Kertoy M K, Vetter D K
University of Western Ontario, Department of Communicative Disorders, London, Ontario, Canada.
J Child Lang. 1995 Feb;22(1):73-88. doi: 10.1017/s0305000900009636.
Twelve children (five boys and seven girls, mean age 4; I) interacted with their mothers in two conversational settings: playing with a favourite toy and helping to prepare lunch or muffins. The percentage of two topic continuation processes--topic incorporation and collaboration--used by mothers and children was analysed. It was hypothesized that the help setting with a predetermined structure would elicit a greater percentage of topic incorporation by the dyads than the play setting. In fact, the play setting elicited a greater percentage of topic incorporation from mothers than the help setting. Children did not differ significantly in the percentage of use of topic incorporation between the two settings, but appeared to be equally proficient in incorporating topics in settings with and without a predetermined structure. The play setting also elicited more topic collaboration from the children than the help setting. While the help setting appeared to support collaborative action, the play setting permitted the dyads to be informative about the toys as well as related topics. Therefore, the two settings provided different opportunities for the dyads to continue topics.
12名儿童（5名男孩和7名女孩，平均年龄4岁1个月）在两种对话情境中与他们的母亲进行互动：玩最喜欢的玩具以及帮忙准备午餐或松饼。分析了母亲和孩子使用的两种话题延续过程——话题融入和协作——的百分比。研究假设，具有预定结构的帮忙情境会比玩耍情境引发更高比例的二元组话题融入。事实上，玩耍情境比帮忙情境引发母亲更高比例的话题融入。在两种情境中，儿童在话题融入的使用百分比上没有显著差异，但在有和没有预定结构的情境中融入话题的能力似乎同样熟练。玩耍情境也比帮忙情境引发儿童更多的话题协作。虽然帮忙情境似乎支持协作行动，但玩耍情境使二元组能够就玩具及相关话题提供信息。因此，这两种情境为二元组延续话题提供了不同的机会。
