ABSTRACT

This study’s objective is to analyse repair sequences for referring problems that occur in conversation with young children (two to three years old), which have shown how reference recognition unfolds along a collaborative process. The results reveal that caretakers frame varying repair questions and that the children locally answer the caretakers’ questions, tending to display specific responses for specific repair frames: they either repeat their previous expression or utilize diverse, more informative expressions. Jointly considered, the contributions from children and caretakers display an informational equilibrium characteristic of parallel sequences in adult interactions. The repair sequences clearly attest to the children’s attention to the conversational exchange, the gradual reference optimization in their successive contributions and the delay in conversational progressivity with regard to the primary goal of achieving reference recognition.

摘要

这项研究的目的是分析修复顺序，以解决与幼儿（两到三岁）交谈中出现的引荐问题，这些问题已经表明了参照识别在协作过程中是如何发展的。结果表明，看护者对各种各样的修复问题提出了不同的要求，孩子们在本地回答了看护者的问题，倾向于对特定的修复框架表现出特定的反应：他们要么重复以前的表情，要么利用多样化，信息量更大的表情。共同考虑，儿童和看护者的贡献显示了成人互动中平行序列的信息平衡特征。修复顺序清楚地证明了孩子对对话交流的注意，