提及順位在中文兒童零代詞推論的效應

The Effects of Order of Mention in Zero Pronoun Resolution for Young Chinese Readers

10.6251/BEP.20140321

黃秋華(Chiu-Hua Huang)；曾玉村(Yuht-Suen Tzeng)；陸偉明(Wei-Ming Luh)

首位優勢現象 ； 提及順位 ； 零代詞 ； order-of-mention ； the advantage of first mention ； zero pronoun resolution

教育心理學報

46卷2期（2014 / 12 / 01）

233 - 250

繁體中文

由於中文文本出現零代詞的頻率相當高，兒童處理零代詞文本的推論能力對閱讀理解便具關鍵性的影響，然而目前有關兒童零代詞推論能力發展的相關研究相當匱乏，尤其是提及順位對不同發展階段的中文兒童零代詞推論的影響。本研究對象為二到五年級學童，每個年級選取43-52人，總計206人，以重覆測量二因子混合設計變異數分析（2×4）探討零代詞指涉第一和第二順位對二、三、四、五年級兒童進行零代詞推論的影響。結果顯示，隨著年級愈高進行零代詞推論的反應時間愈短，其中，五年級兒童在零代詞指涉第一順位的反應時間會快於第二順位，顯示此階段已發展出首位優勢推論的規則。但提及順位對二、三、四年級兒童進行零代詞推論並沒有顯著效果。最後根據本研究結果提出未來探討兒童代詞推論議題以及教學實務上的建議。

Pronoun resolution is vital for building a coherent mental representation during comprehension. Yet, sentences with zero pronouns occur frequently in our elementary textbooks. Little is known about what factors and how they may affect young reader's zero pronoun resolution processing. Thus, this study aims to describe Chinese children's zero pronoun resolution development. A total of 206 2nd-5th grade students were selected with 43-52 from each grade. By adopting a two-way ANOVA mixed design, we investigated the influence of order of mention of pronoun on reaction time in the situation where gender semantic features cues were absent in the text. The results indicated that the older the students, the shorter the reaction time for zero pronoun resolution. Moreover, for the 5th graders, the reaction time for resolving the first-mentioned pronoun was faster than that for the second-mentioned. Therefore, the first-mention advantage is a stable phenomenon on zero pronoun resolution for these age groups. However, there was no significant effect on order of mention for 2nd-4th graders. We provide suggestions for future research and instruction implications based on these findings.

