Word Learning and Vocabulary Development in Blind Children

项目摘要 缺乏视觉体验可能会影响词汇学习和词汇领域的语言发展 以需要对盲童采取具体的教育方法和干预措施的方式发展。 与视力正常的儿童相比，盲童可能会从言语中学到更多的单词，因为他们不是随便学的 在他们的环境中感知写作，经常经历阅读延迟。他们也可能学到更少的单词 直接的知觉经验，因为他们不能通过感知词语的参照来获得词语的意义。 在视觉上是错误的。累积起来，这些词汇学习差异可能会影响词汇发展的轨迹-- 儿童早期和中期。提高对词汇发展的理解可以提高英语学习的质量。 为这些未得到充分服务的人群提供教育。不幸的是，单词学习和词汇学习在 盲童语言发展领域。这项观察性分析研究采用了跨秒- 心理设计直接比较自我报告模式(知觉或语言)和渠道(口语或书面) 失明和视力正常儿童个别单词的单词学习能力。它还比较了它们在词汇方面的轨迹- 从5岁到12岁的词汇发展。具体目标是1)决定盲人是否有词汇发展 2)研究盲人儿童词汇学习的方式和渠道是否存在差异 儿童与有视力的儿童不同；3)提供了获得年龄(AOA)、模式和年龄的数据集 获取(MOA)和获取通道(CoA)规范，以供将来在研究中使用。这种方法是创新的- 因为客观的获得年龄标准(来自儿童本身，而不是主观的 成人估计)比主观标准更可靠和有效，而且极其罕见。口头广告- 通常在视觉上管理的任务的管理将使它们不仅对盲童可用， 而是对任何有阅读或学习障碍的孩子。最后，数据收集的虚拟方法将允许 研究人员希望从历史上难以研究的人群中接触到更多的个体。这个项目是一个 PI的长期目标是在没有视觉和应用的情况下了解词汇是如何发展的，这是工具部分- 这一认识有助于改善盲童的教育策略和结果。

Project Summary A lack of visual experience may affect language development in the domains of word learning and vocabulary development in ways that necessitate specific instructional approaches and interventions for blind children. Compared to sighted children, blind children may learn more words from speech because they do not casually perceive writing in their environment and often experience reading delays. They may also learn fewer words from direct perceptual experience because they cannot acquire the meanings of words by perceiving their ref- erents visually. Cumulatively, these word learning differences may affect the trajectory of vocabulary develop- ment in early and middle childhood. An improved understanding of vocabulary development could improve ed- ucation for this underserved population. Unfortunately, word learning and vocabulary are understudied within the area of blind children’s language development. This observational analytic study employing a cross-sec- tional design directly compares self-reported modes (perceptual or linguistic) and channels (spoken or written) of word learning for individual words in blind and sighted children. It also compares their trajectories of vocabu- lary development from age 5 to 12. Specific aims are 1) Determine whether vocabulary development in blind children is delayed relative to sighted children; 2) Examine whether mode and channel of word learning in blind children differ from those in sighted children; and 3) Present a dataset of age-of-acquisition (AoA), mode-of- acquisition (MoA), and channel-of-acquisition (CoA) norms for future use in research. The approach is innova- tive because objective age-of-acquisition norms (obtained from children themselves rather than subjective adult estimates) are more reliable and valid than subjective norms and are exceptionally rare. The verbal ad- ministration of tasks that are typically administered visually will make them accessible not only to blind children, but to any child with a reading or learning disability. Finally, the virtual approach to data collection will allow the researchers to reach more individuals from a population that is historically difficult to study. The project is an instrumental part of the PI’s long-term goal of understanding how vocabulary develops without sight and apply- ing this understanding to improve educational strategies and outcomes in blind children.