Kamhi A G
J Speech Hear Res. 1982 Jun;25(2):177-83. doi: 10.1044/jshr.2502.177.
Two studies were conducted to determine the effect locus of action had on children's conjunction use and clause ordering. Subjects in the first study were 45 normal children between the ages 3:0 and 5:2. The results of the first study showed that the two contexts in which children performed actions were more facilitating to language performance than the context in which children observed the experimenter perform actions. However, the verbal model which accompanied the two child-initiated action contexts might have contributed to these differences. A second experiment was therefore conducted in which the verbal model was eliminated. No differences in conjunction use or clause ordering were found among contexts in the second study. Thus, by itself, locus of action had little influence on language performance. However, when coupled with the verbal model, which seemed to function as a focusing device, performance was enhanced. It was concluded that child-initiated action contexts which include a verbal instruction are preferred over other-initiated action contexts in which a verbal model is not presented.
进行了两项研究，以确定动作发生地点对儿童连词使用和从句排序的影响。第一项研究的受试者是45名年龄在3岁0个月至5岁2个月之间的正常儿童。第一项研究的结果表明，儿童执行动作的两种情境比儿童观察实验者执行动作的情境更有助于语言表现。然而，伴随儿童发起的两种动作情境的语言模型可能导致了这些差异。因此进行了第二项实验，其中消除了语言模型。在第二项研究中，各情境之间在连词使用或从句排序方面未发现差异。因此，就其本身而言，动作发生地点对语言表现几乎没有影响。然而，当与似乎起到聚焦作用的语言模型相结合时，表现会得到提高。得出的结论是，包含语言指令的儿童发起的动作情境比未呈现语言模型的他人发起的动作情境更可取。
