Robins Sarah, Treiman Rebecca
Department of Philosophy, Washington University in St. Louis.
Appl Psycholinguist. 2009;30(3):463-484. doi: 10.1017/S0142716409090237.
In six analyses using CHILDES (MacWhinney, 2000), we explored whether and how parents and their 1.5 to 5-year-old children talk about writing. Parent speech might include information about the similarity between print and speech and about the difference between writing and drawing. Parents could convey similarity between print and speech by using the words say, name, and word to refer to both spoken and written language. Parents could differentiate writing and drawing by making syntactic and semantic distinctions in their discussion of the two symbol systems. Our results indicate that parent speech includes these types of information. However, young children themselves sometimes confuse writing and drawing in their speech.
在六项使用儿童语言数据交换系统（CHILDES，MacWhinney，2000）的分析中，我们探究了父母及其1.5至5岁的孩子是否以及如何谈论书写。父母的言语可能包括有关印刷品和言语之间的相似性以及书写和绘画之间的差异的信息。父母可以通过使用“说”“命名”和“单词”等词来指代口语和书面语言，从而传达印刷品和言语之间的相似性。父母可以在讨论这两种符号系统时通过句法和语义上的区分来区分书写和绘画。我们的结果表明，父母的言语包含这些类型的信息。然而，幼儿自己有时在言语中会混淆书写和绘画。
