汉语句末语气词在反语认知中的作用 ——基于自闭症儿童的实验研究
Roles of the Sentence-final Particles in Cognition of Irony ——Based on the Test of Children with Autism Spectrum Disorders
DOI:
https://doi.org/10.37134/erudite.vol1.1.7.2020Keywords:
句末语气词, 自闭症儿童, 反语, 认知, 心理理论Abstract
自闭症儿童在反语理解上具有一定的缺陷，本文主要从韵律这种话语线索去研究自闭症儿童对反语的理解。但汉语自闭症儿童在利用韵律线索上相对有限，而句末语气词的语用功能则起到一定的作用。本研究使用三个测量指标（态度、话语真实意图和语言现象解释），考察高功能自闭症儿童利用句末语气词“啊”对反语不同类型进行理解的情况。研究发现,高功能自闭症儿童在反语理解上与普通儿童具有显著差异。语言线索句末语气词只能对高功能自闭症儿童能够理解并判断的反语批评起作用，起到一个提示或者引起注意的作用；而对普通儿童来说，句末语气词对反语表扬的作用较为显著。这表明两组儿童采用不同的策略来理解反语，之间的差异可以使用心理理论、话语频率和认知机制进行解释。
Abstract
Children with Autism Spectrum Disorders (ASD) have some shortcomings in the understanding of irony. It’s mainly from the prosody, a kind of language cue, to study the understanding of irony. However, Chinese-speaking children with ASD are less capable of using prosodic cues for irony comprehension, and sentence-final particles (SFPs) may be used for this pragmatic function. This study used three measurement indicators (the attitude, intention and language explanation) to examine the effects of the SFPs on the comprehension of different types of irony between the High-functioning Autism Spectrum Disorder (HFASD) and the Typical Development (TD) children group. The study found there was a significant difference on the irony comprehension between two groups. Language cues SFPs can only play a role in the irony which HFASD children can make the understanding and judgment by. And for TD children, the SFP made a significant effect on the irony of compliment. It shows that two groups used different treatment strategies to understand the irony. The differences were discussed by the theory of mind, the frequency of utterance and the rule of cognition.
Keywords: Sentence-final particles, Children with Autism Spectrum Disorder, Irony, Cognition, Theory of Mind
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References
【征引文献】
一丶中文文献
王彩霞（2008）。《3–4年级语文听说能力测验的初步编制》（硕士学位论文）。湖南师范
大学。
吴伟（2013）。《小学儿童反语理解能力的发展研究》（硕士学位论文）。苏州大学。
劲松（1992）。〈北京话的语气和语调〉。《中国语文》（2），113–123.
罗贤（2007）。《儿童对反语的意义理解及功能知觉》（硕士学位论文）。华东师范大学。
赵元任（1981）。《国语语法——中国话的文法》。台北：学海出版社，1981。
贺阳（1992）。〈试论汉语书面语的语气系统〉。《中国人民大学学报》6(5), 59–66.
张积家、张萌（2005）。〈他人期望类型对6–10岁儿童不同类型反语认知的影响〉。《心
理学报》 37(6), 767–775.
张萌、 张积家（2006）。〈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》38(2), 197–206.
盖笑松、方富熹、黎兵（2003）。〈儿童反语理解的心理机制〉。《心理科学进展》11(5),
516–522.
焦青（2001）。〈10例孤独症儿童心理推测能力的测试分析〉。《中国心理卫生杂志》15(1),
60–62.
蔡蓓瑛、孔克勤（2000）。〈自闭症儿童行为评定与社会认知发展的研究〉。《心理科学》
23(3), 269–274.
二、英文文献
Ackerman, B. P. (1983). Form and Function in Children’s Understanding of Ironic Utterances. Journal of Experimental Child Psychology, 35(3), 487–508.
Ackerman, B. P. (1986). Children’s Sensitivity to Comprehension Failure in Interpreting a Non-literal use of an Utterance.Child Development, 57(2), 485–497.
