3～6年级听障儿童语义加工的发展特点
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摘要
本研究采用语义距离判断任务,探讨3~6年级听障儿童语义加工的发展特点。结果发现:(1)听障儿童图片语义加工的正确率(反应时)显著高(长)于词汇语义加工,说明听障儿童语义加工以图片语义加工为优势加工;(2)6年级无生命语义加工的正确率显著高于有生命语义加工,而其他年级在有、无生命语义加工的正确率上差异不显著;听障儿童有生命语义加工的反应时显著长于无生命语义加工,尤其表现在图片语义加工上;(3)3、4、5年级听障儿童语义加工(正确率、反应时)发展水平较低且差异不显著,听障儿童的语义加工从6年级开始迅速发展,且与3、4、5年级差异非常显著,6年级可能是听障儿童语义加工发展的一个关键期。
This study,by using a three-factor mixed design to test 106 hearing-impaired children between Grade 3 and Grade 6 from a certain special education school in Hainan Province,aims to explore the features of development of the semantic processing by hearing-impaired children between Grade 3 and Grade 6. The results show the following:( 1) The hearing-impaired children showed a significantly higher rate of accuracy and a significantly longer reaction time in the semantic processing of pictures than in the semantic processing of words,indicating that the semantic processing of pictures by hearing-impaired children was a dominant semantic processing;( 2) the 6 th-grade hearing-impaired children showed a significantly higher rate of accuracy in the inanimate semantic processing than in the animate semantic processing,but the other graders showed no significant difference in the rate of accuracy between the animate semantic processing and the inanimate semantic processing; the hearing-impaired children showed a significantly longer reaction time in the animate semantic processing( especially the semantic processing of pictures) than in the inanimate semantic processing; and( 3) the hearing-impaired children between Grade 3 and Grade 5 showed a lower rate of accuracy and a shorter reaction time in semantic processing,but the hearing-impaired children in Grade 6 showed rapid development in semantic processing,and there was a significant difference between those in Grade 6 and those between Grade 3 and Grade 5,indicating that Grade 6 was likely to be a critical period for the development of hearing-impaired children's semantic processing.
This study,by using a three-factor mixed design to test 106 hearing-impaired children between Grade 3 and Grade 6 from a certain special education school in Hainan Province,aims to explore the features of development of the semantic processing by hearing-impaired children between Grade 3 and Grade 6. The results show the following:( 1) The hearing-impaired children showed a significantly higher rate of accuracy and a significantly longer reaction time in the semantic processing of pictures than in the semantic processing of words,indicating that the semantic processing of pictures by hearing-impaired children was a dominant semantic processing;( 2) the 6 th-grade hearing-impaired children showed a significantly higher rate of accuracy in the inanimate semantic processing than in the animate semantic processing,but the other graders showed no significant difference in the rate of accuracy between the animate semantic processing and the inanimate semantic processing; the hearing-impaired children showed a significantly longer reaction time in the animate semantic processing( especially the semantic processing of pictures) than in the inanimate semantic processing; and( 3) the hearing-impaired children between Grade 3 and Grade 5 showed a lower rate of accuracy and a shorter reaction time in semantic processing,but the hearing-impaired children in Grade 6 showed rapid development in semantic processing,and there was a significant difference between those in Grade 6 and those between Grade 3 and Grade 5,indicating that Grade 6 was likely to be a critical period for the development of hearing-impaired children's semantic processing.
