Kelly C A, Dale P S
Department of Speech and Hearing Sciences, University of Washington, Seattle 98195.
J Speech Hear Res. 1989 Sep;32(3):645-56. doi: 10.1044/jshr.3203.645.
The relationship between early language and cognition was studied in 20 children between one and two years of age. Linguistically, the subjects were classified as No Word Users, Single Word Users, Nonproductive Syntax Users, and Productive Syntax Users. Four cognitive areas were tested: Object Permanence, Means-end, Play, and Imitation. When adjacent pairs of linguistic groups were compared in terms of specific cognitive skills demonstrated, several significant differences were found. First, a significant difference in Play was found between No Word Users and Single Word Users. Second, there were significant differences between Single Word Users and Nonproductive Syntax Users in terms of specific cognitive advances in both Imitation and Play. Third, Nonproductive and Productive Syntax Users were significantly different in Means-end skills. In accordance with the Correlational Hypothesis, specific cognitive skills seem temporally associated with some linguistic abilities, although attainment of skills can be evidenced first in language or cognition.
对20名1至2岁儿童的早期语言与认知之间的关系进行了研究。在语言方面，受试者被分为无词汇使用者、单字使用者、非生成性句法使用者和生成性句法使用者。测试了四个认知领域：客体永久性、手段-目的、游戏和模仿。当根据所展示的特定认知技能对相邻的语言组进行比较时，发现了几个显著差异。首先，在游戏方面，无词汇使用者和单字使用者之间存在显著差异。其次，单字使用者和非生成性句法使用者在模仿和游戏方面的特定认知进展存在显著差异。第三，非生成性句法使用者和生成性句法使用者在手段-目的技能方面存在显著差异。根据相关假说，特定的认知技能似乎在时间上与某些语言能力相关，尽管技能的获得可能首先在语言或认知中得到证明。
