汉语特异性语言损伤儿童词汇体对语法体的影响研究

发布时间：2018-05-20 16:02

  本文选题：特异性语言损伤儿童 + 词汇体　； 参考：《南京师范大学》2017年硕士论文

【摘要】：本研究旨在探讨汉语特异性语言损伤(Specific Language Impairment,简称SLI)儿童语法体的加工是否受词汇体的影响,并通过控制词汇体的呈现时间进一步考察语法体标记加工的时间进程以及加工模式,据此给出相应的解释。本研究依据标准化语言测试量表和智力量表选取了 16名汉语特异性语言损伤儿童,并依据语言能力和年龄两项指标分别匹配了 16名生理年龄更小的语言能力匹配儿童、16名实龄匹配儿童,采用两种自定步速阅读任务考察完成体标记“了”以及未完成体标记“着”在完结动词和活动动词后反应时的变化情况。简单自定步速阅读任务的实验结果表明SLI儿童对语法体标记的加工深受词汇体的影响。完成体标记“了”在完结动词后的加工速度显著快于活动动词;未完成体标记“着”在活动动词后的加工速度显著快于完结动词。这-一结果可以用原型范畴理论解释,活动动词内部蕴含[+动态性][+持续性][-终结性]的语义特征和未完成体“着”所表示的“事件正在持续”的含义共享更多的语义信息,而完结动词蕴含[+终结性]和完成体“ 了”所表达的“事件完成”是相关联的,当相似特征匹配时,反应速度会加快。SLI儿童的表现遵循情状体假说的预测。控制词汇体呈现时间的实验结果表明词汇体的呈现时间对SLI儿童语法体加工的影响比较大,词汇体呈现时间越长,SLI儿童对词汇体所蕴含的语义信息加工程度越完整,语法体标记的反应速度越快。词汇体的呈现时间有250ms,300ms和350m三种。SLI儿童未完成体标记“着”的反应时随词汇体呈现时间的变化表现为250ms300mss≈350ms(表示反应时大,≈表示反应时相当,下同。),完成体标记“了”表现为250ms≈300ms≈350ms,并且当词汇体呈现250ms时,活动动词后体标记“着”的反应时慢于“ 了”,当词汇体呈现300mm以及350ms时“着”的反应时快于“ 了”。SLI儿童表现出的这种加工策略一方面可能是因为SLI儿童本身语义存在一定的损伤,难以理解活动动词的双重语义属性,即使词汇体部分呈现时间增加完成体“了”的反应速度依然很慢;另一方面可能是因为SLI儿童先激活动词持续性和动态性的语义特征,但是当词汇体呈现250ms时,由于呈现时间较短,SLI儿童对词汇体语义信息激活不完整,随着词汇体呈现时间越来越长,能够很快建立未完成体和活动动词之间的语义关联,这就促使活动动词后“着”的反应时显著快于“ 了”。综上所述,SLI儿童语法体的加工受词汇体的影响,符合情状体假说的预测,但是在加工模式和加工策略上和典型发展儿童存在差异。
[Abstract]:The purpose of this study was to investigate whether the processing of grammatical aspect in Chinese specific Language Impairment (SLI) children was affected by lexical aspect, and to further investigate the processing process and processing mode of aspect marker by controlling the presentation time of lexical aspect. Accordingly, the corresponding explanation is given. In this study, 16 children with Chinese language specific language impairment were selected according to the standardized language Test scale and the Intelligence scale. According to the two indexes of language ability and age, 16 children with lower physiological age were matched. Two kinds of self-paced reading tasks were used to investigate the changes of the complete aspect marker "already" and the incomplete aspect marker "Zhe" after the reaction of the ending verb and the active verb. The results of a simple self-paced reading task show that the processing of grammatical aspect markers in SLI children is greatly influenced by lexical aspect. The processing speed of the complete aspect marker "Zhe" is significantly faster than that of the active verb after the completion verb, and the processing speed of the incomplete aspect marker "Zhe" after the active verb is significantly faster than that of the ending verb. This result can be explained by the prototype category theory, in which the semantic features of [dynamic] [persistent] [-summative] within active verbs share more semantic information with the meaning of "event is continuing" expressed by the unfinished aspect. The conclusion verb implicates "summality" and the "event completion" expressed by the complete aspect is related. When the similar characteristics are matched, the reaction speed will be accelerated. SLI children's performance follows the prediction of the situation body hypothesis. The experimental results of controlling the time of lexical aspect presentation show that the presentation time of lexical body has great influence on the processing of grammatical aspect of SLI children, and the longer the presentation time of lexical aspect is, the more complete the processing of semantic information contained in the lexical aspect is. The faster the grammatical body marks react. The presentation time of lexical corpus is 250 Ms / 300 Ms and 350 m respectively. The variation of the response time of uncompleted volume marker "binder" in children shows that 250ms300mss 鈮，

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