引文
1王寅.语义理论与语言教学.上海:上海外语教育出版社,2001.2
2 Luckner J L,Cooke C.A summary of the vocabulary research with students who are deaf or hard of hearing.American.Annals of the Deaf,2010,155(1):38-67
3 Mentzer C N V,Lyxell B,Sahlen By et al.The phonics approach in swedish children using cochlear implants or hearing aids:inspecting phonological gain.Communication Disorders Deaf Studies&Hearing Aids,2014,2(3):117
4 Plaut D C.Graded modality-specific specialization in semantics:A computational account of optic aphasia.Cognitive Neuropsychology,2002,19(7):603-639
5卢洁,李坤成,杨延辉,等.汉语及图片语义加工机制的fMRI研究.中国医学影像技术,2007,23(3):361-363
6 Caramazza A,Mahon B Z.The organization of conceptual knowledge:the evidence from category-specific semantic deficits.Trends in Cognitive Sciences,2003,7(8):354-361
7 Warrington E K,Shallice T.Category-specific semantic impairments.Brain,1984,107(3):829-853
8腊琼,毛善平,董慧敏,等.阿尔兹海默病患者语义记忆障碍特征性研究.卒中与神经疾病,2016,23(1):1-5
9王元,张向葵.幼儿汉语字形和语义与图形加工速度的发展与比较.心理科学,2009,32(3):551-554
10陈素梅.汉语儿童对图形和汉、英词汇的视觉加工.硕士论文.福州:福建师范大学,2004
11王乃怡.词义与大脑机能一侧化.心理学报,1991,(3):258-263
12赵妍.聋生词汇语义加工研究.硕士论文.西安:陕西师范大学,2014
13冯敏,韩媛,郭强.聋生汉语词汇识别过程中手语激活的实验研究.中国特殊教育,2017,(11):25-31
14王偶偶.不同范式下基本手势对聋生语义加工的影响.硕士论文.广州:华南师范大学,2011
15陈穗清,张积家,李艳霞.聋人的亲属词概念结构——兼与汉族健听人的亲属词概念结构比较.中国特殊教育,2015,(1):27-34
16刘洁.数学认知中语义加工的作用与脑机制.博士论文.北京:北京师范大学,2017
17 Nelson D L,Reed V S,McEvoy C L.Learning to order pictures and words:A model of sensory and semantic encoding.Journal of Experimental Psychology:Human Learning and Memory,1977,3(5):485-497
18 Vandenberghe R,Price C,Wise R,et al.Functional anatomy of a common semantic system for words and pictures.Nature,1996,383(19):254-256
19 Kamio Y,Toichi M.Dual access to semantics in autism:is pictorial access superior to verbal access.Journal of Child Psychology,2000,41(7):159-167
20 Yi K,Li D G,Park W S,et al.Korean deaf adolescents'awareness of thematic and taxonomic relationsamong ordinary concepts represented by pictures and written words.Journal of Deaf Studies and Deaf Education,2011,16(3):375-391
21曹漱芹,方俊明,自闭症儿童汉语词汇语义加工和图片语义加工的实验研究.中国特殊教育,2010,(10):57-62
22白银婷,唐文婷.3~5岁听障儿童与健听儿童形容词理解能力的比较研究.中国特殊教育,2012,(4):32-35
23林海英,朱月情,王超,等.1~3岁听障儿童与健听儿童语言发展对比研究.中国听力语言康复科学杂志,2017,15(4):274-277
24 Sacchett G,Humphreys G W.Calling a squirrel a squirrel but a canoe a wigwam:a category-specific deficit for artefactual objects and body parts.Cognitive Neuropsychology,1992,9(1):73-86
25张积家,陈穗清,张广岩,等.聋大学生的词汇习得年龄效应.心理学报,2012,44(11):1421-1433
26方燕红,张积家.汉字词和图片命名与分类的比较.心理学报,2009,41(2):114-126
27 Ormel E A,Gijsel M A,Hermans D,et al.Semantic categorization:A comparison between deaf and hearing children.Journal of Communication Disorders,2010,43(5):347-360
28程黎,王崇高,马晓晨,等.3-6年级聋生课堂创造性环境和创造力的关系研究.中国特殊教育,2018,(5):21-28
29 Sartori G,Lombardi L.Semantic relevance and semantic disorders.Journal of Cognitive Neuroscience,2004,16(3):439-452
30 Piaget J.The child s conception of the world.Acta Psychologica,1929,19(2):164-165
31张积家,李德高,吴雪云.青少年聋生的分类学联系.心理学报,2008,41(11):1178-1189
