句末语气词和韵律在自闭症儿童理解反语时的作用
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摘要
目的:调查"句末语气词"和"韵律"两个语言线索在普通发展儿童(TD:Typical Development)和高功能自闭症儿童(HFASD:High-functioning Autism Spectrum Disorder)对反语进行理解时所起的作用。方法:观察8-12岁的HFASD儿童和TD儿童各14名在面对"韵律"和"句末语气词"两个变量(四个条件:只有韵律、只有句末语气词、两者都有和两者都没有)构建的16个反语故事时,被试对反语的理解情况。结果:方差分析表明在判断讲话者信念方面,两组儿童均表现较好,但TD组的表现明显好于HFASD讲话者意图方面,两组儿童的表现具有显著差异,组别和条件具有交互效应(F(3, 112)=11.87, P<0.001),说明两组儿童对讲话者意图的判断受到语言线索的显著影响。结论:HFASD儿童和TD儿童在反语理解上具有显著差异,句末语气词在儿童普通话反语理解中发挥重要作用,通过心理理论能够解释两组儿童表现差异的原因。
Objective: This study investigates the use of prosodic cues and sentence final particles in irony comprehension in Mandarin-speaking children with and without ASD. Methods: The comprehension of irony in 28 children aged 8-12 were observed. There were two groups-HFASD(14) and TD(14) who were confronted with 16 stories including four conditions(prosody; sentence final particles; both; neither). Results: Analysis of variance showed that both groups performed better in judging the speaker's beliefs, but the TD group performed significantly better than the HFASD group. The group had a main effect(F(1,112)=18.59, P<0.001). In judging the speaker's intentions, there was a significant difference in the performance of two groups of children. The group and conditions had an interacting effect(F(3, 112) = 11.87, P<0.001). The two groups of children's judgment of the speaker's intention were significantly influenced by the language cues. Conclusion:HFASD children and TD children have significant differences in the overall understanding of irony. Sentence final particles may play an important role in the comprehension of children's irony in Mandarin. The differences between two groups are discussed by considering the literature on theory of mind.
Objective: This study investigates the use of prosodic cues and sentence final particles in irony comprehension in Mandarin-speaking children with and without ASD. Methods: The comprehension of irony in 28 children aged 8-12 were observed. There were two groups-HFASD(14) and TD(14) who were confronted with 16 stories including four conditions(prosody; sentence final particles; both; neither). Results: Analysis of variance showed that both groups performed better in judging the speaker's beliefs, but the TD group performed significantly better than the HFASD group. The group had a main effect(F(1,112)=18.59, P<0.001). In judging the speaker's intentions, there was a significant difference in the performance of two groups of children. The group and conditions had an interacting effect(F(3, 112) = 11.87, P<0.001). The two groups of children's judgment of the speaker's intention were significantly influenced by the language cues. Conclusion:HFASD children and TD children have significant differences in the overall understanding of irony. Sentence final particles may play an important role in the comprehension of children's irony in Mandarin. The differences between two groups are discussed by considering the literature on theory of mind.
引文
1 Grice HP.Studies in the Ways of Words.Cambridge:Harvard University Press,1989.88
2 Mey J.Pragmatics:An Introduction.Oxford:Blackwell,2001.175-188
3 Dews S.Winner E,Kaplan J,et al.Children’s understanding of the meaning and functions of verbal irony.Child Development,1996,67(6):3071-3085
4 Sperber D.Verbal irony:Pretense or echoic mention?Journal of Experimental Psychology:General,1984,113(1):130-165
5 Anolli L,Ciceri R,Infantino MG.Irony as a game of implicitness:Acoustic profiles of ironic communication.Journal of Psycholinguistic Research,2000,29(3):275-311
6 Green H,Tobin Y.Prosodic analysis is difficult but worth it:A study in high functioning autism.International.Journal of Speech-Language Pathology,2009,11(4):308-315
