ISSN 1671-3710
CN 11-4766/R

心理科学进展 ›› 2018, Vol. 26 ›› Issue (3): 391-399.doi: 10.3724/SP.J.1042.2018.00391

• 研究构想 • 上一篇    下一篇



  1.  (中南大学外国语学院, 长沙 410083)
  • 收稿日期:2016-10-10 出版日期:2018-03-15 发布日期:2018-01-31
  • 通讯作者: 苏怡, E-mail: E-mail: E-mail:
  • 基金资助:

 Acquisition of core Chinese grammar in preschool children with autism spectrum disorders

 SU Yi (ESTHER)   

  1.  (School of Foreign Languages, Central South University, Changsha 410083, China)
  • Received:2016-10-10 Online:2018-03-15 Published:2018-01-31
  • Contact: SU Yi, E-mail: E-mail: E-mail:
  • Supported by:

摘要:  学龄前孤独谱系障碍(Autism Spectrum Disorders; ASD)儿童对语言的习得程度是决定ASD儿童早期科学干预效果和最终预后水平的关键。以往ASD儿童语言研究多局限于英语ASD儿童, 较少有研究探讨不同语种ASD儿童语言习得的普遍机制。本研究拟结合汉语独特的语法属性, 通过多通道优先注视范式眼动实验考察2~5岁ASD儿童汉语核心语法的理解程度, 通过共同注意游戏评估ASD儿童的社会交流能力, 同时分析ASD儿童语言环境中相关语法结构的输入频率。研究旨在通过探讨学龄前ASD儿童的语法习得, 进一步探索人类语言习得的深层机制, 包括探索人类特有的语言机能对包括ASD儿童语言习得在内的人类语言习得的作用, 同时考察社会交流障碍与语言环境对人类语言习得过程的影响。

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

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.

Key words:  language acquisition, preschool children with autism spectrum disorders, language faculty, joint attention, language environment