言語行動の発達(4)--一才児の使用語彙に関する縦断的研究

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The basic principles of the present study are as follows:(1) In order to classify words of the speech of early developmental stages, the "psychological" classification is indispensable, to classify the words according to what these words mean for a child, not for the adult with his all differentiated grammatical forms.(2) As McCarthy (8) and Leopold (4) pointed out, words acquired are very unstable in the infancy and early childhood and one aspect of language development is gradual stabilization of them. Therefore, we should not regard accumulated vocabularies over some continuous periods as the total vocabulary of the last period.(3) Events which are referred to by a word, or situations in which a word is used, are far more multiple in the early childhood than in the adulthood. This tendency of generalized use of word must be taken into account when words are counted.(4) The observing situation and stimuli presented are specified and controlled at the expence of total vocabulary in entire everyday life. This was done because our main purpose was not to construct year-grade norms of the child vocabulary, but to examine the nature of development of behavioral functions of words in children's active speech behavior.(5) All of the above-mentioned principles can be realized only by the longitudinal method, which may especially be effective in the developmental study of language behavior.Main procedures and results are as follows:(1) For the purpose of clarifying the developmetal change of active vocabularies of four one-year-old children, speech samples, which were recorded by a magnetic tape recorder through one year (1;0 or 1;2-1;11), once a week, 30min a day were analysed (Table 1).(2) The observing situation and stimuli presented were controlled to find some internal mechanisms of the development of vocabulary.(3) Vocabulary growth was steady in general. But there were great individual differences in the total vocabularies of a given period and in their increments (Table 2).(4) Through the entire one-year period, forms and functions of words were unstable, and disappearances, appearances, and changes of forms or functions were frequent. But we could not find any periodical- and individual-differences as to this tendency in the percentage of its occurrence (table 2-3).(5) By the classification of words according to their behavioral functions, we found the following results: a) Action-cuesgradually decreased toward the end of one-year period; b) On the other hand, object-words, state-words and connectives increased; c) These tendencies, however, were comparatively vague in relatively retarded children (Table 4-5).(6) Adultification of word (from baby-word to adult-word) was advanced steadily in each child through the entire period. But its speed in each child appeared to be positively correlated with the growth of his vocabulary (Table 6).The study which is concerned with the functions of words of speech in early childhood, may not be attained in the quantitative-mass analysis. In this kind of study, it may be essential to single out some representative words from the samples, selection of which is based on the careful inspection of functions as well as forms of every word, and it may be also indispensable to trace their origin and developmental courses and their inter-word relationships.
公益社団法人日本心理学会の論文

著者

村田孝次
奈良女子大学

言語行動の発達(4)--一才児の使用語彙に関する縦断的研究

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