本文選題：漢語(yǔ)智障兒童 + 論元結(jié)構(gòu)復(fù)雜性　； 參考：《南京師范大學(xué)》2012年碩士論文

【摘要】：動(dòng)詞論元結(jié)構(gòu)研究是現(xiàn)代語(yǔ)言學(xué)研究中的一個(gè)重要課題,但是對(duì)智障兒童這一特殊群體的研究還相當(dāng)缺乏。本研究通過(guò)MLU匹配,各選取了21名智障兒童被試和21名典型發(fā)展兒童被試,采用圖畫(huà)描述任務(wù),從論元結(jié)構(gòu)表征和論元結(jié)構(gòu)復(fù)雜性這兩個(gè)角度對(duì)智障兒童動(dòng)詞論元結(jié)構(gòu)加工進(jìn)行了研究。 本文首先分離出了長(zhǎng)度因素的影響,結(jié)果發(fā)現(xiàn)長(zhǎng)度因素?zé)o論對(duì)典型發(fā)展兒童還是智障兒童都沒(méi)有產(chǎn)生顯著影響,說(shuō)明由于年齡的增長(zhǎng),智障兒童的加工能力已經(jīng)超越了句子長(zhǎng)度因素的限制。另外研究發(fā)現(xiàn)年齡、句子長(zhǎng)度和兒童加工能力之間存在一定的關(guān)系。 在排除了句子長(zhǎng)度因素影響的基礎(chǔ)上,本研究從論元結(jié)構(gòu)復(fù)雜性角度對(duì)智障兒童進(jìn)行了研究,發(fā)現(xiàn)論元數(shù)量是影響智障兒童主語(yǔ)省略的一個(gè)重要因素,說(shuō)明論元數(shù)量影響具有跨語(yǔ)言的普遍性。雖然實(shí)驗(yàn)結(jié)果呈現(xiàn)出一定程度的論元結(jié)構(gòu)復(fù)雜性效應(yīng),但沒(méi)有像動(dòng)詞論元結(jié)構(gòu)復(fù)雜性效應(yīng)所預(yù)測(cè)的那樣呈現(xiàn)出嚴(yán)格的梯度等級(jí)變化,這說(shuō)明論元結(jié)構(gòu)復(fù)雜性效應(yīng)在不同的語(yǔ)言中作用方式是不同的。 為了探討論元結(jié)構(gòu)表征對(duì)智障兒童論元結(jié)構(gòu)加工的影響,本文分別從可選主語(yǔ)時(shí)期和論元結(jié)構(gòu)句法-語(yǔ)義表征角度進(jìn)行了探討,結(jié)果發(fā)現(xiàn)可選主語(yǔ)時(shí)期對(duì)漢語(yǔ)智障兒童和典型發(fā)展兒童論元結(jié)構(gòu)加工沒(méi)有影響,說(shuō)明可選主語(yǔ)時(shí)期在不同語(yǔ)言中不具有普遍性,它存在于英語(yǔ)這一類語(yǔ)言中,而在漢語(yǔ)中不存在。 通過(guò)對(duì)論元結(jié)構(gòu)不當(dāng)使用的比較分析發(fā)現(xiàn),智障兒童動(dòng)詞論元結(jié)構(gòu)表征不準(zhǔn)確或不完整,尤其是三元?jiǎng)釉~,說(shuō)明智障兒童可能在詞庫(kù)里存儲(chǔ)了錯(cuò)誤的動(dòng)詞意義、句法子范疇框架和論元框架,并且不能將論元的句法和語(yǔ)義信息正確地連接,因此論元結(jié)構(gòu)的不規(guī)則使用十分頻繁。 在上面討論的基礎(chǔ)上我們發(fā)現(xiàn),論元數(shù)量和論元結(jié)構(gòu)表征在智障兒童語(yǔ)言加工中并不是相互獨(dú)立的因素,而是共同作用導(dǎo)致了智障兒童論元結(jié)構(gòu)缺陷,也反映了語(yǔ)言加工能力和語(yǔ)言知識(shí)表征共同影響了兒童的語(yǔ)言加工。另外通過(guò)和典型發(fā)展兒童比較發(fā)現(xiàn),智障兒童相比于典型發(fā)展兒童在動(dòng)詞論元結(jié)構(gòu)加工上存在嚴(yán)重?fù)p傷。
[Abstract]:The study of verb argument structure is an important subject in modern linguistics, but the research on the special group of children with mental retardation is still lacking. In this study, 21 children with intellectual disabilities and 21 children with typical development were selected by MLU matching, and the task of picture description was used. In this paper, the argument structure processing of verbs in children with intellectual disabilities is studied from two angles: representation of argument structure and complexity of argument structure. In this paper, the influence of length factors is first separated. The results show that the length factors have no significant effect on the typical developed children or children with intellectual disabilities. The processing ability of children with mental retardation has exceeded the limit of sentence length. In addition, it is found that there is a certain relationship between age, sentence length and children's processing ability. On the basis of excluding the influence of sentence length, this study studies children with intellectual disabilities from the point of view of the complexity of argument structure. It is found that the number of arguments is an important factor affecting the omission of subjects of children with intellectual disabilities. It shows that the influence of argument quantity is universal across languages. Although the experimental results show a certain degree of argument structure complexity effect, it does not show a strict gradient change as predicted by the verb argument structure complexity effect. This shows that the complexity effect of argument structure is different in different languages. In order to explore the influence of argument meta-structural representation on the processing of argument structure in children with intellectual disabilities, this paper discusses the syntactic and semantic representation of argument meta-structure from the perspective of the period of optional subject and the syntactic and semantic representation of argument structure. The results show that the period of optional subject has no effect on the processing of argument structure in Chinese children with intellectual disabilities and children with typical development, indicating that the period of optional subject is not universal in different languages, and it exists in such languages as English. But it doesn't exist in Chinese. Through the comparative analysis of improper use of argument structures, it is found that the representation of argument structures of verbs in children with intellectual disabilities is inaccurate or incomplete, especially the ternary verbs, which indicates that children with mental disabilities may have stored wrong verb meanings in the lexicon. The grammatical subcategory framework and argument meta-frame can not correctly link the syntactic and semantic information of argument, so the irregular use of argument structure is very frequent. On the basis of the above discussion, we find that the number of arguments and the representation of argument structure are not independent factors in language processing of children with intellectual disabilities, but the joint action leads to the defects of argument structure of children with intellectual disabilities. It also reflects that language processing ability and language knowledge representation affect children's language processing together. In addition, compared with the typical developing children, the children with mental retardation have serious damage in the processing of verb argument structure compared with the typical developmental children.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H146

【引證文獻(xiàn)】

相關(guān)博士學(xué)位論文 前1條

1 周統(tǒng)權(quán);漢語(yǔ)動(dòng)詞配價(jià)理論及其神經(jīng)心理機(jī)制研究[D];華中師范大學(xué);2004年

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本文編號(hào)：2113941