學術產出-Theses
Article View/Open
Publication Export
-
題名 漢語兒童在敘事中的連接性
Connectivity in Mandarin-speaking Children’s Narratives作者 高惟珍
Kao, Wei Chen貢獻者 黃瓊之
Huang, Chiung Chih
高惟珍
Kao, Wei Chen關鍵詞 漢語
兒童
敘事
連接性
Mandarin
children
narrative
connectivity日期 2013 上傳時間 2-Mar-2015 10:06:31 (UTC+8) 摘要 本研究旨在探討以中文為母語之四歲兒童其表現在故事敘述中之連接性。研究語料來自兒童語言資料交換系統（CHILDES）。根據Trabasso and Sperry (1985)、Chang (2004)等學者提出之分析方法，對四歲兒童的故事連接性及因果關係的語言標記進行分析之後，本研究發現在四歲的孩子的故事敘述中，往往包含了約35.89個事件，而每一個事件常有與其他僅一個事件有相互的因果關係，最常出現的事件關係類型是賦予能力關係（enablement）及動機關係（motivation）；最常被使用的語言標記是時序連接詞（temporal connectives）及零連接詞（zero connectives）。本研究之發現為兒童敘事連接性議題提供了中文的研究結果及證據。
This study investigates Mandarin-speaking four-year-old preschoolers’ performance of story narrating by examining narrative connectivity. Thirty pieces of Mandarin Chinese data provided by children aged 4;0 to 4;11 were collected from the Child Language Data Exchange System (CHILDES). Data was analyzed following several frameworks (e.g., Trabasso and Sperry, 1985; Chang, 2004). Results show that the four-year-old children tended to produce 35.89 events when depicting a story, and each narrative event usually had one connection to or from other events. Among the events, the most frequently found connection types were enablement and motivation; the most frequently observed linguistic devices marking connectivity were temporal connectives and zero connectives. The findings provide Mandarin Chinese results and evidence under the topic of children’s narrative connectivity.參考文獻 Applebee, A. N. (1978). The child’s concept of story. Chicago: University of Chicago Press. Bamberg , M., & Marchman, V. (1990). What holds a narrative together? The linguistic encoding of episode boundaries. Papers in Pragmatics, 4(2), 58-121.Bamberg, M., & Marchman,V. (1991). Binding and unfolding: Towards the linguistic construction of narrative discourse. Discourse Processes, 14, 277-305.Berman, R. & Slobin, D. (1994). Relating events in narrative: A crosslinguistic developmental study. Hillsdale, NJ: Erlbaum.Berman, R. A., & Slobin, D. I. (1987). Five ways of learning how to talk about events: A crosslinguistic study of children`s narratives (Berkeley Cognitive Science Report No.46). Institute of Cognitive Studies, University of California, Berkeley.Biq, Y.O. 2001. The grammaticalization of jiushi and jiushishuo in Mandarin Chinese. Concentric: Studies in English Literature and Linguistics, 27(2), 53-74.Brown, R. (1973). A first language: The early stages. Cambridge, MA: Harvard University Press.Byrnes, J. P. (1991). Acquisition and development of if and because: Conceptual and linguistic aspects. In S. A. Gelman & J. P. Byrnes (Eds.). Perspectives on language and thought: Interrelations in development (pp. 354-393). New York: Cambridge University Press.Chang, C. (1998). The development of autonomy in preschool Mandarin Chinese-speaking children’s play narratives. Narrative Inquiry, 8, 77–111.Chang, C. (2004). Telling stories of experiences: Narrative development of young Chinese children. Applied Psycholinguistics,25(1), 83-104.Chang, M.-H., & Su, H.-Y. (2012).To mark or not to mark the cause, that is the question: Causal marking in Taiwanese conversation. Journal of Pragmatics, 44, 1743-1763.Chen, J. & Shirai, Y. (2010). The development of aspectual marking in child Mandarin. Applied Psycholinguistics, 31, 1-28.de Beaugrande, R. (1980) Text, Discourse, and Process: Toward a multidisciplinary science of texts. Norwood, NJ: Ablex.Diehl, J. J., Bennetto, L., & Young, E. C. (2006). Story recall and narrative coherence of high-functioning children with autism spectrum disorders. Journal of Abnormal Child Psychology, 34(1), 87-102.Erbaugh, M. (1992). The acquisition of Mandarin. In D. I. Slobin (Ed.), The crosslinguistic study of language acquisition (pp. 373-445). Hillsdale, NJ: Erlbaum.Ellis, Donald G. (1983). Language, coherence, and textuality. In R. T. Craig, & K. Tracy (Eds.), Conversational coherence: form, structure and strategy. Beverly Hills, CA: Sage.Grice, H. P. (1975). Logic and conversation. In P. Cole & J. Morgan (Eds.), Syntax and semantics 3: Speech acts. New York: Academic Press.Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English. New York: Longman.Hickmann, M. (1995). Discourse organization and the development of reference to person, space, and time. In P. Fletcher & B. MacWhinney (Eds.), The handbook of child language. Cambridge, MA: Blackwell.Hickmann, M. (2003). Children’s discourse: Person, space and time across languages. New York: Cambridge University Press.Hood, L., & Bloom, L. (1979). What, when, and how about why: A longitudinal study of early expressions of causality. Monographs of the Society for Research in Child Development, 44 (Serial No. 181).Hsu, J. H. (1996). A Study of the Stages of Development and Acquisition of Mandarin Chinese by Children in Taiwan. Taipei: Crane Publisher.Huang, C.C. (2000). Temporal reference in Chinese mother-child conversation: Morphosyntactic, semantic and discourse-pragmatic perspectives. Journal of Child Language, 27, 421-435.Huang, C.C. (2003). Talking about past events in conversation: An analysis of Mandarin mother-child and adult-adult discourse. Taiwan Journal of Linguistics, 1(1), 123-157.Karmiloff-Smith, A. (1984). Children’s problem-solving. In M. Lamb, A. Brown, and B. Rogoff (eds.), Advances in Cognitive Psychology, 3, 39-90. Hillsdale, NJ: Lawrence Erlbaum Associates.Kemper, S. (1984). The development of narrative skills: Explanation and entertainments. In S. Kuczaj II (Ed.), Discourse development: progress in cognitive development research. NewYork: Springer-Verlag.Labov, W. (1972). The transformation of experience in narrative syntax. In W. Labov (Ed.), Language in the inner city: Studies in Black English vernacular (pp. 354-396). Philadelphia: University of Washington Press.Li, C. N., & Thompson, S. A. (1981). Mandarin Chinese: A functional reference grammar. Berkeley: University of California Press.Loban, W. (1976). Language Development: Kindergarten through Grade Twelve.Mackie, J. L. (1980). The Cement of the Universe: a study of causation. Oxford: Clarendon Press.MacWhinney, B. (2000). The CHILDES Project: Tools for Analyzing Talk. 3rd Edition. Mahwah, NJ: Lawrence Erlbaum AssociatesMatthews, S., & Yip, V. (1994). Cantonese: A comprehensive grammar. London, United Kingdom: Routledge.Mayer, M. (1969). Frog, where are you? New York: Dial Books for Young Readers.Nicolopoulou, A. (2008). The elementary forms of narrative coherence in young children`s storytelling. Narrative Inquiry, 18, 299–325.Peterson, C, & McCabe, A. (1988). The connective AND as discourse glue. First Language, 8(1), 19-28.Peterson, C., & McCabe, A. (1991). Linking children`s connective use and narrative macrostructure. In A. McCabe & C. Peterson (Eds.), Developing narrative structure. Mahwah, NJ: Lawrence Erlbaum Associates.Piaget, J. (1928). Judgment and reasoning in the child. Totowa, NJ: Littlefield, Adams.Piaget, J. (1930). The child’s conception of physical causality. London: Routledge & Kegan Paul.Sah, W. H. (2007). A longitudinal investigation of Mandarin-speaking preschoolers’ relation of events in narratives: From unrelated to related events. Taiwnan Journal of Linguistics, 5(1), 77-96.R: Box Plot Statistics. (n.d. )R manual. Retrieved 26 June 2011.Sah, W. H. (2013). The development of coherence in narratives: causal