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The semantic structure in deaf children

W B Green1, D C Shepherd

  • 1Ithaca College, New York.

Journal of Communication Disorders
|December 1, 1975
PubMed
Summary
This summary is machine-generated.

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This study explored deaf children's language semantic structure, finding they possess Evaluation and Potency dimensions like hearing children. However, other meaning dimensions found in hearing children were absent in the deaf children's semantic systems.

Area of Science:

  • Psycholinguistics
  • Developmental Psychology
  • Audiology

Background:

  • Understanding the semantic structure of language is crucial for cognitive development.
  • Deafness can impact language acquisition and cognitive processing.
  • Previous research (DiVesta, 1966) identified key semantic dimensions in hearing children.

Purpose of the Study:

  • To investigate the semantic structure of language in deaf children.
  • To compare the semantic systems of deaf children with those of hearing children.

Main Methods:

  • Utilized the semantic differential procedure to assess language meaning.
  • Analyzed semantic ratings from 33 deaf children using factor analysis.

Main Results:

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  • Deaf children's semantic systems included Evaluation and Potency dimensions, similar to hearing children.
  • Several other semantic factors, present in hearing children, were not found in the deaf children's systems.

Conclusions:

  • Deaf children's semantic development may differ from hearing children's.
  • Specific semantic dimensions might be uniquely affected by hearing impairment.
  • Further research is needed to understand the full scope of semantic development in deaf populations.