Aksu-Koç Ayhan, Ogel-Balaban Hale, Alp I Ercan
Yeditepe University, Istanbul, Turkey.
New Dir Child Adolesc Dev. 2009 Fall;2009(125):13-28. doi: 10.1002/cd.247.
Recent research has indicated that conceptual development in a specific domain may not be independent of the way it is mapped linguistically. We explore this claim in the semantic domain of evidentiality by considering various sets of data from Turkish-speaking children between one and a half to six years. We present evidence for (1) the appropriate use of grammaticalized markers of direct experience, inference, and linguistic report by age three, (2) the understanding of knowledge source ("theory of knowledge") around age four, (3) the understanding of linguistic form and knowledge source relationship ("theory of evidentiality") by age six, and (4) a predictive relationship between the use of the reported speech marker and memory for knowledge source around age four.
最近的研究表明，特定领域的概念发展可能并非独立于其语言映射方式。我们通过考察来自1.5至6岁讲土耳其语儿童的各种数据集，在证据性的语义领域探究这一观点。我们给出了以下方面的证据：（1）到三岁时能恰当使用直接经验、推理和语言报告的语法化标记；（2）四岁左右对知识来源（“知识理论”）的理解；（3）六岁时对语言形式与知识来源关系（“证据性理论”）的理解；以及（4）四岁左右报告言语标记的使用与知识来源记忆之间的预测关系。
