This paper examines the acquisition of demonstratives (e.g., that, there) from a cross-linguistic perspective. Although demonstratives are often said to play a crucial role in L1 acquisition, there is little systematic research on this topic. Using extensive corpus data of spontaneous child speech, the paper investigates the emergence and development of demonstratives in three European (English, French, Spanish) and four non-European languages (Japanese, Chinese, Hebrew, Indonesian) between age 1;0 and 6;0. The data show that, across languages, demonstratives are among the earliest and most frequent child words, but their frequency decreases with age and MLU. As children grow older, they tend to use other types of referring terms (e.g., anaphoric pronouns) and other types of spatial expressions (e.g., adpositions). Considering these results, we hypothesize that children shift from using a body-oriented strategy of deictic communication to more abstract and disembodied strategies of encoding reference and space during the preschool years.

本文考察了指示物的习得（例如，那个，那里) 从跨语言的角度来看。虽然指示词常被认为在母语习得中起着至关重要的作用，但关于这一主题的系统研究却很少。本文使用广泛的自发儿童语音语料库数据，调查了 1 岁到 0 岁和 6 岁之间三种欧洲语言（英语、法语、西班牙语）和四种非欧洲语言（日语、汉语、希伯来语、印度尼西亚语）指示词的出现和发展;0。数据显示，在所有语言中，指示词是出现最早和最频繁的子词之一，但它们的出现频率随着年龄和 MLU 的增加而降低。随着孩子年龄的增长，他们倾向于使用其他类型的指代词（例如，照应代词）和其他类型的空间表达（例如，副词）。考虑到这些结果，