Adachi, T., Koeda, T., Hirabayashi, S., Maeoka, Y., Shiota, M., Wright, E. C., &Wada, A(2004).The Metaphor and Sarcasm Scenario Test: A New Instrument to Help Differentiate High Functioning Pervasive Developmental Disorder from Attention Deficit/hyperactivity Disorder. Brain and Development, 26(5), 301–306.
Anolli, L., Ciceri, R., & Infantino, M. G. (2000).Irony as a Game of Implicitness: Acoustic Profiles of Ironic Communication. Journal of Psycholinguistic Research, 29(3), 275–311.
Au-Yeung, S., Kaakinen, J. K., Liversedge, S. P., & Benson, V.(2015). Processing of Written Irony in Autism Spectrum Disorder: An Eye-movement Study. Autism Research, 8(6), 749–760.
Au-Yeung, S., Kaakinen, J. K., & Benson, V. (2014).Cognitive Perspective-taking during Scene Perception in Autism Spectrum Disorder: Evidence from eye movements. Autism Research, 7(1), 84–93.
Bosco, F. M., & Gabbatore, I. (2017).Sincere, Deceitful and Ironic Communicative Acts and the Role of the Theory of Mind in Childhood. Frontiers in Psychology, 8, 21.
De Groot, A., Kaplan, J., Rosenblatt, E., Dews, S., & Winner, E. (1995). Understanding Versus Discriminating Nonliteral Utterances: Evidence for a Dissociation. Metaphor and Symbolic Activity, 10(4), 255–273.
Filippova, E., & Astington, J. W. (2008).Further Development in Social Reasoning Revealed in Discourse Irony Understanding. Child Development, 79(1), 126–138.
Gibbs, R. W. (2000). Irony in Talk Among Friends.Metaphor and Symbol, 15(1–2), 5–27.
Golan, O., Baron-Cohen, S., Hill, J. J.,& Rutherford, M. D. (2007). The “Reading the Mind in the Voice” Test-revised: A Study of Complex Emotion Recognition in Adults With and Without Autism Spectrum Conditions. Journal of Autism and Developmental Disorders, 37(6), 1096–1106.
Green, H., & Tobin, Y. (2009).Prosodic Analysis is Difficult …but Worth it: A Study in High Functioning Autism. International Journal of Speech-Language Pathology, 11(4), 308–315.
Happé, F. G. E. (1993). Communicative Competence and Theory of mind in Autism: A Test of Relevance Theory. Cognition, 48(2), 101–119.
Happé, F. G. E. (1994). An Advanced Test of Theory of Mind: Understanding of Story Characters’ Thoughts and Feelings by Able Autistic, Mentally Handicapped, and Normal Children and Adults. Journal of Autism and Developmental Disorders, 24(2), 129–154.
Happé, F. G. E. (1995). The Role of Age and Verbal Ability in the Theory of Mind Task Performance of Subjects with Autism.Child Development, 66(3), 843–855.
Huang, S. F., Oi, M., & Taguchi, A. (2015).Comprehension of Figurative Language in Taiwanese Children with Autism: The Role of Theory of Mind and Receptive Vocabulary. Clinical Linguistics & Phonetics, 29(8–10), 764–775.
Järvinen-Pasley, A., Pasley, J., & Heaton, P. (2008).Is the Linguistic Content of Speech Less Salient than its Perceptual Features in Autism? Journal of Autism and Developmental Disorders, 38(2), 239–248.
Kjelgaard, M. M., & Tager-Flusberg, H. (2001). An Investigation of Language Impairment in Autism: Implications for Genetic Subgroups. Language and Cognitive Processes, 16(2–3), 287–308.
Laval, V., & Bert-Erboul, A. (2005).French-speaking Children’s Understanding of Sarcasm: The Role of Intonation and Context. Journal of Speech Language and Hearing Research, 48(3), 610–620.
