词识别和在手语中学习 聋幼儿
Erin Campbell1, Michael Higgins1, Allison Fitch2
1Wheelock College of Education and Human Development, Boston University, Boston, MA, United States of America.
Cognition
|March 5, 2026
概括
学习美国手语 (ASL) 的聋子儿童随着年龄的增长而提高熟悉词的识别能力. 这种技能与学习新手势相关,尽管视觉注意力要求高,但与口语发展有相似之处.
科学领域:
- 儿童语言习得 儿童语言习得
- 发展心理学是发展心理学.
- 语言学的语言学.
背景情况:
- 获得美国手语 (ASL) 的聋子儿童必须使用视觉注意力将对象映射到引用者.
- 在视觉语言中学习单词带来了独特的注意力挑战.
- 了解影响早期词识别的因素对于语言发展至关重要.
研究的目的:
- 研究感知体验和语言模式如何影响聋子儿童的词识别和学习.
- 分析预测ASL熟悉单词识别的因素.
- 检查熟悉的单词识别与新的手势学习之间的关系.
主要方法:
- 分析了来自两项涉及52名聋儿 (18-71个月) 的实验中的眼球追踪数据.
- 在最初的词曝光后,专注于熟悉的词识别试验.
- 评估词识别的准确性和速度,以及与新型标志识别的相关性.
主要成果:
- 耳聋儿童的熟悉词的识别精度随着发育年龄的增长而增加.
- 根据家长的听力状况或词汇暴露,没有发现观察行为的显著差异.
- 在熟悉的词识别上的表现与在新型标志识别中的准确性相关.
结论:
- 聋子儿童熟悉的词识别在发育过程中得到改善,类似于口语语言的学习.
- 尽管视觉模式的要求很高,但在手语和口语语言之间存在相似之处.
- 词识别与聋子儿童的新型手语学习有关.
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