relations. Paper presented at The 27th Pacific Asia Conference on Language, Information, and Computation, Taipei, Taiwan.Samet, J. & Schank, R. (1984). Coherence and connectivity. Linguistics and Philosophy 7, 57-82.Schiffrin, D. (1986). Functions of and in discourse. Journal of Pragmatics, 10(1), 41-66.Shapiro, L.R., & Hudson, J.A. (1991). Tell me a make-believe story: Coherence and cohesion in young children’s picture-elicited narratives. Developmental Psychology, 27, 960–974.Slobin, D. I. (1993). Passives and alternatives in children`s narratives in English, Spanish, German, and Turkish. In: Fox, Barbara A. and Paul J. Hopper (eds.), Voice: Form and Function. Amsterdam: John Benjamins.Stein, N. & Glenn, C. (1979) An analysis of story comprehension in elementary school children. In R. Freedle (Ed) New Directions in Discourse Processing, 2. Norwood, NJ: Ablex.Strong, C. J. (1998). The Strong Narrative Assessment Procedure. Eau Claire, WI: Thinking Publications.Su, J.-C. (2000). The acquisition of Chinese connectives by Mandarin-speaking children. Dissertation Abstracts International, 60(4), 1109 (UMI No. 9928218).Tardif, T. (1993). Adult-to-child speech and language acquisition in Mandarin Chinese. Unpublished doctoral dissertation, Yale University.Tardif, T. (1996). Nouns are not always learned before verbs: Evidence from mandarin speakers’ early vocabularies. Developmental Psychology, 32, 492–504.Tiee, H. H., & Lance, D. M. (1986). A reference grammar of Chinese sentences with exercises. Tucson: University of Arizona Press.To, C.K.S., Stokes, S.F., Cheung, H.T. & T`sou, B. (2010). Narrative Assessment for Cantonese-Speaking Children. Journal of Speech, Language & Hearing Research 53(3): 648-669.Trabasso, T., & Sperry, L.L. (1985). Causal relatedness and importance of story events. Journal of Memory and Language, 24, 595-611.Trabasso, T., Stein, N. L., Rodkin, P., Munger, M. P., St Baughn, C. R. (1992). Knowledge of goal/plans: A conceptual basis for narrating Frog, Where are You? Cognitive Development, 7, 133–170.Trabasso, T., van den Broek, P., & Suh, S. (1989). Logical necessity and transitivity of causal relations in stories. Discourse Processes, 12, 1–25. Vygotsky, L. S. (1962). Thought and Language. Cambridge, MA; New York, NY: Massachusetts Institute of Technology Press and John Wiley and Sons.Wang, C. C. & Huang, L. M. (2006). Grammaticalization of connectives in Mandarin Chinese: A corpus-based study. Language and Linguistics, 7(4), 991-1016.Warren, W. H., Nicholas, D. W, & Trabasso, T. (1979). Event chains and inferences in understanding narratives. In R. Freedle (ed.), New directions in discourse processing, 2. Norwood. NJ: Ablex.Wu, X. F. (吳信鳳), & Tsai, B. H(蔡碧華). (2006). Yi zhongwen wei muyu youtong zhi yinguo guanxi gainian yu xiangguan yuyan fazhan han ertong xinzhi lilun zhong de ‘jieshi’ (以中文為母語幼兒之因果關係概念與相關語言發展和兒童心智理論中的「解釋」). National Science Council. NSC93-2411-H004-041. Taipei: English Department, National Chengchi University.Yip, P. C. & Rimmington, D. (2004). Chinese: A comprehensive grammar. London: Routledge.Young, G. (2011). Narrative Discourse Coding: Cohesion in Children`s Narratives. In G.Young (Eds.), Development and Causality. ISBN: 978-1-4419-9422-6 (Online). 描述 碩士
國立政治大學
語言學研究所
100555002
