错误更少），并表现出更高的理解分数。文中讨论了这些结果对于理解句法技能本质的理论意义以及对学前材料开发的实际意义。
