まとめ
聴覚障害者のサインと聴覚障害者の非サインは,動きを異なる形で認識し,アメリカ手話のような正式な言語の習得が,視覚的知覚と認知のカテゴリーをどのように形作るか示しています.
科学分野:
- コグニティブ・サイエンス コグニティブ・サイエンス
- 言語学 言語学とは
- 心理学 心理学とは
背景:
- 認知のカテゴリーは,認知の基本です.
- 言語の習得は,知覚に影響することが知られている.
- 視覚・ジェスチャー言語が知覚に与える影響は,あまり理解されていない.
研究 の 目的:
- アメリカ手話 (ASL) の習得が,動きの知覚にどのように影響するかを調査する.
- ろうのネイティブASLサイン使用者と聴覚非サイン使用者の間の動きの知覚表現を比較する.
主な方法:
- 被験者 (聴覚障害のあるネイティブASLサイグナーと聴覚障害のある非サイグナー) は,手と腕の動きのトライアード比較を行いました.
- クラスタリングと多次元スケーリングは,運動類似性に関する被験者の判断を分析した.
主要な成果:
- 聴覚障害者と聴覚障害者は,運動形態の異なる心理的表現を示した.
- 言語的に重要な動きの次元は,ASLユーザーにとって変化した顕著さを獲得しました.
- 運動の知覚的組織は,ASLの経験に基づいて異なっていた.
結論:
- ASLのような視覚・ジェスチャル言語を含む正式な言語システムを習得すると,自然な知覚のカテゴリが変更されます.
- この知覚の変更は,伝播方式 (例えば,聴覚対視覚) によって制限されません.
- 言語の習得は,一般的に基本的な認知および知覚システムを再構築することができます.
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