The goal was to specify the developmental trajectory of cardinal, ordinal, and spatial relational language comprehension and production. One hundred sixty-four 3-, 4-, and 5-year-old English-speaking children viewed a row of toy cars and were asked to place the appropriate car(s) into a toy garage based on the label provided (Give Me) or to produce the correct label for the specified car(s) (Tell Me). Children were tested using cardinal (one, three, five), ordinal (first, third, fifth), and spatial (front, middle, back) labels. Language performance improved with age, especially for spatial labels. Language performance was more accurate for cardinal labels than for spatial and ordinal labels. Performance was quite accurate for cardinal labels regardless of condition, whereas comprehension was higher than production for spatial and ordinal labels.

中文翻译：

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幼儿期关系语言的发展：基数词、序数词和空间标签的理解和产生

目标是明确基本、序数和空间关系语言理解和产生的发展轨迹。一百六十四名 3 岁、4 岁和 5 岁的英语儿童观看了一排玩具车，并被要求根据提供的标签（给我）将适当的汽车放入玩具车库中。 ）或为指定汽车制作正确的标签（告诉我）。儿童使用基数（一、三、五）、序数（第一、第三、第五）和空间（前、中、后）标签进行测试。语言表现随着年龄的增长而提高，尤其是空间标签。基数标签的语言表现比空间和序数标签的语言表现更准确。无论条件如何，基数标签的性能都相当准确，而空间和序数标签的理解能力高于生产。