4-6 岁儿童会话行为和时间组织的发展特点
文献类型：学位论文
| 作者 | 刘洁含 |
| 答辩日期 | 2022-06 |
| 文献子类 | 博士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 李甦 |
| 关键词 | 会话 会话行为 时间组织 儿童 |
| 学位名称 | 理学博士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | The developmental characteristics of 4- to 6-year-old children’s conversational acts and temporal organization |
| 中文摘要 | The conversational skill is an important aspect of children’s language development. During the process of language acquisition, children not only need to acquire phonology, grammar, and semantics, but also need to learn how to use language for communication. Children’s conversational skills reflect not only the development of their language skills, but also the development of their social skills. The conversation is a dynamic interactive process, in which the speakers and listeners alternately transfer and receive information in contexts. The temporal organization reflects the participants’ coordination in conversation beyond speech and becomes a crucial window to study the conversation process. Most of the previous research has explored children’s development of conversational skills based on the conversational acts, lacking the investigation from the perspective of conversation’s dynamic process and temporal organization. Based on the corpus of the adult-elicited conversation data of children age 4-6 years with their peers, the present study designed three studies to explore the development of children’s conversational acts in the whole conversation process including initiation, response, re-initiation and re-response. In order to explore the development of children’s temporal organization in conversations, the present study examined children’s turn-taking intervals and their coordination with other participants in turn- taking. The development of children’s conversational acts and temporal organization in different conversational contexts were investigated as well. The present study analyzed the adult-elicited conversation data of 90 children age 4-6 years with their peers. Study 1 explored the development of children’s conversational acts and the relationship with relevant linguistic characteristics. The results showed that children had increased skills of turn-taking, topic selection and maintenance, and repairs with age; they also had increased conversational dominance and assertiveness, indicating children’s gradually increasing participation and initiative in conversations. However, there was no significant age difference in 4- to 6-year-old children’s response problems. In addition, children’s syntactic abilities were positively correlated with the mean length of the conversational turns and the number of topic maintenance acts. The correlation patterns had developmental differences in conversations. As the core of the conversation, turn-taking was significantly positively correlated with other conversational acts. Study 2 explored the development of children’s temporal organization by examining the developmental characteristics of turn-taking intervals and the relationships between different participants’ turn-taking intervals in conversations. The results showed that the numbers of between-speaker silences gradually increased and the durations gradually decreased with age. The numbers of children’s utterance overlaps gradually increased during the session, and the durations showed a tendency with increase in 5-year-olds and decrease in 6-year-olds. This result indicates that preschoolers are still in the process of mastering the “one speaker at a time” principle of conversation and coordination with other speakers. In addition, we found the significant correlations among children’s turn-taking intervals, their syntactic abilities and conversational acts. These correlations showed the developmental differences. We found the significant positive correlations between the durations of different participants’ turn-taking intervals in conversations, but no age difference was found in these correlations. Study 3 explored the development of children’s conversational acts and temporal organization in different conversational contexts. Sub-study 3 examined the development of children’s conversational acts and temporal organization in different topics. Sub-study 4 examined the development of children’s temporal organization in adult’s different question complexity. The results showed that compared to talking about low-interaction topics, children produced more clauses, turns, topic selection and maintenance acts, repairs and between-speaker silences, and longer between- speaker silences in high-interaction topics. Compared to open-ended questions, children aged 4-6 years had shorter between-speaker silences in “yes/no” questions. Older children had shorter between-speaker silences in open-ended questions than younger children. When answering different open-ended questions, children aged 4-6 years showed the developmental difference in the durations of between-speaker silences. The findings of the present study provide crucial empirical data for the studies on the development of preschool children’s conversational acts and temporal organization, as well as an important theoretical and empirical basis for child-friendly human-computer interaction systems. |
| 英文摘要 | 会话能力是儿童语言发展的重要方面。儿童在学习语言的过程中，不仅要 习得语音、语法和语义，还要学习如何使用语言进行交流。儿童的会话能力不 仅体现其语言能力的发展，也能体现其社交能力的发展。会话是说者与听者在 语境中交替传递与接收信息的动态互动过程。会话过程中的时间组织体现出有 声言语之外的会话者之间的协调，成为研究会话过程的重要窗口。 以往针对儿童会话能力的研究大多从会话行为入手，缺乏从会话的动态过 程以及时间组织的角度来深入揭示儿童会话能力的发展。本研究采用语料库研 究的方法，以 4-6 岁儿童与同伴在成人提问引导下的会话语料为基础进行三个 方面的研究，在会话的“发起、回应、再发起、再回应”的完整动态过程中探 查儿童会话行为的发展特点。同时，以儿童在会话过程中的话轮转换间隔，以 及与其他会话者在话轮转换过程中的协调来探查儿童会话时间组织的发展，并 同时探查不同会话语境下儿童会话行为和时间组织的发展。 本研究分析了 90 名 4-6 岁儿童与同伴在成人提问引导下的会话语料。研究 一探查儿童会话行为的发展及其与相关语言指标之间的关系。结果显示，随着 年龄增长，儿童的话轮转换能力、会话发起与维持能力和会话修补能力不断提 高；会话主导指数和会话自信指数不断上升，反映了儿童逐渐提高的会话参与 度和主动性。但 4-6 岁儿童在会话中的不恰当回应指数未表现出显著的年龄变 化。此外，儿童的句法能力与话轮平均长度和会话维持数量均呈显著正相关， 这种相关关系随年龄增长表现出不同的模式。话轮转换作为会话的核心，与其 他会话行为均呈显著正相关。 研究二探查儿童会话时间组织的发展，子研究 1 考查话轮转换间隔的发展 特点，子研究 2 考查会话者间话轮转换间隔时长的关系。研究二的结果显示， 随着年龄增长，儿童的话轮间沉默数量逐渐增加，话轮间沉默时长逐渐缩短； 儿童在会话过程中的话语重叠数量逐渐增多，时长呈现出随年龄先增长后下降 的趋势。这一结果表明学前儿童对会话的“一次只有一个说者”原则的掌握和 会话者间的协调仍处在发展之中。另外，本研究发现 4-6 岁儿童的话轮转换间 隔与其句法能力、会话行为之间存在显著相关，且相关关系随年龄表现出不同 的模式。会话者间的话轮转换间隔时长存在显著正相关，这种相关在年龄上未表现出显著变化。 研究三探查不同会话语境下儿童会话行为和时间组织的发展。子研究 3 考 查不同话题类型下儿童会话行为和时间组织的发展，子研究 4 考查会话中成人 不同复杂性问题下儿童会话时间组织的发展。研究三的结果表明，与低互动性 的话题内容相比，4-6 岁儿童在高互动性的话题下，句子总数、话轮个数、会话 发起、会话维持和会话修补数量更多，话轮间沉默数量更多，平均时长更长。 相比开放式问题，4-6 岁儿童在“是/否”类问题中的间隔时长更短。相比年龄 较小的儿童，年龄较大的儿童在回答开放式问题的间隔时长更短。4-6 岁儿童在 回答不同类型开放式问题的间隔时长方面存在差异。 本研究的结果不仅为从会话行为和时间组织的角度为儿童会话能力的发展 研究提供重要的实证数据，也为面向儿童的人机交互系统提供重要的理论和实 证依据。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/43161]  |
| 专题 | 心理研究所_认知与发展心理学研究室 |
| 推荐引用方式 GB/T 7714 | 刘洁含. 4-6 岁儿童会话行为和时间组织的发展特点[D]. 中国科学院心理研究所. 中国科学院大学. 2022. |
入库方式： OAI收割
来源：心理研究所
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