弱智儿童语义范畴的特异性损伤  

Category-Specific Semantic Deficits in Mentally Retarded Children

作　　者：方燕红[1] 朱秋莹[1] 张积家[1] 李涌愈 

机构地区：[1]华南师范大学心理应用研究中心心理学系 [2]吉安师范附属小学,吉安343000

出　　处：《中国特殊教育》2008年第9期17-22,61,共7页Chinese Journal of Special Education

基　　金：国家重点基础研究发展规划“973”课题(2005CB22802);广东省普通高校人文社会科学重点研究基地重大研究项目(06JDXMXLX01);广东省自然科学基金团队项目(06200524)资助

摘　　要：通过图片命名任务,以实龄相同的智力正常儿童为参照,考察弱智儿童语义损伤的模式和语义发展的特点。结果表明,和正常儿童比,弱智儿童无论是生物范畴还是非生物范畴均表现出语义知识损伤,即出现双重损伤,但损伤程度轻于脑损伤患者。同非生物范畴比,弱智儿童的生物范畴损伤更为严重。弱智儿童生物和非生物的语义随着年龄增长而发展,其中非生物的语义在高年级达到较高水平。Picture naming task is employed to investigate the pattern of semantic deficits in mentally retarded children and to explore their semantic developmental trend. Non - retarded children at the same age as the retarded ones are selected as the control group. Results indicate that compared with non- retarded children, retarded children show semantic deficits both in living things and non- living things. But the two categories in retarded children are impaired less severely than those in brain - damaged sufferers, and the semantic deficits in living things are more severe than those in non - living things. The semantic level of retarded children develops gradually with the increase of age, and higher elementary students have the highest level to recognize non - living things with ceiling effect.

关 键 词：弱智儿童 语义范畴特异性损伤 生物 非生物 

分 类 号：G764[文化科学—特殊教育学]