7 Laval V,Bert-Erboul A.French-speaking children’s understanding of sarcasm:The role of intonation and context.Journal of Speech,Language,and Hearing Research,2005,48:610-620
8 Harris M,Pexman PM.Children’s perceptions of the social functions of verbal irony.Discourse Process,2003,36(3):147-165
9 Filippova E,Astington JW.Children’s understanding of social-cognitive and social-communicative aspects of discourse irony.Child Development,2010,81(3):913-928
10 Loukusa S,Leinonen E.Development of comprehension of ironic utterances in 3-to 9-year-old finish-speaking children.Psychology of Language and Communication,2008,12(1):55-69
11 Angeleri R,Airenti G.The development of joke and irony understanding:A study with 3-to 6-year-old children.Canadian Journal of Experimental Psychology,2014,68(2):133-146
12 Demorest A,Meyer C.Phelps E,et al.Words speak louder than actions:understanding deliberately false remarks.Child Development,1984,55(4):1527-1534
13 Bosco FM,Bucciarelli M.Simple and complex deceits and ironies.Journal of Pragmatics,2008,40(4):583-607
14 Tager-Flusberg H,Paul R,Lord C.Language and Communication in Autism.In Volkmar FR,Paul R,Klin AD.(Eds.),Handbook of Autism and Pervasive Developmental Disorders,Hoboken:Wiley&Sons,2005.335-364
15 Kaland N,Moller-Nielsen A,Callesen K,et al.A new“advanced”test of theory of mind:Evidence from children and adolescents with Asperger syndrome.Journal of Child Psychology and Psychiatry,2002,43(4):517-528
16 MacKay G,Shaw A.A comparative study of figurative language in children with autistic spectrum disorders.Child Language Teaching and Therapy,2004,20(1):13-32
17 Wang AT,Lee SS,Sigman M,et al.Neural basis of irony comprehension in children with autism:The role of prosody and context.Brain,2006,129(4):932-943
18张萌,张积家.语调在6-10岁儿童对不同类型反语认知中的作用.心理学报,2006,38(2):197-206
19 Jackie PWL,Thomas L,Gary YHL,et al.Role of sentencefinal particles and prosody in irony comprehension in Cantonese-speaking children with and without Autism Spectrum Disorders.Clinical Linguistics&Phonetics,2013,27(1):18-32
20 Yip M.Tone.Cambridge:Cambridge University Press,2002.233
21 Ackerman BP.Children’s sensitivity to comprehension failure in interpreting a non-literal use of an utterance.Child Development,1986,57(2):485-497
22 Culter A.On saying what you mean without meaning what you say.In Lagaly M,Fox R,Bruck A.(Eds.),Papers from the Tenth Regional Meeting,Chicago Linguistic Society.Chicago:University of Chicago,1974.117-127
23 Rockwell P.Lower,slower,louder:Vocal cues of sarcasm.Journal of Psycholinguistic Research,2000,29(4):83-95
24石定栩.汉语的语气和句末助词.语言学论丛编委会,语言学论丛(三十九).北京:商务印书馆,2009.445-462
25王彩霞.3-4年级语文听说能力测验的初步编制.硕士论文.长沙:湖南师范大学,2008.63-66
26 Happe′FGE.Communicative competence and theory of mind in autism:A test of relevance theory.Cognition,1993,48:101-119
27赵元任.中国话的文法.台北:学海出版社,1968(1981).26
28贺阳,刘芳.北京话甚低语调及其功能--兼论语气词“啊”“吧”的性质.中国语文,2016,3:10-15
29林茂灿.疑问和陈述语气与边界调.中国语文,2006,4:364-376
30 Leslie AM.Pretence and representation:The origins of“theory of mind”.Psychological Review,1987,94(4):412-426
31 Papafragou A.The acquisition of modality:Implications for theories of semantic representation.Mind and Language,1998,13(3):370-399
32 Pexman PM,Rostad KR,McMorris CA,et al.Processing of ironic language in children with high-functioning autism spectrum disorder.Journal of Autism and Developmental Disorders,2011,41(8):1097-1112
33 Zsuzsanna S.Social-cognitive and pragmatic aspects of language acquisition from a developmental perspective.Ph.D.dissertation,the University of Pécs,2015.162
2 Mey J.Pragmatics:An Introduction.Oxford:Blackwell,2001.175-188
3 Dews S.Winner E,Kaplan J,et al.Children’s understanding of the meaning and functions of verbal irony.Child Development,1996,67(6):3071-3085
4 Sperber D.Verbal irony:Pretense or echoic mention?Journal of Experimental Psychology:General,1984,113(1):130-165
