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兒童的語義習得近年來一直是語言學、心理語言學等學科研究的熱門領域，也是語言與認知研究的熱點。本書從理論語言學的角度出發，結合當代心理語言學的實驗研究方法，嚴格按照國際主流兒童語言習得研究的實驗程序和理論假設對漢語兒童焦點敏感詞“才”／“就”與焦點、級差表征有關的句法和語義知識進行了多方面的考察，揭示了漢語兒童認知發展與焦點、級差結構表征之間的內在關系，探討了生成語法規則、語言環境、認知在語義習得中的作用。作者從級差語義發展與認知、語義與語用發展交互作用的角度對實驗結果做了有說服力的解釋。從謂語焦點結構與自然語言中信息表達的非標記性結構（即主題一述語結構）的同構性以及英漢句子結構的差異方面探討了漢語兒童與英語兒童對限制焦點理解的異同，對語言的共性和個性與語言習得之間的關系做了積極的理論探討。
作者簡介
楊小璐，清華大學外語系副教授，清華大學心理學與認知科學中心兼職研究人員。香港中文大學現代語言與文化系語言學博士，美國麻省理工大學腦與認知科學系訪問學者（2005年）。研究方向是語言習得、心理語言學以及語言與認知。目前關注的是兒童句法、語義發展，希望透過兒童的語言發展，探索語言的起源、共性與個性，以及語言能力與其他認知能力發展的關系。其研究成果在國際重要的語言習得會議和國外出版的論文集以及國內多家語言學核心期刊發表，獲得了學界的關注。
目次
Chapter One Introduction
1.1 Focus and Scales. Only and Even
1.2 CAI and JIU in Mandarin Chinese
1.3 Significance of the Present Study
1.4 Overview of the Book
Chapter Two Semantics and Pragmatics of CAI and JIU
2.1 Introduction
2.2 CAI and JIU as Scalar Focus Particles
2.3 CAI and JIU in the Time Domain
2.4 CAI and JIU in the Quantity Domain
2.5 CAI and JIU in the Conditional Domain
2.6 CAI and JIU as Restrictive Focus Operators
2.6.1 A distinction between pre-foci and post-loci CAI and JIU
2.6.2 Restrictive CAI/JIU. and ZHI
2.6.2.1 Restrictive focus operator ZHI in Mandarin Chinese
2.6.2.2 CAI and JIU as restrictive focus operators
2.7 Summary
Chapter Three Investigating CAI and JIU in Acquisition: Rationale and Research Hypotheses
3.1 Time/Quantity CAI/JIU and Scales in Acquisition
3.2 Time, Quantity, and Conditional
CAI/JIU Acquisition
3.3 Restrictive Focus in Acquisition
3.4 A Preliminary Survey of CAI and JIU in Children''s Natural Speech
Chapter Four The Acquisition of CAI/JIU.
Experiments (I)
4.1 Elicited Imitation Study. Children''s Understanding of CAI/JIU Co-occurrence Restrictions
4.1.1 Method
4.1.1.1 Subjects
4.1.1.2 Test design
4.1.1.3 Procedure
4.1.2 Results
4.1.2.1 Analysis of correct imitation
4.1.2.1.1 Overall accuracy
4.1.2.1.2 Effects of sentence type
4.1.2.1.3 Effects of domain on FCR items
4.1.2.2 Analysis of incorrect imitation
4.1.2.2.1 Overview of changes
4. 1.2.2.2 Changes made with VCR and TRI items
4.1.2.2.3 Changes made with VCR and TRI items by domain
4.1.2. 2. 4 Deletion errors by domain
4.1.3 Discussion
4.2 Sentence Selection Study: Children''s Understanding of CAI/JIU in Context
4.2.1 Method
……
Chapter Five The Acquistion of Restrictive Focus: Experiments
Chapter Six General Discussion and Conclusion
Bibliography
Appendices
后記
1.1 Focus and Scales. Only and Even
1.2 CAI and JIU in Mandarin Chinese
1.3 Significance of the Present Study
1.4 Overview of the Book
Chapter Two Semantics and Pragmatics of CAI and JIU
2.1 Introduction
2.2 CAI and JIU as Scalar Focus Particles
2.3 CAI and JIU in the Time Domain
2.4 CAI and JIU in the Quantity Domain
2.5 CAI and JIU in the Conditional Domain
2.6 CAI and JIU as Restrictive Focus Operators
2.6.1 A distinction between pre-foci and post-loci CAI and JIU
2.6.2 Restrictive CAI/JIU. and ZHI
2.6.2.1 Restrictive focus operator ZHI in Mandarin Chinese
2.6.2.2 CAI and JIU as restrictive focus operators
2.7 Summary
Chapter Three Investigating CAI and JIU in Acquisition: Rationale and Research Hypotheses
3.1 Time/Quantity CAI/JIU and Scales in Acquisition
3.2 Time, Quantity, and Conditional
CAI/JIU Acquisition
3.3 Restrictive Focus in Acquisition
3.4 A Preliminary Survey of CAI and JIU in Children''s Natural Speech
Chapter Four The Acquisition of CAI/JIU.
Experiments (I)
4.1 Elicited Imitation Study. Children''s Understanding of CAI/JIU Co-occurrence Restrictions
4.1.1 Method
4.1.1.1 Subjects
4.1.1.2 Test design
4.1.1.3 Procedure
4.1.2 Results
4.1.2.1 Analysis of correct imitation
4.1.2.1.1 Overall accuracy
4.1.2.1.2 Effects of sentence type
4.1.2.1.3 Effects of domain on FCR items
4.1.2.2 Analysis of incorrect imitation
4.1.2.2.1 Overview of changes
4. 1.2.2.2 Changes made with VCR and TRI items
4.1.2.2.3 Changes made with VCR and TRI items by domain
4.1.2. 2. 4 Deletion errors by domain
4.1.3 Discussion
4.2 Sentence Selection Study: Children''s Understanding of CAI/JIU in Context
4.2.1 Method
……
Chapter Five The Acquistion of Restrictive Focus: Experiments
Chapter Six General Discussion and Conclusion
Bibliography
Appendices
后記
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