Keller-Cohen D
J Psycholinguist Res. 1981 May;10(3):273-88. doi: 10.1007/BF01067508.
This study examined the use of elicited imitation in investigating lexical development within a semantic domain. For this purpose the acquisition of reference to sequence and simultaneity by 3-5 year old children was examined. Three factors were proposed to account for the older in which lexical items within a semantic field are acquired: restrictedness of a lexical item, congruence with perceptual strategies, and conceptual simplicity. A significantly greater number of correct responses was found in sentences describing sequential events than in simultaneous events. Furthermore, imitations of sentences referring to simultaneity were more degraded than imitations of sentences referring to sequence. The children seemed to begin acquiring reference to temporally related events by learning about words describing serially ordered events. A three stage developmental model is proposed to account for the results.
本研究考察了在语义领域内研究词汇发展时诱发模仿的使用情况。为此，对3至5岁儿童对顺序和同时性的指称习得进行了考察。提出了三个因素来解释语义场中词汇项习得的顺序：词汇项的受限性、与感知策略的一致性以及概念的简单性。结果发现，描述顺序事件的句子中的正确反应数量显著多于描述同时事件的句子。此外，指称同时性的句子的模仿比指称顺序的句子的模仿更差。儿童似乎通过学习描述顺序事件的词汇开始习得对时间相关事件的指称。提出了一个三阶段发展模型来解释这些结果。
