心理科学进展2018，Vol.26Issue(3)：391-399,9.DOI:10.3724/SP.J.1042.2018.00391
学龄前孤独谱系障碍儿童汉语核心语法的习得
Acquisition of core Chinese grammar in preschool children with autism spectrum disorders
摘要
Abstract
The language acquisition status of preschool children with autism spectrum disorders (ASD) plays a crucial role in the effect of their early intervention and long-term prognosis.Previous ASD language research has been mainly restrained to English-learning children with ASD,yet few studies have explored the universal mechanisms of language acquisition in children with ASD speaking different languages.Taking advantage of specific grammatical properties of Mandarin Chinese,the present study attempts to investigate the acquisition of core Chinese grammar in 2-5-year-old Mandarin-exposed children with ASD as well as the factors impacting the acquisition process.Critical components of grammatical comprehension of children with ASD will be tested via the eye-tracking measure of Intermodal Preferential Looking;their communicative functions will be examined in Joint Attention sessions;and the frequencies of the relevant grammatical structures in the language environment will also be analyzed.The overarching goal of this project is to use ASD language acquisition as a tool to explore the mechanisms underlying human language acquisition.Specifically,we attempt to test the role of language faculty in human language acquisition including in the process of language acquisition of children with ASD;moreover,this study examines the influences of social communication impairment and language environment on the process of human language acquisition.关键词
语言习得/学龄前孤独谱系障碍儿童/语言机能/共同注意/语言环境Key words
language acquisition/preschool children with autism spectrum disorders/language faculty/joint attention/language environment分类
社会科学引用本文复制引用
苏怡..学龄前孤独谱系障碍儿童汉语核心语法的习得[J].心理科学进展,2018,26(3):391-399,9.基金项目
国家自然科学基金项目(31500889)、湖南省哲学社会科学基金项目(17YBA424)、中南大学创新驱动计划项目(2016CXS025)资助. （31500889）
