LINGUISTIC DEFICIENCY AND THINKING - RESEARCH WITH DEAF SUBJECTS 1964-1969
LINGUISTIC DEFICIENCY AND THINKING - RESEARCH WITH DEAF SUBJECTS 1964-1969
复制标题
DOI：
10.1037/h0031495
复制
发表时间：
1971-01-01
影响因子：
22.4
通讯作者：
FURTH, HG
中科院分区：
文献类型：
--
作者：
FURTH, HG
回顾了最近对聋人的研究，分为规则学习、逻辑符号、皮亚杰类型、记忆和知觉等子领域。报告了听力控制的比较结果，以期分离语言缺陷对认知表现的潜在影响。先前综述的结论被证实，聋儿和青少年的思维过程被发现类似于听力障碍。人们注意到，除了极少数例外，尽管接受了多年的教育，但从出生起就严重失聪的人在语言技能方面严重不足；因此，即使在注意到发展滞后的情况下，语言过程也不能解释认知技能的出现。在某些逻辑任务上偶尔的失败可以归因于不利的环境，例如，在不同的文化群体中。数据挑战了在很大程度上建立在语言学习基础上的智力发展的现有理论；但证实了皮亚杰的操作理论。
Reviews recent studies with deaf ss, grouped into subareas of rule learning, logical symbols, piaget-type, memory, and perception. Comparative results on hearing controls are reported with a view to isolating the potential effects of linguistic deficiency on cognitive performance. Conclusions of a previous review are confirmed in that the thinking processes of deaf children and adolescents are found to be similar to hearing ss. It is noted that with few exceptions persons profoundly deaf from birth are severely deficient in linguistic skills in spite of many years of schooling; verbal processes could therefore not account for the emergence of cognitive skills even where developmental lags were noted. Occasional failures on certain logical tasks could be attributed to an unfavorable environment, Eg, in culturally different groups. Data challenge existing theories that base intellectual development largely upon linguistic learning; but confirm piaget's operative theory.(2 P. Ref.)(PsycInfo Database Record (c) 2023 APA, all rights reserved)