视觉是必要的,以便及时获得语言特异的模式在共同语音手势和缺少在沉默的手势?
Şeyda Özçalışkan1, Ché Lucero2,3, Susan Goldin-Meadow4
1Department of Psychology, Georgia State University, Atlanta, Georgia, USA.
Developmental science
|April 17, 2024
概括
盲人和有视力的儿童从小就在共同语言手势中表现出语言特异性的模式. 然而,盲儿童的语言独立的沉默手势的发展比有视力的儿童晚.
科学领域:
- 发展心理学 发展心理学
- 语言学的语言学.
- 认知科学 认知科学
背景情况:
- 成年人的言语和共同言语手势表现出特定于语言的事件包装和排序.
- 这些特定于语言的模式不在静默的手势中.
- 了解盲儿童中这些模式的发育轨迹至关重要.
研究的目的:
- 调查盲人和有视力的儿童出现成年人的手势模式.
- 确定语言在发育过程中何时影响共同言语和沉默手势.
- 检查视觉体验在手势发展中的作用.
主要方法:
- 研究了60名学习土耳其语的儿童 (30名盲人,30名有视力儿童),年龄为5-10岁.
- 孩子们用语言描述了空间事件场景,然后没有语言 (沉默的手势).
- 分析了事件包装和语音中的排序,共同语音手势和默默的手势.
主要成果:
- 在盲人和有视力的孩子中,语言影响了共同说话的手势,但不是沉默的手势.
- 从测试的最早年龄开始就存在语言特异的共同语音手势模式.
- 与有视力的儿童相比,盲儿童表现出语言独立的沉默手势模式的延迟发展.
结论:
- 手势是早期语言学习的组成部分,即使没有视觉输入.
- 语言影响着盲人和有视力的儿童早期发育中的共同语言手势.
- 视觉体验可能在语言独立的静音手势的后期发展中发挥作用.
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