Li, J. P. W., Law, T., Lam, G. Y. H., &To, C. K. S. (2013). Role of Sentence-final Particles and Prosody in Irony Comprehension in Cantonese-speaking Children With and Without Autism Spectrum Disorders.Clinical Linguistics & Phonetics, 27(1), 18–32.
Losh, M., & Capps, L. (2006).Understanding of Emotional Experience in Autism: Insights from the Personal Accounts of High Functioning Children with Autism. Developmental Psychology, 42(5), 809–818.
Martin, I., & McDonald, S. (2004). An Exploration of Causes of Non-literal Language Problems in Individuals with Asperger syndrome. Journal of Autism and Developmental Disorders, 34(3), 311–328.
McCann, J., Peppé, S., Gibbon, F. E., O'Hare, A., & Rutherford, M. (2007). Prosody and its Relationship to Language in School-aged Children with High-functioning Autism. International Journal of Language &Communication Disorders, 42(6), 682–702.
Olkoniemi, H., Ranta, H., & Kaakinen, J. K. (2016).Individual Differences in the Processing of Written Sarcasm and Metaphor: Evidence from Eye Movements. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42(3), 433–450.
Pexman, P. M., & Glenwright, M. (2007).How do Typically Developing Children Grasp the Meaning of Verbal Irony? Journal of Neurolinguistics, 20(2), 178–196.
Recchia, H. E., Howe, N., Ross, H. S., & Alexander, S. (2010). Children’s Understanding and Production of Verbal Irony in Family Conversations. The British Journal of Developmental Psychology, 28(2), 255–274.
Rockwell, P. (2000). Lower, Slower, Louder: Vocal cues of Sarcasm. Journal of Psycholinguistic Research, 29(5), 483–495.
Rutherford, M. D., Baron-Cohen, S., & Wheelwright, S. (2002). Reading the Mind in the Voice: A Study with Normal Adults and Adults with Asperger Syndrome and High Functioning Autism. Journal of Autism and Developmental Disorders, 32(3), 189–194.
Schnell, Z. (2015). Social-Cognitive and Pragmatic Aspects of Language Acquisition from a Developmental Perspective (Unpublished doctorial dissertation).The University of Pécs.
Sperber, D. (1984). Verbal Irony: Pretense or Echoic Mention? Journal of Experimental Psychology: General, 113(1), 130–136.
Wang, A. T.,Lee, S. S., Sigman, M., & Dapretto, M.(2006).Neural basis of Irony Comprehension in Children with Autism: The Role of Prosody and Context. Brain, 129(4), 932–943.
Winner, E., & Leekam, S. (1991). Distinguishing Irony from Deception: Understanding the Speaker’s Second-order intention. British Journal of Developmental Psychology, 9(2), 257–270.
一丶中文文献
王彩霞（2008）。《3–4年级语文听说能力测验的初步编制》（硕士学位论文）。湖南师范
大学。
吴伟（2013）。《小学儿童反语理解能力的发展研究》（硕士学位论文）。苏州大学。
劲松（1992）。〈北京话的语气和语调〉。《中国语文》（2），113–123.
罗贤（2007）。《儿童对反语的意义理解及功能知觉》（硕士学位论文）。华东师范大学。
赵元任（1981）。《国语语法——中国话的文法》。台北：学海出版社，1981。
贺阳（1992）。〈试论汉语书面语的语气系统〉。《中国人民大学学报》6(5), 59–66.
张积家、张萌（2005）。〈他人期望类型对6–10岁儿童不同类型反语认知的影响〉。《心
理学报》 37(6), 767–775.
张萌、 张积家（2006）。〈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》38(2), 197–206.
盖笑松、方富熹、黎兵（2003）。〈儿童反语理解的心理机制〉。《心理科学进展》11(5),
516–522.
