Girouard P C, Ricard M, Décarie T G
Department of Psychology, University of Montreal, QC, Canada.
J Child Lang. 1997 Jun;24(2):311-26. doi: 10.1017/s030500099700305x.
This paper presents a longitudinal study on the acquisition of first, second, and third person pronouns in twelve French-speaking and twelve English-speaking children. Comprehension and production data were collected every two months, beginning when the subjects were aged 1;6 and ending once pronouns were fully acquired. Three hypotheses concerning the rules children develop in learning pronouns were tested: (1) the person-role hypothesis (Charney, 1980), (2) the speech-role hypothesis (Clark, 1978), and (3) the name hypothesis (Clark, 1978). An analysis of children's pronominal confusion when they were addressed listeners as well as when they were non-addressed listeners was performed. The results indicated that the mastery of pronouns did not follow the developmental sequence predicted by the speech-role hypothesis; they provided evidence for the person-role hypothesis only when children were speakers, and partially supported the name hypothesis. The data also suggested that pronominal confusion is not a rare phenomenon among children tested in a non-addressee context. Finally, effects of child gender and native language were observed. Possible interpretations of the data discussed.
本文呈现了一项针对12名说法语儿童和12名说英语儿童获取第一、第二和第三人称代词的纵向研究。从受试者1岁6个月开始，每两个月收集一次理解和产出数据，直至代词完全习得。对儿童在学习代词时所形成的规则的三个假设进行了检验：（1）人称角色假设（查尼，1980），（2）言语角色假设（克拉克，1978），以及（3）名字假设（克拉克，1978）。对儿童在作为被称呼听众以及非被称呼听众时的代词混淆情况进行了分析。结果表明，代词的掌握情况并未遵循言语角色假设所预测的发展顺序；仅在儿童作为说话者时，结果为支持人称角色假设提供了证据，且部分支持了名字假设。数据还表明，在非被称呼语境下接受测试的儿童中，代词混淆并非罕见现象。最后，观察到了儿童性别和母语的影响。讨论了对数据的可能解释。
