本研究旨在探討以中文為母語的兒童對中文遞歸領屬『的』之第一語言習得。主要包括四個面向：兒童對多層遞歸領屬的可行性，理解及產出多層『的』的表現程度，可能產出其它同質多層遞歸領屬的表達方式，以及年齡因素。本研究包含兩個測驗，一為真實價值判斷的理解測驗，另一為問答產出測驗。研究對象包含實驗組的四十八位幼稚園兒童，年齡層為三歲，四歲及五歲，並以此三個年齡分為三組，每組十六人，以及對照組的十六位成人。
研究結果顯示，遞歸領屬的階層對母語為中文的三歲和四歲兒童無差異的重要性，但對五歲兒童而言，不同階層的遞歸領屬是有其意義的。在理解能力及產出測驗方面，所有參與者在理解測驗的表現均明顯優於產出測驗，但針對產出測驗卻僅有五歲兒童得以有所表現，而且就其現階段的語言能力也僅單層遞歸領屬通過測驗。另外，在測試中以其他方式表達同義於遞歸領屬的產出中我們發現，三歲兒童最多以手指著答案（肢體語言）作答，四歲兒童以不同類型短語回覆，五歲兒童最多則是遺漏一個階層的主語或目標符號『的』為最常使用。最後，年齡是兒童習得多層中文遞歸領屬『的』之重要關鍵因素，三歲及四歲兒童則僅在理解階段，但尚無法適切地表達即使是單層的遞歸領屬，反觀五歲兒童則不僅可表現出和成人一樣的理解程度，並可以產出單層的遞歸領屬語句回覆問題。

The present study is aimed at investigating how Mandarin-speaking children acquire the recursive possessive marker de in four aspects: the feasibilities of RP levels, the degree of performance in cognition and competence, the age of availability and the variety of possible feedback. Two tasks – comprehension and production were conducted in a truth-value judgement for the former and a question-and-answer task for the latter. The participants were 48 preschoolers in a kindergarten in Taiwan at the age range from three to five. They were divided into three groups by their ages. Furthermore, 16 adults were recruited randomly in the campus of NTNU.
The investigation results showed that RP levels were only significant to 5-year-old Mandarin-speaking children, but not the 3- and 4-year-olds. As for the task effects, the comprehension task was obviously easier than production for all the subjects, which showed that all the subjects were without difficulty in comprehension with no significance. However, it was exclusively significant for the five-year-old in the production task. With regard to the diverse responses to multiple levels of RPs, it was revealed that most kinesics for the youngest, variant insertions of phrases for the four-year-old and omission for the five-year-old ones. Finally, the task results demonstrated that age effects were a critical effect for younger children to adopt RPs, which suggested that 3- and 4-year-old Mandarin-speaking children were only available for multiple levels of RP in comprehension but not production, while the five-year-old presented adult-like comprehension and availability to produce Level 1 RP.

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