藉由Markman (1992) 提出的兒童語意習得的制約法則（constraint approach），本研究根據Poulin-Dubois, Klein, Graham, & Frank （1993）的研究方法，探討說中文的聽障與聽常小孩在詞彙語意約束條件（word meaning constraints）上的認知能力表現，特別著重於形狀 （shape bias constraint）與類別制約（taxonomy constraint）的探究。本研究假設相同年齡層來說，聽常小孩比較喜歡靠類別來選擇，而聽障孩童則對形狀較為依賴。這不僅反映如Conway (1990) 所述，聽障孩童對類別發展認知上的不成熟，也表現了如Golinkoff, Shuff-Bailey, Olguin & Ruan (1995) 與 Soja (1993) 所述，當形狀與類別同為判斷標準時，形狀與類別兩種制約條件的交互作用。本次研究最主要回答兩個問題：(1) 說中文的聽常與聽障兒童，是不是一開始都比較喜歡靠形狀來選擇？(2) 在認知發展上會不會有轉為依靠類別的情形呢？
在本研究中，藉由立意取樣，共有28個聽常兒童與12個聽障兒童參加實驗，年齡層介於兩歲到四歲半。研究結果顯示，無論是聽障或聽常兒童，在兩歲時會較為依賴形狀制約。到了三歲時，聽常小朋友對形狀的依賴有漸趨下降的趨勢，聽障孩童則呈現上升的不穩定狀態。無論是聽障或聽常兒童，在兩歲時對於類別制約的偏好都比不上形狀制約，但過了兩歲，以至於三～四歲時，對於類別的依賴程度則有慢慢提升的情形。研究結果顯示說中文的聽障和聽常小朋友在形狀和類別制約發展上，跟說英文的聽常孩童有類似的發展趨勢，兼具了跨語言與跨族群之特色。關於聽障小孩類別制約的遲緩發展現象，本研究也加以討論。此外，本研究結果也驗證了人工電子耳（cochlear implant）的優勢。本研究結果指出，單純戴助聽器的男孩比較依賴形狀做選擇，而同時植入人工耳與戴助聽器的女孩則較傾向類別制約。
總括來說，本研究結果討論反映了Bloom (2000) 的心智理論（theory of mind），Johnston (2006) 的能力（competence）及表現（performance）區分，以及語言發展和認知能力間的關係 (Keil, 1996)。

In accordance with the constraint approach to word meaning acquisition proposed by Markman (1992), the present study aims to examine Mandarin-speaking hearing-normal and hearing-impaired children’s cognitive ability in word meaning constraints, in relation to later lexical development, and even to reading and writing ability in hearing impaired children. The study re-investigates and disentangles shape bias and taxonomy constraints on the basis of the force choice task described in Poulin-Dubois, Klein, Graham, & Frank (1993).
It is hypothesized that, for children of the same age range, hearing-impaired children tend to choose items of similar shape (e.g. shape bias constraint) rather than those of the same taxonomy or category (e.g. taxonomy constraint). This reflects an immaturity of cognitive ability, as proposed by Conway (1990), and an interaction between shape bias and taxonomy constraints, as found in Golinkoff, Shuff-Bailey, Olguin & Ruan (1995) and Soja (1993). The main research questions are as follows: A) Do hearing-normal/hearing-impaired Mandarin speakers of pre-school age (2;0–4;6) choose items on the basis of “shape bias” constraint? B) Is there a developmental shift to “taxonomy” constraints, functioning as a kind of ‘override’?
The study looks at 28 hearing-normal and 12 hearing-impaired Mandarin- learning children (2;0–4;6), selected through purposive sampling. The results are as follows. 1) From an age as early as two, children rely more on shape in the choosing task. 2) After two, the importance of shape bias gradually diminishes. 3) Up to the beginning of the third year, the inclination becomes most obvious in hearing-normal children, but is still nonstable in the hearing-impaired group. 4) Between three and four, there is almost no decrease in shape bias. 5) From ages as early as two, children rely relatively less on taxonomy constraint (as opposed to shape bias contraint) . 6) After two, there is a gradually increasing dependence on taxonomy constraint. 7) Up to the start of the third year, the growth of taxonomic maturity is most obvious, while after three almost no increase in taxonomic dependence is found.
These findings reveal similar developmental trends in shape bias and taxonomy constraints in both hearing-normal and hearing-impaired Mandarin-speaking children, as well as across languages (e.g. English-speaking hearing-normal children in Poulin-Dubois et al., 1993). Reasons for the later development of taxonomy constraint in hearing-impaired children are discussed.
In sum, from a theoretical perspective the present study confirms what previous studies have suggested, e.g. the theory of mind approach in Bloom (2000), the competence and performance distinction in Johnston (2006), and the development of word meaning and conceptual structure in Keil (1996).

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