Attention-getting skills of deaf children using American Sign Language in a preschool classroom.
Attention-getting skills of deaf children using American Sign Language in a preschool classroom.
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DOI：
10.1017/s0142716413000532
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发表时间：
2015-07-01
影响因子：
2.1
通讯作者：
Lieberman, Amy M.
中科院分区：
文献类型：
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作者：
Lieberman, Amy M.
视觉注意是手语成功交际的必要前提。本研究探讨了聋人手语儿童在与同伴和教师互动过程中注意力获得技能的发展。七个聋哑儿童（年龄21-39个月）和五个成年人在课堂活动中录像约30 hr. Interactions进行了深入分析，以确定儿童如何获得和保持注意力。与以前的报告相反，儿童被发现从小就具有很高的交际能力。同伴互动的分析表明，儿童使用了一系列的行为，以获得注意与同伴，包括水龙头，波，对象，和标志。启动成功率约为65%。孩子们通过重复启动、使用新的启动或终止互动来跟进失败的启动尝试。年龄较大的儿童比年龄较小的儿童参与更长和更复杂的互动。儿童的早期接触和熟练的美国手语提出了一个可能的机制，促进他们的交际能力。
Visual attention is a necessary prerequisite to successful communication in sign language. The current study investigated the development of attention-getting skills in deaf native-signing children during interactions with peers and teachers. Seven deaf children (aged 21–39 months) and five adults were videotaped during classroom activities for approximately 30 hr. Interactions were analyzed in depth to determine how children obtained and maintained attention. Contrary to previous reports, children were found to possess a high level of communicative competence from an early age. Analysis of peer interactions revealed that children used a range of behaviors to obtain attention with peers, including taps, waves, objects, and signs. Initiations were successful approximately 65% of the time. Children followed up failed initiation attempts by repeating the initiation, using a new initiation, or terminating the interaction. Older children engaged in longer and more complex interactions than younger children. Children’s early exposure to and proficiency in American Sign Language is proposed as a likely mechanism that facilitated their communicative competence.