The present study assessed the comprehension of Spanish object relative (OR) clauses by 6- and 7-year-old children before and after a brief training session targeting the structural differences between ORs and subject relatives. In addition, we investigated the potential relationships between OR comprehension on the one hand and vocabulary size and non-verbal intelligence quotient (IQ) on the other. Comprehension of ORs was very poor at the pre-test but improved considerably after training. Further improvement was observed between the immediate post-test and a delayed post-test, suggesting that the knowledge acquired during training had been integrated into the children’s developing linguistic systems. Non-verbal IQ and vocabulary were not found to predict comprehension accuracy. We take these results to suggest that children’s difficulties with ORs are better explained by their experience with this construction than by maturational factors and that explicit contrast and feedback can bolster grammatical development in L1 acquisition.

中文翻译：

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明确的指导提高了单语幼儿对西班牙语客体亲属的理解

本研究评估了 6 岁和 7 岁儿童在针对 OR 和主语亲属之间结构差异的简短培训课程前后对西班牙语宾语关系 (OR) 子句的理解。此外，我们一方面调查了 OR 理解与词汇量和非语言智商 (IQ) 之间的潜在关系。预测试时对 OR 的理解很差，但训练后有了很大提高。在立即后测试和延迟后测试之间观察到进一步的改善，这表明在培训期间获得的知识已融入儿童正在发育的语言系统中。未发现非语言智商和词汇量可以预测理解准确性。我们认为这些结果表明，儿童在 OR 方面的困难可以通过他们对这种结构的经验来解释，而不是通过成熟因素来解释，并且明确的对比和反馈可以促进母语习得的语法发展。