COMMUNICATION OF PEOPLE WITH MENTAL RETARDATION

理解语言对理解智力迟钝至关重要 因为语言控制、表达或介导了我们三大 发展领域：智力、社会和身体领域。 因此，语言必须是理解的中心焦点， 智力迟钝的研究。 拟议中的语言研究是以以下概念为指导的： 强调发展尖端中心地位的人类发展， 一个变化，无论是被视为行为，技能，能力，感知之一， 或动机，这是至关重要的下一步应该在正常的 发展 尖端是一个变化，如果不作出，意味着很少 在其领域内进一步发展是可能的或可能的，但是，一旦发展， 允许一组重要的后续发展发生。 在拟议的研究中选择研究的瓣尖是 似乎对语言和交际过程至关重要 发展，代表了沟通的多样性。 发展（从早期和初步到晚期和复杂）， 代表了各种各样的人的问题， 智力迟钝的人，跨越智力和社会领域， 发展，并似乎适合现实的干预，以产生 调查结果将直接有助于防止或补救一些 精神发育迟滞的方面。 拟研究的瓣尖为： (1)出现了用语言和手势来表示行动 或事件的距离在儿童与智力迟钝和 符号指称交际的出现; (2)正常发育和唐氏症儿童 综合征在他们的自然表达中增加了新的词汇 家园; (3)对物体进行分类或归类的能力的发展， 在儿童中以简单和更复杂的方式进行活动， 智力迟钝; (4)刺激名称中介功能的出现 在智力迟钝者中发展对等概念; (5)自我指示中介功能的发展 正常发育儿童和有智力障碍的儿童解决问题的能力 迟缓; (6)发展积极的关系， 成年人与精神病患者之间有效和适当的互动 弱智和教他们的人。

Understanding language is crucial to understanding mental retardation because language controls, express, or mediates much of our three major developmental spheres: the intellectual, social, and physical realms. For this reason, language must be a central focus of understanding and research in mental retardation. The proposed research on language was guided by a conceptualization of human development that stress the centrality of the developmental cusp, a change, whether seen as one of behavior, skill, ability, perception, or motivation, that is crucial to what should come next in normal development. A cusp is a change that, if not made, means that little further development is possible or likely in its realm but, once made, permits a significant set of subsequent developments to occur. The cusps chosen to be studied in the proposed research were ones that appear to be critical to the process of language and communicative development, are representative of a diversity of points in communicative development (from early and rudimentary to late and sophisticated), are representative of the problems of a diversity of people including those with mental retardation, span both the intellectual and social realms of development, and seem amenable to realistic intervention so as to produce findings that will contribute directly to preventing or remediating some aspects of mental retardation. The cusps proposed to be studied are: (1) The emergence of the use of words and gestures that signify action or events at a distance among children with mental retardation and the emergence of symbolic referential communication; (2) The rate at which typically developing and children with Down syndrome add new words to their expressive vocabulary in their natural homes; (3) The development of the ability to classify or categorize objects and events together in simple and more complex ways among children with mental retardation; (4) The emergence of the mediating function of stimulus names in the development of equivalence concepts among people with mental retardation; (5) The development of the mediating function of self-instructions in problem solving among typically developing and children with mental retardation; (6) The development of positive relationships that contribute to more effective and appropriate interactions between adults with mental retardation and the people who teach them.