Vasilyeva Marina, Waterfall Heidi, Huttenlocher Janellen
Lynch School of Education, Boston College, USA.
Dev Sci. 2008 Jan;11(1):84-97. doi: 10.1111/j.1467-7687.2007.00656.x.
This paper presents the results of a longitudinal examination of syntactic skills, starting at the age of emergence of simple sentences and continuing through the emergence of complex sentences. We ask whether there is systematic variability among children from different socioeconomic backgrounds in the early stages of sentence production. The results suggest a different answer for simple versus complex sentences. We found a striking similarity across SES groups on the measures tapping early mastery of basic syntactic rules of simple sentences. At the same time, there was a significant difference between SES groups in the mastery of complex sentence structures. This difference emerged at the earliest stages of production of multi-clause sentences and persisted throughout the period of observation. The implications of these findings for the understanding of mechanisms of syntactic development are discussed.
本文呈现了一项对句法技能的纵向研究结果，研究始于简单句出现的年龄，并持续至复合句出现阶段。我们探讨了来自不同社会经济背景的儿童在句子产出早期阶段是否存在系统性差异。结果表明，简单句和复合句的情况有所不同。我们发现，在衡量对简单句基本句法规则的早期掌握程度的指标上，不同社会经济地位（SES）群体之间存在显著相似性。与此同时，SES群体在复合句结构的掌握上存在显著差异。这种差异在多子句句子产出的最早阶段就已出现，并在整个观察期内持续存在。本文还讨论了这些发现对理解句法发展机制的启示。
