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조숙환(Sook Whan Cho) 한국중원언어학회 2013 언어학연구 Vol.0 No.26
This paper has examined the distribution of null objects in Korean from the perspective developed in the dynamic mental space theory (Fauconnier, 1998, 2003) and Dzanic (2007). It was observed that those antecedents inferred from the background knowledge shared by the speaker and the hearer, in particular, could best be accounted for in terms of the blending of the mental spaces manifested with the help from the Access Principle (Fauconnier, 2001, 2003; Turner, 2008) and the Intentionality Vital Relations and the Similarity Vital Relations (Dzanic, 2007). It was suggested that, considering the prominence of discourse factors in Korean like in many other languages (e.g., Japanese), the dynamic mental space theory should be extended to the accounts for the overall distributions of null objects including those types of null arguments in general which have primarily been looked into so far solely from the perspective of the sentence level.
이경숙(Lee, Kyung-Sook),신의진(Shin, Yee-Jin),조숙환(Cho, Sook Whan),주금정(Joo, Kum-Jeong) 담화·인지언어학회 2011 담화와 인지 Vol.18 No.3
Studies of English-speaking children with autistic spectrum disorder (ASD) have reported that narrative assessment is sensitive to the communication impairments. Narrative development of Korean children with ASD has rarely been examined, and it is unclear how qualitatively different their deficits may be from typically developing Korean children’s narrative ability. The purpose of this study was to provide an analysis of narratives in 10 children with Asperger’s Syndrome (AS) and 10 typically developing children matched on age, gender, language abilities, and cognitive abilities. Participants completed stories based on the MacArthur Story Stem Battery. Each of their stories was assessed in terms of story organization components developed in Strong Narrative Assessment Procedure(Strong, 1998). It was found that children with AS produced narratives that were significantly less coherent than the narratives of controls. It seemed less likely for children with AS to organize their utterances coherently in relation to the gist of the story stems provided at each setting. It is speculated that lack of narrative ability is associated with deficiencies in cognitive skills in theory of mind and perspective-switch.