本文旨從語料庫觀點來探討漢語手指謠之節奏、重音及手指動作之韻律結構。本研究建立了四千一百七十二行的語料庫，並詳細標記句法、虛詞、重音、音節和音拍等。本文發現手指謠節奏以陽性節奏 (Masculine Rhythm) 居多，音拍共享 (Beat-sharing) 常發生在虛詞 (F Categories) 和直接成分 (Immediate Constituents)，以符合陽性節奏的原則；透過詩行模組 (Metrical Template) 可衍生出不同的節律類型。另一方面，本研究認為重音在漢語中確實有存在之必要，藉由重音極大值 (Stress Maximum) 的落點，可解釋語料庫中不符詩感 (Metricality) 的謠行。本文最後將重心轉向手指謠的物理動作節律，手指動作因配合兒童年齡之認知及肢體發展，概分為0-2歲、2-4歲及4-6歲三大階段，越小的兒童吟誦手指謠之速度較慢，手指動作也相對簡單細微。本文發現手指動作範疇乃藉由語調片語 (Intonational Phrase) 來進行切割，語調片語須與「意義單位」 (Sense Unit) 彼此對整。本文亦從「優選理論」(Optimality Theory) 的角度來探討此三大研究議題，分別從「節律語法」和「流動制約」(Floating Constraints) 的觀念，藉由制約層級的重新排序來體現漢語手指謠的節律變化。 / This thesis takes great efforts in the topics about rhythm, stress and prosodic structures of the finger movements in Mandarin finger rhymes. This research established a corpus with a total of 4172 lines, each of which is coded with word categories, syntax tree, simplified tree, the number of syllables, the number of demibeats, and the stress. First of all, the masculine rhythm is the most common in the corpus. The beat-sharing, the strategy to obtain the masculine rhythm, is largely found in the F categories and the immediate constituents. The metrical template is also needed to yield the different rhythm types. Second, stress plays an important role in Maindarin Chinese. The judgement of the metricality strictly follows the metrical positions on which a stress maximum falls. The emphasis is finally put to the finger movements. The finger movements are respectively designed for the children who are 0-2, 2-4 and 4-6 years old, with the different developments in the cognition and physiology. When young children recite a metrical line, the speech rate is not as fast as other elder children and the finger movements are simple and subtle. The prosodic domains of the movements are defined from the perspective of IPs, and each IP is a sense unit (Selkirk 1984). Optimality Theory (Prince and Smolensky 1993, 2004) further covers these three research issues. The rhythm variations are vivid with the constraint re-rankings in terms of the metrics grammar and the floating constraints.

身体運動計測の重要性は増してきているが，作業で必須となる手指運動を精度良く計測することは困難である．本論文の目的は，手指運動計測システムを開発し，高精度な手指運動計測および解析手法を構築することである．そのため，手指運動計測用の慣性センサシステムを開発し，それに適した手指モデルの構築手法，計測誤差補正手法を提案，適用することで，より動作制約のない手指運動を精度良く計測，解析可能とする手法を構築した． / 博士(工学) / Doctor of Philosophy in Engineering / 同志社大学 / Doshisha University

京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第25374号 / 人博第1116号 / 新制||人||260(附属図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 田中 真介, 教授 船曳 康子, 教授 久代 恵介, 教授 加藤 聡一 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

理解他人的意圖，指的是理解他人的行為背後蘊含著一個希望達成的具體目標，是嬰兒社會認知發展中一項重要的基礎能力，而此能力的發展應具有跨文化一致性。然而，過去國內外研究結果顯示，台灣與西方嬰兒透過非語言線索理解他人溝通意圖的能力有明顯的落差。因此，本研究為了瞭解台灣嬰兒理解非語言線索的溝通意圖之能力，並找出可能導致上述不同研究結果的作業差異原因，將藉由兩項實驗來探討此議題。實驗一以藏物遊戲為實驗派典，觀察14與18個月的台灣嬰兒，在「眼神注視」、「手指指示」及「意圖性語音」三種非語言線索情境中，是否可藉由對線索溝通意圖的理解而找出隱藏的意圖目標物。結果發現14個月的台灣嬰兒，可理解他人「手指指示」線索的溝通意圖，但無法理解「眼神注視」與「意圖性語音」線索的溝通意圖，而18個月的台灣嬰兒則是可理解他人「眼神注視」線索的溝通意圖，但卻無法理解「手指指示」與「意圖性語音」線索的溝通意圖。為了排除藏物容器設計可能造成的干擾因素，實驗二調整了藏物容器裝置，以同樣的實驗方式觀察台灣嬰兒理解他人非語言線索溝通意圖的能力。結果發現，14個月的台灣嬰兒仍只能藉由「手指指示」線索理解他人的溝通意圖，但18個月的台灣嬰兒則已可透過「眼神注視」、「手指指示」及「意圖性語音」三種非語言線索理解他人的溝通意圖。此結果說明，台灣與西方嬰兒透過非語言線索理解他人溝通意圖的能力大致相同，即嬰兒理解他人溝通意圖的能力確實具有跨文化一致性。 / Understanding the intents of others, to understand the existence of specific goals that people wish to achieve from their behaviors, is one of important basic abilities in the social cognitive development of an infant. The developmental time frames of such ability should be the same across cultures. However, previous domestic and overseas studies proposed that the abilities of infants to understand the communicative intents of others through nonverbal cues are different between Taiwanese and western cultures. Hence, in this study, two controlled experiments were conducted to explore the abilities of Taiwanese infants to understand the communicative intents of others through nonverbal cues and the factors of the tasks that may cause different results between domestic and overseas studies. In the first experiment, an experimenter used the cues of gazing, pointing, and intentional vocalization in a hiding-game task to examine whether fourteen- and eighteen-month-old Taiwanese infants could infer communicative intents expressed in the three nonverbal cues and find the hidden objects. Results showed that 14-month-old Taiwanese infants could only follow the cue of pointing to find the hidden objects, but not gazing or intentional vocalization. And 18-month-old Taiwanese infants could find the hidden objects by following only the cue of gazing. To exclude the possible interferences of the target containers, the experimenter used the same procedures and settings in the second experiment as the first one, but modified the containers to clarify the hiding-game task. Results showed that 14-month-old Taiwanese infants could still follow only the cue of pointing to find the hidden object, but 18-month-old Taiwanese infants successfully followed all three types of cues. Based on these findings, the abilities of infants to understand others’ communicative intents by following nonverbal cues are the same in Taiwanese and western cultures. That is, the developmental time frames of the abilities of infants to understand the communicative intents through nonverbal cues are the same across different cultures.