学龄前孤独谱系障碍儿童汉语完成体标记的在线加工研究

Online Processing of Chinese Perfective Aspect by Preschoolers with Autism Spectrum Disorder

本研究采用多通道优先注视眼动范式,对比考察了学龄前孤独谱系障碍(简称ASD)儿童与整体语言表达水平匹配的典型发展(简称TD)儿童对汉语完成体标记“了”的在线加工能力。研究发现,虽然ASD儿童的体标记产出缺损,却能正确理解“了”的完成体范畴,表明他们与TD儿童类似,可在人类语言习得机制的协助下正确理解体标记等核心语法成分,而其体标记产出困难则可能与自身固有的社交会话缺陷有关。此外,ASD儿童的体标记实时加工过程与TD儿童相似,均在第二次听到测试结构后稳定加工“了”,这反映了不同群体儿童核心语法加工能力的连续性。

Using the eye-movement measures of the intermodal preferential looking paradigm,this study compared online processing of the perfective aspect le in Mandarin-exposed preschoolers with autism spectrum disorder(ASD) and typically developing(TD) preschoolers matched on general expressive language levels.The results showed that in spite of their deficits in producing aspectual markers,Mandarin-exposed preschoolers with ASD correctly understood the perfective aspect le,indicating that with the assistance of Language Acquisition Device,both ASD and TD preschoolers are capable of comprehending core grammatical constructions like grammatical aspect and that ASD preschoolers' marked impairments in producing grammatical aspect may result from their inherent social and discourse deficits.In addition,preschoolers with ASD exhibited similar real-time processing patterns as matched TD preschoolers,i.e.,both groups stably processed the perfective le after hearing the testing constructions at the second time.These findings provide evidence for the continuity of online processing abilities of core grammatical structures across preschooler populations.