Non-structural Factors Affecting Interpretations of the Simplex Reflexive Ziji and the Complex Reflexive Taziji in L1 Chinese

• Published in: Journal of Cognitive Science Vol. 24; no. 4; pp. 497 - 538
• Main Authors: Chun-yin Doris Chen, Ting-chi Rebecca Lin, Fang-yen Hsieh
• Format: Journal Article
• Language: Korean
• Published: 서울대학교 인지과학연구소 31.12.2023
• Subjects: Chinese reflexives; L1 acquisition; long-distance binding; NP prominence; VP classification
• ISSN: 1598-2327

The present study investigated Chinese-speaking children’s interpretations of the simplex reflexive ziji and the complex reflexive taziji. The main issues addressed included the effect of non-structural information (i.e., verbal classification and noun prominence) on children’s interpretations of ziji and taziji. Apart from these factors, contextual effect was also considered. A yes/no judgment task was designed to elicit participants’ interpretations of ziji and taziji. The participants in the study consisted of sixty Chinese-speaking children who were divided into three experimental groups: G1 (kindergarteners aged five and six), G2 (second graders aged seven and eight), and G3 (fourth graders aged nine and ten). In addition, twenty Chinese-speaking adults were recruited as the control group. The major findings are summarized as follows: First, all three child groups preferred long-distance binding of ziji and taziji. The adult group showed no significant preference when interpreting ziji, but showed significant preference for local binding when interpreting taziji. Context affected the children’s interpretations of both reflexives. When context was provided, more long-distance interpretations were elicited, same for the adults. Second, verb types influenced the children’s interpretations. The children preferred the local interpretation with reflexive (zizhi) verbs and the long-distance interpretation with irreflexive (tazhi) verbs, same for the adults. Finally, NP prominence determined the children’s interpretations of ziji and taziji. The children preferred an agent or animate antecedent for reflexives, same for the adults.