代名詞推論對於讀者建構連貫性的心理表徵具有關鍵的影響力。過去三十年來，閱讀心理學家和語言學家極力欲驗證提及順位和性別語義特徵在代名詞推論過程中的促進效果。但是，目前的實徵研究主要以拼音文字系統的語言居多。故本研究旨在探討提及順位和性別語義特徵對中文兒童代名詞推論的影響，以及是否會隨著發展進程不同而有所差異，共由兩個實驗來完成。實驗一每個年級選取46~48人，總計206人，以重覆測量三因子混合設計變異數分析（2×2×4），探討代名詞指涉第一和第二順位以及「他」和「她」兩個性別語義特徵對二、三、四、五年級兒童進行代名詞推論的影響情形。結果顯示，隨著年級愈高，兒童進行代名詞推論的閱讀時間愈短且答對率愈高。此外，四、五年級兒童在代名詞「他」或「她」指涉第一順位與第二順位的閱讀時間與答對率皆沒有顯著差異，且答對率皆在 .90以上，顯示此階段的兒童已能精熟並優先提取性別語義特徵線索，進行正確的代名詞推論，故沒有發現首位優勢現象。再者，二、三年級兒童在代名詞「她」的推論時，指涉第二順位的閱讀時間會快於指涉第一順位，出現時近效應現象；且代名詞指涉第一順位時，代名詞「他」的閱讀時間會快於「她」。此外，三年級兒童在代名詞「他」的推論時，指涉第一順位的閱讀時間會快於指涉第二順位，出現首位優勢現象，且當代名詞指涉第二順位時，代名詞「她」的閱讀時間會快於「他」。在答對率的表現上，僅有三年級兒童在代名詞指涉第一順位的答對率高於指涉第二順位，出現首位優勢現象。綜上顯示，二、三年級兒童在提取性別語義特徵線索進行推論時，會受到提及順位效果的調節，此外，三年級已開始浮現首位優勢的推論規則，但尚未穩定。
接著，實驗二每個年級選取43~52人，總計206人，以重覆測量二因子混合設計變異數分析（2×4），探討在沒有性別語義特徵的情況下，零代名詞指涉第一和第二順位對二、三、四、五年級兒童進行零代名詞推論的影響。結果顯示，隨著年級愈高，進行零代名詞推論的反應時間愈短。同時，四、五年級兒童在零代名詞指涉第一順位的反應時間會快於第二順位。顯示，此階段已發展穩定的首位優勢推論規則，故在沒有性別語義特徵線索的競爭時，即彰顯首位優勢現象對零代名詞推論的顯著效果。但提及順位對二、三年級兒童進行零代名詞推論，並沒有顯著效果。最後，根據本研究結果提出未來探討兒童代名詞推論議題以及教學實務上的具體建議。

Anaphora resolution is the key for readers to build a coherent mental representation. In the past thirty years, reading psychologists and linguists have been making efforts to demonstrate effectiveness of order of mention and gender semantic features cues in promoting anaphora resolution. However, past results were limited to the situations in European languages. The pronouns of Chinese and European languages are extremely different. First, there are no phonetic clues in Chinese pronouns; second, the gender semantic features cues of the third-person pronoun (“he,” “she”) are very vague in Chinese. In addition, zero pronouns in Chinese are commonly used and have special features compared to other languages. Little is known about how order of mention and gender semantic features cues may affect Chinese readers’ anaphora resolution and how these two factors are developed, especially for children. Thus, this study aims to explore Chinese children’s anaphora resolution development by using two experiments. In Experiment 1, 206 2-5 graders were selected. Three-way ANOVA mixed design was applied to explore the effects of order of mention (first/second-mention) and gender semantic features cues (he/she) on pronoun resolution in terms of reading time and accuracy rate. The finding showed that the older the students, the shorter the reading time and higher accuracy in anaphora resolution. In addition, for graders 4 and 5, the results showed that there were no significant effects on order of mention, gender semantic features cues, and interaction on reading time and accuracy rate, respectively. The accuracy rates were as high as up to 90%. These findings provide evidence that children can masterly used the cues of gender semantic features. For graders 2 and 3, the recency effect appeared in the case of “she”. Moreover, in the case of the first mention, the reading time for “he” was faster than that of “she”. Besides, for the third grader, the reading time of “he” referred to the first-mention was faster and more accurate than that of the second-mention. Therefore, the advantage of first mention is found. In experiment 2, 43-52 subjects are selected from 2-5 graders, with a total number of 206 subjects. By using two-way ANOVA mixed design, we investigated the influence of order of mention on reaction time under the situation that gender semantic features cues were not provided. The results indicated that the older the students, the shorter the reaction time on zero anaphora resolution. Moreover, for graders 4 and 5, the reaction time of pronoun referred to the first-mention were faster than that of the second-mention. Therefore, the advantage of first mention is a stable cognitive phenomenon on zero pronoun resolution for 4-5 grades. However, there was no significant effect on order of mention for 2-3 graders. Finally, suggestions on future research and instruction are provided.

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