102資料來源 http://thesis.lib.nccu.edu.tw/record/#G0100555002 資料類型 thesis dc.contributor.advisor 黃瓊之 zh_TW dc.contributor.advisor Huang, Chiung Chih en_US dc.contributor.author (Authors) 高惟珍 zh_TW dc.contributor.author (Authors) Kao, Wei Chen en_US dc.creator (作者) 高惟珍 zh_TW dc.creator (作者) Kao, Wei Chen en_US dc.date (日期) 2013 en_US dc.date.accessioned 2-Mar-2015 10:06:31 (UTC+8) - dc.date.available 2-Mar-2015 10:06:31 (UTC+8) - dc.date.issued (上傳時間) 2-Mar-2015 10:06:31 (UTC+8) - dc.identifier (Other Identifiers) G0100555002 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/73529 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 語言學研究所 zh_TW dc.description (描述) 100555002 zh_TW dc.description (描述) 102 zh_TW dc.description.abstract (摘要) 本研究旨在探討以中文為母語之四歲兒童其表現在故事敘述中之連接性。研究語料來自兒童語言資料交換系統（CHILDES）。根據Trabasso and Sperry (1985)、Chang (2004)等學者提出之分析方法，對四歲兒童的故事連接性及因果關係的語言標記進行分析之後，本研究發現在四歲的孩子的故事敘述中，往往包含了約35.89個事件，而每一個事件常有與其他僅一個事件有相互的因果關係，最常出現的事件關係類型是賦予能力關係（enablement）及動機關係（motivation）；最常被使用的語言標記是時序連接詞（temporal connectives）及零連接詞（zero connectives）。本研究之發現為兒童敘事連接性議題提供了中文的研究結果及證據。 zh_TW dc.description.abstract (摘要) This study investigates Mandarin-speaking four-year-old preschoolers’ performance of story narrating by examining narrative connectivity. Thirty pieces of Mandarin Chinese data provided by children aged 4;0 to 4;11 were collected from the Child Language Data Exchange System (CHILDES). Data was analyzed following several frameworks (e.g., Trabasso and Sperry, 1985; Chang, 2004). Results show that the four-year-old children tended to produce 35.89 events when depicting a story, and each narrative event usually had one connection to or from other events. Among the events, the most frequently found connection types were enablement and motivation; the most frequently observed linguistic devices marking connectivity were temporal connectives and zero connectives. The findings provide Mandarin Chinese results and evidence under the topic of children’s narrative connectivity. en_US dc.description.tableofcontents Acknowledgements................................................................ivChinese Abstract...............................................................viiEnglish Abstract..............................................................viiiChapter 1 Introduction...........................................................11.1 General background...........................................................11.2 Research gap and the present study...........................................31.3 Organization of the thesis...................................................5Chapter 2 Literature Review......................................................62.1 Connectivity.................................................................72.1.1 Coherence and connectivity.................................................72.1.2 Cognitive abilities and linguistic capacities..............................82.1.3 Linguistic devices for connectivity.......................................112.2 Connectivity in narratives..................................................142.2.1 Narrative connectivity and narrative structure............................142.2.2 Developmental path of narrative connectivity..............................182.2.3 Cross-cultural and cross-linguistic studies on narrative connectivity.....212.3 Mechanisms marking connectivity in Mandarin Chinese.........................232.3.1 Temporality markers.......................................................232.3.2 Causality markers.........................................................262.3.3 Connectivity markers......................................................262.4 Mandarin-speaking children’s acquisition of narrative connectivity.........282.4.1 Forms marking narrative connectivity......................................282.4.2 Recognition and expression of event relations.............................31Chapter 3 Method................................................................353.1 Data collection.............................................................353.2 Analytical