焦青（2001）。〈10例孤独症儿童心理推测能力的测试分析〉。《中国心理卫生杂志》15(1),
60–62.
蔡蓓瑛、孔克勤（2000）。〈自闭症儿童行为评定与社会认知发展的研究〉。《心理科学》
23(3), 269–274.
二、英文文献
Ackerman, B. P. (1983). Form and Function in Children’s Understanding of Ironic Utterances. Journal of Experimental Child Psychology, 35(3), 487–508.
Ackerman, B. P. (1986). Children’s Sensitivity to Comprehension Failure in Interpreting a Non-literal use of an Utterance.Child Development, 57(2), 485–497.
Adachi, T., Koeda, T., Hirabayashi, S., Maeoka, Y., Shiota, M., Wright, E. C., &Wada, A(2004).The Metaphor and Sarcasm Scenario Test: A New Instrument to Help Differentiate High Functioning Pervasive Developmental Disorder from Attention Deficit/hyperactivity Disorder. Brain and Development, 26(5), 301–306.
Anolli, L., Ciceri, R., & Infantino, M. G. (2000).Irony as a Game of Implicitness: Acoustic Profiles of Ironic Communication. Journal of Psycholinguistic Research, 29(3), 275–311.
Au-Yeung, S., Kaakinen, J. K., Liversedge, S. P., & Benson, V.(2015). Processing of Written Irony in Autism Spectrum Disorder: An Eye-movement Study. Autism Research, 8(6), 749–760.
Au-Yeung, S., Kaakinen, J. K., & Benson, V. (2014).Cognitive Perspective-taking during Scene Perception in Autism Spectrum Disorder: Evidence from eye movements. Autism Research, 7(1), 84–93.
Bosco, F. M., & Gabbatore, I. (2017).Sincere, Deceitful and Ironic Communicative Acts and the Role of the Theory of Mind in Childhood. Frontiers in Psychology, 8, 21.
De Groot, A., Kaplan, J., Rosenblatt, E., Dews, S., & Winner, E. (1995). Understanding Versus Discriminating Nonliteral Utterances: Evidence for a Dissociation. Metaphor and Symbolic Activity, 10(4), 255–273.
Filippova, E., & Astington, J. W. (2008).Further Development in Social Reasoning Revealed in Discourse Irony Understanding. Child Development, 79(1), 126–138.
Gibbs, R. W. (2000). Irony in Talk Among Friends.Metaphor and Symbol, 15(1–2), 5–27.
Golan, O., Baron-Cohen, S., Hill, J. J.,& Rutherford, M. D. (2007). The “Reading the Mind in the Voice” Test-revised: A Study of Complex Emotion Recognition in Adults With and Without Autism Spectrum Conditions. Journal of Autism and Developmental Disorders, 37(6), 1096–1106.
Green, H., & Tobin, Y. (2009).Prosodic Analysis is Difficult …but Worth it: A Study in High Functioning Autism. International Journal of Speech-Language Pathology, 11(4), 308–315.
Happé, F. G. E. (1993). Communicative Competence and Theory of mind in Autism: A Test of Relevance Theory. Cognition, 48(2), 101–119.
Happé, F. G. E. (1994). An Advanced Test of Theory of Mind: Understanding of Story Characters’ Thoughts and Feelings by Able Autistic, Mentally Handicapped, and Normal Children and Adults. Journal of Autism and Developmental Disorders, 24(2), 129–154.
Happé, F. G. E. (1995). The Role of Age and Verbal Ability in the Theory of Mind Task Performance of Subjects with Autism.Child Development, 66(3), 843–855.
Huang, S. F., Oi, M., & Taguchi, A. (2015).Comprehension of Figurative Language in Taiwanese Children with Autism: The Role of Theory of Mind and Receptive Vocabulary. Clinical Linguistics & Phonetics, 29(8–10), 764–775.