1. 柯華葳、詹益綾(2007)。國民中學閱讀推理篩選測驗編製報告。測驗學刊，54(2)，429-449。
   連結：
2. (2010)。國民小學國語。台北=Taipei, Taiwan:南一=Na Yi。
3. Almor, A.(1999).Noun-phrase anaphora and focus: The informational load ypothesis.Psychological Review,106,748-765.
4. Ariel, M.(1988).Referring and accessibility.Journal of Linguistics,24,65-87.
5. Ariel, M.(2001).Accessibility theory: An overview.Text representation: Linguistic and psycholinguistic aspects,Philadelphia, PA:
6. Arnold, J. E.(2008).The BACON not the bacon: How children and adults understand accented and unaccented noun phrases.Cognition,108,69-99.
7. Arnold, J. E.,Brown-Schmidt, S.,Trueswell, J.(2007).Children's use of gender and order-of-mention during pronoun comprehension.Language and Cognitive Processes,22,527-565.
8. Baayen, R. H.,Davidson, D. J.,Bates, D. M.(2008).Mixed-effects modeling with crossed random effects for subjects and items.Journal of Memory and Language,59,390-412.
9. Baraa, A.(Ed.)(2003).Anaphora: A reference guide.Oxford, England:Blackwell.
10. Brennan, S. E.(1995).Centering attention in discourse.Language and Cognitive Processes,10,137-167.
11. Carreiras, M.,Garnham, A.,Oakhill, J. V.(1993).The use superficial and meaning-based representations in interpreting pronouns: Evidence from Spanish.European Journal of Cognitive Psychology,5,93-116.
12. Carreiras, M.,Gernsbacher, M. A.,Villa, V.(1995).The advantage of first mention in Spanish.Psychonomic Bulletin & Review,2,124-129.
13. Chafe, W.(Ed.)(1980).The pear stories: Cognitive, cultural and lexical aspects of narrative production.Norwood, NJ:Ablex.
14. Chomsky, C.(1969).The acquisition of syntax in children from 5-10.Cambridge, MA:MIT Press.
15. Clancy, P. M.(1992).Referential strategies in the narratives of Japanese children.Discourse Processes,15,441-467.
16. Clark, H. H.,Haviland, S. E.(1974).Psychological processes as linguistic explanation.Explaining linguistic phenomena,Washington, DC:
17. Clark, H. H.,Sengul, C. J.(1979).In search of referents for nouns and pronouns.Memory and Cognition,7(1),35-41.
18. Ehrlich, K.,Rayner, K.(1983).Pronoun assignment and semantic integration during reading: Eye movements and immediacy of processing.Journal of Verbal Learning and Verbal Behavior,22,75-87.
19. Foraker, S.,McElree, B.(2007).The role of prominence in pronoun resolution: Active versus assive representations.Journal of Memory and Language,56,357-383.
20. Freedle, R.(Ed.)(1977).Discourse production and comprehension.Hillsdale, NJ:Lawrence Erlbaum.
21. Gernsbacher, M. A.(1989).Mechanisms that improve referential access.Cognition,32,99-156.
22. Gernsbacher, M. A.(1990).Language comprehension as structure building.Hillsdale, NJ:Lawrence Erlbaum Associates Inc.
23. Gernsbacher, M. A.,Hargreaves, D. J.(1988).Accessing sentence participants: The advantage of first mention.Journal of Memory and Language,27,699-717.
24. Gernsbacher, M.(Ed.)(1994).Handbook of psycholinguistics.New York, NY:Academic Press.
25. Givón, T.(1992).The grammar of referential coherence as mental processing instructions.Linguistics,30,5-55.
26. Givón, T.(Ed)(1983).Topic continuity in discourse: A quantitative cross-language study.Amsterdan, PA:John Benjamina Publishing Company.
27. Givon, T.(Ed.)(1984).Discourse and Syntax.New York, NY:Academic Press.
28. Gordon, P. C.,Chen, D.(1995).Pronoun, passives, and discourse coherence.Journal of Memory and Language,34,216-231.
29. Gordon, P. C.,Grosz, B. J.,Gilliom, L. A.(1993).Pronouns, names, and the centering of attention in discourse.Cognitive Science,17,311-347.
30. Gordon, P. C.,Hendrick, R.(1998).The representation and processing of co-reference in discourse.Cognition Science,22,389-424.
31. Guerriero, A. M. S.,Oshima-Takane, Y.,Kuriyama, Y.(2006).The development of referential choice in English and Japanese: A discourse-pragmatic perspective.Child language,33,823-857.
32. Hickmann, M.,Hendriks, H.(1999).Cohesion and anaphora in children's narratives: A comparison of English, French, German, and Mandarin Chinese.Journal of Child Language,26,419-452.
33. Li, C. N.,Thompson, S. A.(1981).Mandarin Chinese: A Functional Reference Grammar.Berkeley, CA:University of California Press.
34. Littell, R. C.,Stroup, W. W.,Freund., R. J.(2002).SAS for linear models.Cary, NC:SAS Institute.
35. Locker, L.,Hoffman, L.,Bovaird, J. A.(2007).On the use of multilevel modeling as an alternative to items analysis in psycholinguistic research.Behavior Resrach Methods,39(4),723-730.
36. McDonald, J. L.,MacWhinney, B.(1995).The time course of anaphor resolution: Effects of implicit verb causality and gender.Journal of Memory and Language,34,543-566.
37. Mckoon, G.,Ratcliff, R.,Ward, G.,Sproat, R.(1993).Syntactic prominence on discourse processes.Journal of Memory and Language,32,593-607.
38. SAS Institute(2009).SAS/STAT 9.2 user's guide the mixed procedure (book excerpt).Cary, NC:SAS Institute Inc.
39. Singer, J. D.(1998).Using SAS PROC MIXED to fit multilevel models, hierarchical models, and individual growth models.Journal of Educational and Behavioral Statistics,23(4),323-355.
40. Song, H.,Fisher, C.(2007).Discourse prominence effects on 2.5-year-old children's interpretation of pronouns.Language,117,1959-1987.
41. Song, H.,Fisher, C.(2005).Who's "she"? Discourse prominence influences preschoolers' comprehension of pronouns.Journal of Memory and Language,52,29-57.
42. Valian, V.(1991).Syntactic subjects in the early speech of American and Italian children.Cognition,40,21-81.
43. Yang, C. L.,Gordon, P. C.,Hendrick, R.,Hue, C. W.(2003).Constraining the comprehension of pronominal expressions in Chinese.Cognition,86,283-315.
44. Yang, C. L.,Gordon, P. C.,Hendrick, R.,Wu, J. T.(1999).Comprehension of referring expressions in Chinese.Language and Cognitive Processes,14,715-743.
45. Yuill, N.,Oakhill, J. V.(1988).Effects of inference awareness training on poor reading comprehension.Applied Cognitive Psychology,2,33-45.
46. 王軍(2006)。論篇章距離對回指先行語可及性的影響。山東外語教學，1(110)，26-29。
47. 高寧慧(1996)。留學生的代詞偏誤與代詞在篇章中的使用原則。世界漢語教學，1996(2)，60-70。
48. 許餘龍(2004)。篇章回指的功能語用探索：一項基於漢語民間故事和報刊語料的研究。上海=Shanghai, China:上海外語教育=Shanghai Foreign Language Education Press。
49. 陳俊光(2007)。對比分析與教學應用。台北=Taipei, Taiwan:文鶴=Wun He。
50. 程祥微、田小琳(1992)。現代漢語。台北=Taipei, Taiwan:書林=Shu Lin。
51. 黃秀霜(2001)。中文年級認字量表。台北=Taipei, Taiwan:心理=Psychological。
52. 黃秋華(2011)。Taipei, Taiwan，國立成功大學教育研究所=Institute of Education, National Cheng Kung University。
53. 溫福星(2009)。階層線性模式：原理、方法與應用。台北=Taipei, Taiwan:雙葉=Yeh Yeh。
54. 賴慶雄(2004)。詞類辨析指引。台北=Taipei, Taiwan:螢火蟲=Firefly Publisher。

1. 曾玉村,吳美瑤(2019)。角色提及順位與呈現形式對中文讀者代名詞推論的影響。教育心理學報，50(3)，437-454。
2. 黃秋華、曾玉村、張菀芯(2018)。兒童閱讀歷程的代名詞與因果推論發展研究：橫切與個別差異的分析。教育心理學報，49(4)，513-535。