發(fā)布時(shí)間：2021-05-08 16:16

　　本文以實(shí)證方式探討形狀偏向性在南方漢語(yǔ)幼齡兒童詞匯習(xí)得中的作用。具體地檢測(cè)2-3歲漢語(yǔ)兒童是否在習(xí)得詞匯過(guò)程中應(yīng)用形狀偏向性原則,探討了形狀偏向性是否只出現(xiàn)在特定情景條件下,以及年齡和性別因素是否會(huì)影響形狀偏向性的應(yīng)用。同時(shí)驗(yàn)證了兒童對(duì)物體形狀的關(guān)注與其習(xí)得新詞的速度之間的關(guān)系。本研究共進(jìn)行了3個(gè)實(shí)驗(yàn),為期4周。實(shí)驗(yàn)受試者是來(lái)自浙江某幼兒園小小班和小班的2-3歲的小朋友,其中2歲組的小朋友共64人,32男32女,3歲組的小朋友共40人,20男20女。實(shí)驗(yàn)1檢驗(yàn)了2歲兒童在4種不同的情景下的對(duì)于物體形狀的關(guān)注情況。實(shí)驗(yàn)2則檢驗(yàn)了3歲兒童在不同情景下的形狀偏向性,同時(shí)比較了年齡和性別是否會(huì)影響兒童的形狀偏向性。實(shí)驗(yàn)3測(cè)試了所有受試兒童經(jīng)過(guò)2周的訓(xùn)練后習(xí)得新詞的情況。并檢驗(yàn)了兒童學(xué)習(xí)新詞的速度與其形狀偏向強(qiáng)弱是否相關(guān)。本文采用社科統(tǒng)計(jì)軟件包（SPSS,15.0版本）對(duì)所有數(shù)據(jù)進(jìn)行統(tǒng)計(jì)分析。通過(guò)方差分析,單樣本樣本T檢驗(yàn),獨(dú)立樣本T檢驗(yàn)和相關(guān)性檢驗(yàn)等得出如下結(jié)論;（1）2歲和3歲的兒童都在詞匯習(xí)得中都表現(xiàn)出形狀偏向性。在擴(kuò)展新名詞情景下,兒童的形狀偏向性最為明顯。在找出與標(biāo)準(zhǔn)物同類的物體時(shí),兒... 

【文章來(lái)源】：湖南大學(xué)湖南省 211工程院校 985工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：81 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter 1 Introduction
    1.1 General Research Background
    1.2 Significance of the Present Study
    1.3 Organization of the Thesis
Chapter 2 Literature Review
    2.1 Major Theories on Child Language Acquisition
        2.1.1.The Behaviorist View
        2.1.2 The Nativist View
        2.1.3 The Social-interactional View
    2.2 The Word Learning Constraints
        2.2.1 Word Learning Constraints
        2.2.2 Various Word Learning Constraints
    2.3 The Shape Bias
        2.3.1 The Nature of the Shape Bias
        2.3.2 Previous Research on the Shape Bias
    2.4 Rational for the Current Research
Chapter 3 Methodology
    3.1 Study 1. Match-to-Sample Task of 2-year-olds
        3.1.1 Participants
        3.1.2 Materials
        3.1.3 Design
        3.1.4 Procedure
        3.1.5 Data Collection
    3.2 Study 2 Match-to-sample Task for 3-year-olds
        3.2.1 Participants
        3.2.2 Materials
        3.2.3 Design and Procedure
    3.3 Study 3. Picture Naming Task
        3.3.1 Participants
        3.3.2 Materials
        3.3.3 Procedure
        3.3.4 Data collection and Analysis
Chapter 4 Results
    4.1 Results of Study 1
    4.2 Results of Study 2
    4.3 Results of Study 3
Chapter 5 General Discussion
    5.1 The Specific Conditions for the Shape Bias
        5.1.1 Salience of Naming
        5.1.2 Attentional Learning Account Vs. Shape-as-cue Proposal
    5.2 Individual Factors
        5.2.1 Age Effect
        5.2.2 Gender Effect
    5.3 Attention to Shape and the Rate of New Words Learning
    5.4 Connections among those Word Learning Constraints
Conclusion
References
Appendix A An Illustration of the Stimuli
Appendix B Raw Data of the Research
Appendix C 詳細(xì)中文摘要
Acknowledgements



本文編號(hào)：3175637