Sign language iconicity and its influence on the ability to describe the function of objects
Sign language iconicity and its influence on the ability to describe the function of objects
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DOI：
10.1016/j.jcomdis.2004.03.008
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发表时间：
2004-11-01
影响因子：
1.7
通讯作者：
Justice, EM
中科院分区：
文献类型：
--
作者：
Markham, PT;Justice, EM
我们研究了手语象似性对儿童描述物体功能的能力的影响。 48 名听力正常的学龄前儿童被分为三组，并被要求描述 15 个高和 15 个低标志性标志的功能。我们对听力/语言 (H/V) 组进行口头提问，对听力/语言 + 手语 (H/V+S) 组进行口头提问，同时对物体进行手语，对听力/手语 (H/S) 组进行口头提问，但不使用声音对物体进行手语。还使用手语对十名聋哑儿童（D/S）进行了测试。 HIS 和 D/S 在高标志性项目上的表现明显优于低标志性项目。九个标志具有足够的标志性，可以帮助不懂标志的听力儿童识别功能。结果表明，某些高度标志性的标志可能有助于手语测试的表现。学习成果：读者将了解手语象似性及其对听力儿童和聋哑儿童解决物体功能问题的能力的影响。 (C) 2004 Elsevier Inc. 保留所有权利。
We examined the influence of sign language iconicity on children's ability to describe the function of objects. Forty-eight hearing preschoolers were divided into three groups and asked to describe the function of 15 high and 15 low iconic signs. We questioned the Hearing/Verbal (H/V) group verbally, Hearing/Verbal + Sign (H/V+S) group verbally with objects simultaneously signed, and the Hearing/ Sign (H/S) group with objects signed without voice. Ten deaf children (D/S) were also tested using sign language. HIS and D/S performed significantly better on high than low iconic items. Nine signs were sufficiently iconic to aid function identification by sign naive hearing children. Results suggest that certain highly iconic signs may contribute to performance on tests administered in sign language. Learning outcomes: The reader will learn about sign language iconicity and its influence on the ability of hearing and deaf children to perform on object function questions. (C) 2004 Elsevier Inc. All rights reserved.