5 Anolli L,Ciceri R,Infantino MG.Irony as a game of implicitness:Acoustic profiles of ironic communication.Journal of Psycholinguistic Research,2000,29(3):275-311
6 Green H,Tobin Y.Prosodic analysis is difficult but worth it:A study in high functioning autism.International.Journal of Speech-Language Pathology,2009,11(4):308-315
7 Laval V,Bert-Erboul A.French-speaking children’s understanding of sarcasm:The role of intonation and context.Journal of Speech,Language,and Hearing Research,2005,48:610-620
8 Harris M,Pexman PM.Children’s perceptions of the social functions of verbal irony.Discourse Process,2003,36(3):147-165
9 Filippova E,Astington JW.Children’s understanding of social-cognitive and social-communicative aspects of discourse irony.Child Development,2010,81(3):913-928
10 Loukusa S,Leinonen E.Development of comprehension of ironic utterances in 3-to 9-year-old finish-speaking children.Psychology of Language and Communication,2008,12(1):55-69
11 Angeleri R,Airenti G.The development of joke and irony understanding:A study with 3-to 6-year-old children.Canadian Journal of Experimental Psychology,2014,68(2):133-146
12 Demorest A,Meyer C.Phelps E,et al.Words speak louder than actions:understanding deliberately false remarks.Child Development,1984,55(4):1527-1534
13 Bosco FM,Bucciarelli M.Simple and complex deceits and ironies.Journal of Pragmatics,2008,40(4):583-607
14 Tager-Flusberg H,Paul R,Lord C.Language and Communication in Autism.In Volkmar FR,Paul R,Klin AD.(Eds.),Handbook of Autism and Pervasive Developmental Disorders,Hoboken:Wiley&Sons,2005.335-364
15 Kaland N,Moller-Nielsen A,Callesen K,et al.A new“advanced”test of theory of mind:Evidence from children and adolescents with Asperger syndrome.Journal of Child Psychology and Psychiatry,2002,43(4):517-528
16 MacKay G,Shaw A.A comparative study of figurative language in children with autistic spectrum disorders.Child Language Teaching and Therapy,2004,20(1):13-32
17 Wang AT,Lee SS,Sigman M,et al.Neural basis of irony comprehension in children with autism:The role of prosody and context.Brain,2006,129(4):932-943
18张萌,张积家.语调在6-10岁儿童对不同类型反语认知中的作用.心理学报,2006,38(2):197-206
19 Jackie PWL,Thomas L,Gary YHL,et al.Role of sentencefinal particles and prosody in irony comprehension in Cantonese-speaking children with and without Autism Spectrum Disorders.Clinical Linguistics&Phonetics,2013,27(1):18-32
20 Yip M.Tone.Cambridge:Cambridge University Press,2002.233
21 Ackerman BP.Children’s sensitivity to comprehension failure in interpreting a non-literal use of an utterance.Child Development,1986,57(2):485-497
22 Culter A.On saying what you mean without meaning what you say.In Lagaly M,Fox R,Bruck A.(Eds.),Papers from the Tenth Regional Meeting,Chicago Linguistic Society.Chicago:University of Chicago,1974.117-127
23 Rockwell P.Lower,slower,louder:Vocal cues of sarcasm.Journal of Psycholinguistic Research,2000,29(4):83-95
24石定栩.汉语的语气和句末助词.语言学论丛编委会,语言学论丛(三十九).北京:商务印书馆,2009.445-462
25王彩霞.3-4年级语文听说能力测验的初步编制.硕士论文.长沙:湖南师范大学,2008.63-66
26 Happe′FGE.Communicative competence and theory of mind in autism:A test of relevance theory.Cognition,1993,48:101-119
27赵元任.中国话的文法.台北:学海出版社,1968(1981).26
28贺阳,刘芳.北京话甚低语调及其功能--兼论语气词“啊”“吧”的性质.中国语文,2016,3:10-15
29林茂灿.疑问和陈述语气与边界调.中国语文,2006,4:364-376
30 Leslie AM.Pretence and representation:The origins of“theory of mind”.Psychological Review,1987,94(4):412-426
31 Papafragou A.The acquisition of modality:Implications for theories of semantic representation.Mind and Language,1998,13(3):370-399
32 Pexman PM,Rostad KR,McMorris CA,et al.Processing of ironic language in children with high-functioning autism spectrum disorder.Journal of Autism and Developmental Disorders,2011,41(8):1097-1112
33 Zsuzsanna S.Social-cognitive and pragmatic aspects of language acquisition from a developmental perspective.Ph.D.dissertation,the University of Pécs,2015.162