中文的第三人稱單數代名詞「他」可泛指男性或女性，另一個代名詞「她」則有清楚的性別訊息。考量臺灣兒童學習這兩個代名詞的語法與使用習慣有所不同，本研究以此來檢驗印歐語言所宣稱的代名詞之性別訊息對代名詞推論的影響。另外，人名所提供的性別訊息，也會對讀者在代名詞推論造成影響。因此，本研究以男性化與女性化名字來設計實驗句子，探討31位四年級與25位六年級兒童在可辨人名性別訊息與否（不同男性化與女性化名字、相同男性化或女性化名字）和不同人稱代名詞（他、她）在代名詞句的推論時間，並以重複測量三因子變異數分析（年級×人名性別訊息×代名詞）來探討這三者是否有交互作用。研究發現，六年級兒童有二因子交互作用，在可辨人名性別訊息的情況下，「她」代名詞句的閱讀時間比「他」代名詞句更快。但四年級兒童不僅無二因子交互作用，主要效果也無差異。故過去印歐語系宣稱代名詞之性別訊息是代名詞推論的有效線索並無法完整推論至中文。最後，根據研究發現對兒童代名詞推論教學，以及教科書與讀本編製上提供具體建議。

The Chinese equivalent of the third-person singular pronoun “he” can refer to males or females, whereas the equivalent of “she” is clearly marked as feminine. Considering that the learning development for the grammar and usage of these two pronouns varies among young learners in Taiwan, the present study examined the influence of gender information on pronoun resolution for young Chinese learners. In addition, because the gender information contained in a personal name may affect reading comprehension, names with masculine and feminine features were used to devise the sentences used in the experiment. The effects of personal names (masculine/ feminine) and gender semantic features of pronouns (he/she) on pronoun resolution were examined for 31 fourth-graders and 25 sixth-graders. A three-way mixed-design ANOVA model was employed to investigate the interaction effect of grade × personal name × pronoun. The experimental results revealed two-way interaction effects for the sixth-graders; shorter reading times were observed for sentences with the pronoun “she” than for sentences with “he” when the gender information in the personal names was distinguishable. By contrast, two-way interactions and main effects were not observed in the primary factors of the fourth-graders. Accordingly, a valid association of gender information with pronoun resolution could not be deduced when applied from Indo- European languages to Chinese. The findings of this study may serve as a reference for teaching pronoun resolution and developing textbooks and reading materials for young Chinese learners.