2 Luckner J L,Cooke C.A summary of the vocabulary research with students who are deaf or hard of hearing.American.Annals of the Deaf,2010,155(1):38-67
3 Mentzer C N V,Lyxell B,Sahlen By et al.The phonics approach in swedish children using cochlear implants or hearing aids:inspecting phonological gain.Communication Disorders Deaf Studies&Hearing Aids,2014,2(3):117
4 Plaut D C.Graded modality-specific specialization in semantics:A computational account of optic aphasia.Cognitive Neuropsychology,2002,19(7):603-639
5卢洁,李坤成,杨延辉,等.汉语及图片语义加工机制的fMRI研究.中国医学影像技术,2007,23(3):361-363
6 Caramazza A,Mahon B Z.The organization of conceptual knowledge:the evidence from category-specific semantic deficits.Trends in Cognitive Sciences,2003,7(8):354-361
7 Warrington E K,Shallice T.Category-specific semantic impairments.Brain,1984,107(3):829-853
8腊琼,毛善平,董慧敏,等.阿尔兹海默病患者语义记忆障碍特征性研究.卒中与神经疾病,2016,23(1):1-5
9王元,张向葵.幼儿汉语字形和语义与图形加工速度的发展与比较.心理科学,2009,32(3):551-554
10陈素梅.汉语儿童对图形和汉、英词汇的视觉加工.硕士论文.福州:福建师范大学,2004
11王乃怡.词义与大脑机能一侧化.心理学报,1991,(3):258-263
12赵妍.聋生词汇语义加工研究.硕士论文.西安:陕西师范大学,2014
13冯敏,韩媛,郭强.聋生汉语词汇识别过程中手语激活的实验研究.中国特殊教育,2017,(11):25-31
14王偶偶.不同范式下基本手势对聋生语义加工的影响.硕士论文.广州:华南师范大学,2011
15陈穗清,张积家,李艳霞.聋人的亲属词概念结构——兼与汉族健听人的亲属词概念结构比较.中国特殊教育,2015,(1):27-34
16刘洁.数学认知中语义加工的作用与脑机制.博士论文.北京:北京师范大学,2017
17 Nelson D L,Reed V S,McEvoy C L.Learning to order pictures and words:A model of sensory and semantic encoding.Journal of Experimental Psychology:Human Learning and Memory,1977,3(5):485-497
18 Vandenberghe R,Price C,Wise R,et al.Functional anatomy of a common semantic system for words and pictures.Nature,1996,383(19):254-256
19 Kamio Y,Toichi M.Dual access to semantics in autism:is pictorial access superior to verbal access.Journal of Child Psychology,2000,41(7):159-167
20 Yi K,Li D G,Park W S,et al.Korean deaf adolescents'awareness of thematic and taxonomic relationsamong ordinary concepts represented by pictures and written words.Journal of Deaf Studies and Deaf Education,2011,16(3):375-391
21曹漱芹,方俊明,自闭症儿童汉语词汇语义加工和图片语义加工的实验研究.中国特殊教育,2010,(10):57-62
22白银婷,唐文婷.3~5岁听障儿童与健听儿童形容词理解能力的比较研究.中国特殊教育,2012,(4):32-35
23林海英,朱月情,王超,等.1~3岁听障儿童与健听儿童语言发展对比研究.中国听力语言康复科学杂志,2017,15(4):274-277
24 Sacchett G,Humphreys G W.Calling a squirrel a squirrel but a canoe a wigwam:a category-specific deficit for artefactual objects and body parts.Cognitive Neuropsychology,1992,9(1):73-86
25张积家,陈穗清,张广岩,等.聋大学生的词汇习得年龄效应.心理学报,2012,44(11):1421-1433
26方燕红,张积家.汉字词和图片命名与分类的比较.心理学报,2009,41(2):114-126
27 Ormel E A,Gijsel M A,Hermans D,et al.Semantic categorization:A comparison between deaf and hearing children.Journal of Communication Disorders,2010,43(5):347-360
28程黎,王崇高,马晓晨,等.3-6年级聋生课堂创造性环境和创造力的关系研究.中国特殊教育,2018,(5):21-28
29 Sartori G,Lombardi L.Semantic relevance and semantic disorders.Journal of Cognitive Neuroscience,2004,16(3):439-452
30 Piaget J.The child s conception of the world.Acta Psychologica,1929,19(2):164-165
31张积家,李德高,吴雪云.青少年聋生的分类学联系.心理学报,2008,41(11):1178-1189