Järvinen-Pasley, A., Pasley, J., & Heaton, P. (2008).Is the Linguistic Content of Speech Less Salient than its Perceptual Features in Autism? Journal of Autism and Developmental Disorders, 38(2), 239–248.
Kjelgaard, M. M., & Tager-Flusberg, H. (2001). An Investigation of Language Impairment in Autism: Implications for Genetic Subgroups. Language and Cognitive Processes, 16(2–3), 287–308.
Laval, V., & Bert-Erboul, A. (2005).French-speaking Children’s Understanding of Sarcasm: The Role of Intonation and Context. Journal of Speech Language and Hearing Research, 48(3), 610–620.
Li, J. P. W., Law, T., Lam, G. Y. H., &To, C. K. S. (2013). Role of Sentence-final Particles and Prosody in Irony Comprehension in Cantonese-speaking Children With and Without Autism Spectrum Disorders.Clinical Linguistics & Phonetics, 27(1), 18–32.
Losh, M., & Capps, L. (2006).Understanding of Emotional Experience in Autism: Insights from the Personal Accounts of High Functioning Children with Autism. Developmental Psychology, 42(5), 809–818.
Martin, I., & McDonald, S. (2004). An Exploration of Causes of Non-literal Language Problems in Individuals with Asperger syndrome. Journal of Autism and Developmental Disorders, 34(3), 311–328.
McCann, J., Peppé, S., Gibbon, F. E., O'Hare, A., & Rutherford, M. (2007). Prosody and its Relationship to Language in School-aged Children with High-functioning Autism. International Journal of Language &Communication Disorders, 42(6), 682–702.
Olkoniemi, H., Ranta, H., & Kaakinen, J. K. (2016).Individual Differences in the Processing of Written Sarcasm and Metaphor: Evidence from Eye Movements. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42(3), 433–450.
Pexman, P. M., & Glenwright, M. (2007).How do Typically Developing Children Grasp the Meaning of Verbal Irony? Journal of Neurolinguistics, 20(2), 178–196.
Recchia, H. E., Howe, N., Ross, H. S., & Alexander, S. (2010). Children’s Understanding and Production of Verbal Irony in Family Conversations. The British Journal of Developmental Psychology, 28(2), 255–274.
Rockwell, P. (2000). Lower, Slower, Louder: Vocal cues of Sarcasm. Journal of Psycholinguistic Research, 29(5), 483–495.
Rutherford, M. D., Baron-Cohen, S., & Wheelwright, S. (2002). Reading the Mind in the Voice: A Study with Normal Adults and Adults with Asperger Syndrome and High Functioning Autism. Journal of Autism and Developmental Disorders, 32(3), 189–194.
Schnell, Z. (2015). Social-Cognitive and Pragmatic Aspects of Language Acquisition from a Developmental Perspective (Unpublished doctorial dissertation).The University of Pécs.
Sperber, D. (1984). Verbal Irony: Pretense or Echoic Mention? Journal of Experimental Psychology: General, 113(1), 130–136.
Wang, A. T.,Lee, S. S., Sigman, M., & Dapretto, M.(2006).Neural basis of Irony Comprehension in Children with Autism: The Role of Prosody and Context. Brain, 129(4), 932–943.
Winner, E., & Leekam, S. (1991). Distinguishing Irony from Deception: Understanding the Speaker’s Second-order intention. British Journal of Developmental Psychology, 9(2), 257–270.
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Published
2020-06-30
How to Cite
Di, Z., Xiangyan, W., Shuzhen, C., & Kuifeng, G. (2020). 汉语句末语气词在反语认知中的作用 ——基于自闭症儿童的实验研究: Roles of the Sentence-final Particles in Cognition of Irony ——Based on the Test of Children with Autism Spectrum Disorders. ERUDITE: Journal of Chinese Studies and Education, 1(1), 125–143. https://doi.org/10.37134/erudite.vol1.1.7.2020
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