Miller J F, Chapman R S, Branston M B, Reichle J
J Speech Hear Res. 1980 Jun;23(2):284-311. doi: 10.1044/jshr.2302.284.
A cross-sectional study of language comprehension in relation to cognitive functioning in 48 to 10-to-21 month old children, 4 at each month of age, revealed significant correlations between comprehension and five sensorimotor subscales. Age, however, was the only significant predictor in multiple regression analyses adding either age or sensorimotor subscale in second. In specific instances in which sensorimotor tasks tapped hypothetical prerequisites to specific language comprehension items, the two domains corresponded closely; but the cognitive domain was not always the first to be passed. Comprehension items were ordered from easy to hard as follows: 1) understanding single words for present people or objects; 2) for actions; 3) for absent people or objects; 4) understanding two words for the semantic relations possessor-posession, action-object, and agent-action; 5) understanding three words for agent-action-object. Implications for the Cognition Hypothesis are discussed.
一项针对48名10至21个月大儿童（每个月龄4名）语言理解与认知功能关系的横断面研究表明，理解能力与五个感觉运动子量表之间存在显著相关性。然而，在多元回归分析中，年龄是唯一显著的预测因素，无论在第二个分析中加入年龄还是感觉运动子量表。在感觉运动任务挖掘特定语言理解项目的假设前提的特定情况下，这两个领域密切对应；但认知领域并不总是第一个通过的。理解项目按从易到难的顺序排列如下：1）理解当前人物或物体的单个单词；2）理解动作的单个单词；3）理解不在场人物或物体的单个单词；4）理解表示所属关系、动作-对象关系和施动者-动作关系的两个单词；5）理解表示施动者-动作-对象关系的三个单词。文中讨论了对认知假设的影响。
