Booth J R, Hall W S, Robison G C, Kim S Y
Department of Psychology, Carnegie Mellon University, Pittsburgh, Pennsylvania 15213, USA.
J Psycholinguist Res. 1997 Nov;26(6):581-603. doi: 10.1023/a:1025093906884.
The production of the cognitive internal state word know by four 2- to 5-year-old children and their parents was examined. The levels of meaning of cognitive words can be categorized hierarchically along the dimensions of conceptual difficulty and abstractness (see Booth & Hall, 1995). The present study found that children and their parents expressed low levels of meaning less frequently, whereas they expressed high levels of meaning more frequently as a function of age. The children's use of know was also correlated positively with (1) their number of different words produced suggesting that cognitive words are related to more general semantic processes, and (2) with parental use of those same cognitive words suggesting that parental linguistic input may be an important mechanism in cognitive word acquisition. Finally, young children tended to use know more to refer to themselves than to refer to others, whereas their parents tended to use know equally to refer to self and others. The importance of cognitive words in a theory of language acquisition is discussed.
研究考察了4名2至5岁儿童及其父母对认知内部状态词“知道”的产出情况。认知词的意义水平可以沿着概念难度和抽象程度的维度进行层次分类（见布斯和霍尔，1995）。本研究发现，儿童及其父母较少表达低水平的意义，而随着年龄增长，他们更频繁地表达高水平的意义。儿童对“知道”的使用还与以下因素呈正相关：（1）他们产出的不同单词数量，这表明认知词与更一般的语义过程相关；（2）与父母对相同认知词的使用，这表明父母的语言输入可能是认知词习得的一个重要机制。最后，幼儿倾向于更多地用“知道”来指代自己而非他人，而他们的父母倾向于同等地用“知道”来指代自己和他人。文中讨论了认知词在语言习得理论中的重要性。