frameworks.......................................................363.2.1 Communication units.......................................................373.2.2 Causal connections........................................................383.2.3 Connection types..........................................................403.2.4 Linguistic devices........................................................43Chapter 4 Results...............................................................464.1 Narrative length and event connectedness....................................464.2 Connection types............................................................564.3 Linguistic devices for connectivity.........................................594.4 Connection types and linguistic devices.....................................61Chapter 5 Discussion............................................................665.1 Developmental differences in narrative connectedness........................665.2 Four-year-old’s cognitive state and language preference....................685.3 Cultural- and language-specific factors.....................................72Chapter 6 Conclusion............................................................746.1 Summary.....................................................................746.2 Limitations and suggestions for future research.............................75References......................................................................78 zh_TW dc.format.extent 1206219 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0100555002 en_US dc.subject (關鍵詞) 漢語 zh_TW dc.subject (關鍵詞) 兒童 zh_TW dc.subject (關鍵詞) 敘事 zh_TW dc.subject (關鍵詞) 連接性 zh_TW dc.subject (關鍵詞) Mandarin en_US dc.subject (關鍵詞) children en_US dc.subject (關鍵詞) narrative en_US dc.subject (關鍵詞) connectivity en_US dc.title (題名) 漢語兒童在敘事中的連接性 zh_TW dc.title (題名) Connectivity in Mandarin-speaking Children’s Narratives en_US dc.type (資料類型) thesis en dc.relation.reference (參考文獻) Applebee, A. N. (1978). The child’s concept of story. Chicago: University of Chicago Press. Bamberg , M., & Marchman, V. (1990). What holds a narrative together? The linguistic encoding of episode boundaries. Papers in Pragmatics, 4(2), 58-121.Bamberg, M., & Marchman,V. (1991). Binding and unfolding: Towards the linguistic construction of narrative discourse. Discourse Processes, 14, 277-305.Berman, R. & Slobin, D. (1994). Relating events in narrative: A crosslinguistic developmental study. Hillsdale, NJ: Erlbaum.Berman, R. A., & Slobin, D. I. (1987). Five ways of learning how to talk about events: A crosslinguistic study of children`s narratives (Berkeley Cognitive Science Report No.46). Institute of Cognitive Studies, University of California, Berkeley.Biq, Y.O. 2001. The grammaticalization of jiushi and jiushishuo in Mandarin Chinese. Concentric: Studies in English Literature and Linguistics, 27(2), 53-74.Brown, R. (1973). A first language: The early stages. Cambridge, MA: Harvard University Press.Byrnes, J. P. (1991). Acquisition and development of if and because: Conceptual and linguistic aspects. In S. A. Gelman & J. P. Byrnes (Eds.). Perspectives on language and thought: Interrelations in development (pp. 354-393). New York: Cambridge University Press.Chang, C. (1998). The development of autonomy in preschool Mandarin Chinese-speaking children’s play narratives. Narrative Inquiry, 8, 77–111.Chang, C. (2004). Telling stories of experiences: Narrative development of young Chinese children. Applied Psycholinguistics,25(1), 83-104.Chang, M.-H., & Su, H.