Levy E, Nelson K
Department of Psychology, University of Connecticut at Stamford 06903.
J Child Lang. 1994 Jun;21(2):367-89. doi: 10.1017/s0305000900009314.
Word learning by young children is viewed as a problem of deriving meaning from the use of forms in discourse contexts. Uses of causal and temporal terms in private speech by a child studied longitudinally from 1;9 to 3;0 are analysed from this perspective. Evidence is presented that words are first constrained to uses in specific discourse contexts, and later used more flexibly and with greater control over the semantics of the terms. Derivation of meaning from discourse is described as a dialectical process, and as such it is claimed to be more consistent with the full range of observational data, and with theories of word learning applicable to older children and adults, than other current theories of lexical acquisition in early childhood.
幼儿的词汇学习被视为一个从话语语境中形式的使用来推导意义的问题。从这个角度分析了一名从1岁9个月到3岁0个月进行纵向研究的儿童在自言自语中因果和时间术语的使用情况。有证据表明，词汇最初被限制在特定的话语语境中使用，后来使用得更加灵活，并且对这些术语的语义有了更强的掌控力。从话语中推导意义被描述为一个辩证的过程，因此有人声称，与当前其他关于幼儿词汇习得的理论相比，它更符合所有的观察数据，也更符合适用于年龄较大儿童和成人的词汇学习理论。
