空间领域因其独特性成为近年来认知语言学研究的一个热门课题。一方面，人类对空间概念和事件的感知受共同的生物特性影响而具有一定程度的认知共性；另一方面，用以表达空间概念和事件的语言系统之间存在着巨大的规律性差异，这种差异被证明甚至可以深入影响人们对空间事件的心理概念化。在此背景下，《空间运动事件的心理认知研究》从儿童一语习得，成人二语习得和心理表征三个视角探讨英汉语在空间认知表达上的异同，旨在阐释语言和思维两大系统之间可能存在的规律性联系。首先，空间运动事件类型学的研究表明，语言特异性在儿童习得本族语的运动表达时作用显著，它制约着儿童话语的语义密度，句法结构和语篇策略。但在二语习得领域，英汉双语学习者被证明可以基本摆脱源语言的类型学限制而大致习得目标语中的典型表达，这提示跟语言相关的思维模式可以在即时言语产出过程中得以重塑。
　　《空间运动事件的心理认知研究》循此线索进一步考察了运动事件类型学在心理认知层面上的影响。采用心理和行为实验范式的研究表明，在儿童尚未完全习得本族语中的典型表达时，“路径显著”的认知共性起决定作用；但在其语言能力完全成熟后，语言特异性起主导作用：被试对空间运动事件相似性的判断随其母语的类型学特征而变化。

Acknowledgments

CHAPTER 1 Space in language and cognition

CHAPTER 2 The linguistic encoding of motion events by English and
Chinese children： A review of Ji 2015
2．1 The theoretical background of the study
2．2 Research methodologies of the study

CHAPTER 3 The expression of caused motion events by adult
Chinese learners of English
3．1 Motion expressions in first （L1）and second language （L2） acquisition
3．2 The status of L1 English and L2 Chinese in motion event typology
3．3 Methodology
3．4 Results
3．5 Discussion and conclusion

CHAPTER 4 Syntactic packaging of caused motion components by English learners of Chinese
4．1 Introduction
4．2 The acquisition of motion expressions at the semantics-syntax interface
4．3 Additional information about encoding caused motion in Chinese
4．4 Methodology
4．5 Results
4．6 Discussion
4．7 Conclusion

CHAPTER 5 Conceptualizing voluntary motion events beyond language use： a comparison of English and
Chinese speakers
5．1 Introduction
5．2 Motion representations at linguistic and cognitive levels
5．3 Linguistic encoding of motion events in English and Chinese
5．4 Research questions and hypotheses
5．5 Methodology
5．6 Results
5．7 Discussion and conclusion

CHAPTER 6 English and Chinese children's similarity judgments of caused motion events
6．1 Introduction
6．2 Motion representation in language and cognition
6．3 Motion description from a developmental perspective
6．4 Predictions
6．5 Methodology
6．6 Results
6．7 Discussion and conclusion

CHAPTER 7 Representing motion in an interdisciplinary framework

References