-Y. (2012).To mark or not to mark the cause, that is the question: Causal marking in Taiwanese conversation. Journal of Pragmatics, 44, 1743-1763.Chen, J. & Shirai, Y. (2010). The development of aspectual marking in child Mandarin. Applied Psycholinguistics, 31, 1-28.de Beaugrande, R. (1980) Text, Discourse, and Process: Toward a multidisciplinary science of texts. Norwood, NJ: Ablex.Diehl, J. J., Bennetto, L., & Young, E. C. (2006). Story recall and narrative coherence of high-functioning children with autism spectrum disorders. Journal of Abnormal Child Psychology, 34(1), 87-102.Erbaugh, M. (1992). The acquisition of Mandarin. In D. I. Slobin (Ed.), The crosslinguistic study of language acquisition (pp. 373-445). Hillsdale, NJ: Erlbaum.Ellis, Donald G. (1983). Language, coherence, and textuality. In R. T. Craig, & K. Tracy (Eds.), Conversational coherence: form, structure and strategy. Beverly Hills, CA: Sage.Grice, H. P. (1975). Logic and conversation. In P. Cole & J. Morgan (Eds.), Syntax and semantics 3: Speech acts. New York: Academic Press.Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English. New York: Longman.Hickmann, M. (1995). Discourse organization and the development of reference to person, space, and time. In P. Fletcher & B. MacWhinney (Eds.), The handbook of child language. Cambridge, MA: Blackwell.Hickmann, M. (2003). Children’s discourse: Person, space and time across languages. New York: Cambridge University Press.Hood, L., & Bloom, L. (1979). What, when, and how about why: A longitudinal study of early expressions of causality. Monographs of the Society for Research in Child Development, 44 (Serial No. 181).Hsu, J. H. (1996). A Study of the Stages of Development and Acquisition of Mandarin Chinese by Children in Taiwan. Taipei: Crane Publisher.Huang, C.C. (2000). Temporal reference in Chinese mother-child conversation: Morphosyntactic, semantic and discourse-pragmatic perspectives. Journal of Child Language, 27, 421-435.Huang, C.C. (2003). Talking about past events in conversation: An analysis of Mandarin mother-child and adult-adult discourse. Taiwan Journal of Linguistics, 1(1), 123-157.Karmiloff-Smith, A. (1984). Children’s problem-solving. In M. Lamb, A. Brown, and B. Rogoff (eds.), Advances in Cognitive Psychology, 3, 39-90. Hillsdale, NJ: Lawrence Erlbaum Associates.Kemper, S. (1984). The development of narrative skills: Explanation and entertainments. In S. Kuczaj II (Ed.), Discourse development: progress in cognitive development research. NewYork: Springer-Verlag.Labov, W. (1972). The transformation of experience in narrative syntax. In W. Labov (Ed.), Language in the inner city: Studies in Black English vernacular (pp. 354-396). Philadelphia: University of Washington Press.Li, C. N., & Thompson, S. A. (1981). Mandarin Chinese: A functional reference grammar. Berkeley: University of California Press.Loban, W. (1976). Language Development: Kindergarten through Grade Twelve.Mackie, J. L. (1980). The Cement of the Universe: a study of causation. Oxford: Clarendon Press.MacWhinney, B. (2000). The CHILDES Project: Tools for Analyzing Talk. 3rd Edition. Mahwah, NJ: Lawrence Erlbaum AssociatesMatthews, S., & Yip, V. (1994). Cantonese: A comprehensive grammar. London, United Kingdom: Routledge.Mayer, M. (1969). Frog, where are you? New York: Dial Books for Young Readers.Nicolopoulou, A. (2008). The elementary forms of narrative coherence in young children`s storytelling. Narrative Inquiry, 18, 299–325.Peterson, C, & McCabe, A. (1988). The connective AND as discourse glue. First Language, 8(1), 19-28.Peterson, C., & McCabe, A. (1991). Linking children`s connective use and narrative macrostructure. In A. McCabe & C. Peterson (Eds.), Developing narrative structure. Mahwah, NJ: Lawrence Erlbaum Associates.Piaget, J. (1928). Judgment and reasoning in the child. Totowa, NJ: Littlefield, Adams.Piaget, J. (1930). The child’s conception of physical causality. London: Routledge & Kegan Paul.Sah, W. H. (2007). A longitudinal investigation of Mandarin-speaking preschoolers’ relation of events in narratives: From unrelated to related events. Taiwnan Journal of Linguistics, 5(1), 77-96.R: Box Plot Statistics. (n.d. )R manual. Retrieved 26 June 2011.Sah, W. H. (2013). The development of coherence in narratives: causal relations. Paper presented at The 27th Pacific Asia Conference on Language, Information, and Computation, Taipei, Taiwan.Samet, J. & Schank, R. (1984). Coherence and connectivity. Linguistics and Philosophy 7, 57-82.Schiffrin, D. (1986). Functions of and in discourse. Journal of Pragmatics, 10(1), 41-66.Shapiro, L.R., & Hudson, J.A. (1991). Tell me a make-believe story: Coherence and cohesion in young children’s picture-elicited narratives. Developmental Psychology, 27, 960–974.Slobin, D. I. (1993). Passives and alternatives in children`s narratives in English, Spanish, German, and Turkish. In: Fox, Barbara A. and Paul J. Hopper (eds.), Voice: Form and Function. Amsterdam: John Benjamins.Stein, N. & Glenn, C. (1979) An analysis of story comprehension in elementary school children. In R. Freedle (Ed) New Directions in Discourse Processing, 2. Norwood, NJ: Ablex.Strong, C. J. (1998). The Strong Narrative Assessment Procedure. Eau Claire, WI: Thinking Publications.Su, J.-C. (2000). The acquisition of Chinese connectives by Mandarin-speaking children. Dissertation Abstracts International, 60(4), 1109 (UMI No. 9928218).Tardif, T. (1993). Adult-to-child speech and language acquisition in Mandarin Chinese. Unpublished doctoral dissertation, Yale University.Tardif, T. (1996). Nouns are not always learned before verbs: Evidence from mandarin speakers’ early vocabularies. Developmental Psychology, 32, 492–504.Tiee, H. H., & Lance, D. M. (1986). A reference grammar of Chinese sentences with exercises. Tucson: University of Arizona Press.To, C.K.S., Stokes, S.F., Cheung, H.T. & T`sou, B. (2010). Narrative Assessment for Cantonese-Speaking Children. Journal of Speech, Language & Hearing Research 53(3): 648-669.Trabasso, T., & Sperry, L.L. (1985). Causal relatedness and importance of story events. Journal of Memory and Language, 24, 595-611.Trabasso, T., Stein, N. L., Rodkin, P., Munger, M. P., St Baughn, C. R. (1992). Knowledge of goal/plans: A conceptual basis for narrating Frog, Where are You? Cognitive Development, 7, 133–170.Trabasso, T., van den Broek, P., & Suh, S. (1989). Logical necessity and transitivity of causal relations in stories. Discourse Processes, 12, 1–25. Vygotsky, L. S. (1962). Thought and Language. Cambridge, MA; New York, NY: Massachusetts Institute of Technology Press and John Wiley and Sons.Wang, C. C. & Huang, L. M. (2006). Grammaticalization of connectives in Mandarin Chinese: A corpus-based study. Language and Linguistics, 7(4), 991-1016.Warren, W. H., Nicholas, D. W, & Trabasso, T. (1979). Event chains and inferences in understanding narratives. In R. Freedle (ed.), New directions in discourse processing, 2. Norwood. NJ: Ablex.Wu, X. F. (吳信鳳), & Tsai, B. H(蔡碧華). (2006). Yi zhongwen wei muyu youtong zhi yinguo guanxi gainian yu xiangguan yuyan fazhan han ertong xinzhi lilun zhong de ‘jieshi’ (以中文為母語幼兒之因果關係概念與相關語言發展和兒童心智理論中的「解釋」). National Science Council. NSC93-2411-H004-041. Taipei: English Department, National Chengchi University.Yip, P. C. & Rimmington, D. (2004). Chinese: A comprehensive grammar. London: Routledge.Young, G. (2011). Narrative Discourse Coding: Cohesion in Children`s Narratives. In G.Young (Eds.), Development and Causality. ISBN: 978-1-4419-9422-6 (Online). zh_TW
