Social interaction in hearing and deaf preschoolers: successes and failures in initiations.
Social interaction in hearing and deaf preschoolers: successes and failures in initiations.
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听力正常和聋哑学龄前儿童的社交互动：启动的成功和失败。
DOI：
10.1111/j.1467-8624.1981.tb03089.x
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发表时间：
1981
影响因子：
4.6
通讯作者：
L. George
中科院分区：
文献类型：
--
作者：
D. Vandell;L. George
对就读于同一幼儿园的32名儿童(16名聋人，16名听力儿童)进行了两次自由游戏的录像，一次是与听力伙伴，一次是与聋人伙伴。在每个15分钟的游戏过程中，分析听力和聋哑儿童的启蒙策略，他们对彼此启蒙的反应，以及成功和不成功启蒙的特点。结果表明，与“混合”二元体相比，“类”(听力儿童和听力伴侣或聋儿和聋伴)的平均交互持续时间和交互时间比例更大。与之前关于沟通技能不足的假设相反，聋儿被发现是坚持不懈的发起者，他们经常结合社交行为。听力障碍儿童和聋哑儿童使用的启动行为的类型也有潜在的相似之处。然而，与此同时，聋人学龄前儿童遇到了互动困难。他们的启动尝试比他们的听力同行更有可能被积极拒绝。他们也更有可能接受不适当的启动，比如对着他们的背部做手势或发声。这些结果是根据先前关于聋人社交技能较差的假设进行讨论的，以及它们与有意整合听力和非听力儿童的项目的相关性。
Dyadic free play of 32 children (16 deaf, 16 hearing) who attended the same preschool was videotaped on 2 occasions, once with a hearing partner and once with a deaf partner. Each 15-min play session was analyzed in terms of the hearing and deaf children's initiation strategies, their responsiveness to one another's initiations, and the characteristics of successful and unsuccessful initiations. Results indicated that mean interaction duration and proportion of time spent in interaction were greater in "like" (hearing child and hearing partner or deaf child and deaf partner) as opposed to "mixed" dyads. Contrary to previous hypotheses about inadequate communication skills, deaf children were found to be persistent initiators who frequently combined social acts. Underlying similarities were also apparent in the types of initiating acts used by hearing and deaf children. At the same time, however, the deaf preschoolers encountered interaction difficulties. Their initiation attempts were more likely than those of their hearing counterparts to be actively refused. They were also more likely to be recipients of inappropriate initiations, such as gestures or vocalizations to their backs. These results were discussed in terms of previous hypotheses about inferior social skills of the deaf and for their relevance to programs interested in integrating hearing and nonhearing children.