弱智儿童故事讲述任务中指称引入的发展研究

Referent Introducing in Mentally Retarded Children's Narrative: A Developmental Study

本文采用故事讲述任务,考察了智龄为4-5岁和6-7岁的弱智儿童指称引入的表现。通过与典型发展儿童和成人的比较发现,典型发展儿童和弱智儿童虽然都未达到成人水平,但弱智儿童的发展明显滞后,表现在:(1)与不定指形式相比,弱智儿童过量地使用定指形式;(2)从定指形式的使用来看,弱智儿童更多地使用指示性指称;(3)在不定指形式的使用上,弱智儿童表现出对整体标记的过度依赖。

This study, by using the task of narrative, aims to probe into how Mandarin-speaking mentally re- tarded children aged 4-5 and 6-7 introduce referents in narratives. Compared with typically-developed children and adults, the mentally retarded children showed significantly delayed development. Specifically, the mentally retarded children used more definite references; the mentally retarded children used more indicative references; the mentally retarded children excessively depended on global marking.