中度弱智儿童语义知识发展障碍的实验研究  

An Experimental Study of Semantic Deficits in Moderately Retarded Children

作　　者：方燕红[1] 张积家[2] 尹观海[1] 

机构地区：[1]井冈山大学教育学院,吉安343009 [2]华南师范大学心理应用研究中心,广州610631

出　　处：《中国特殊教育》2013年第4期18-24,共7页Chinese Journal of Special Education

基　　金：全国教育科学"十一五"规划重点课题(DBA080164)"语言障碍对盲;聋;弱;口吃等儿童与青少年语言与认知发展的影响";江西省教育科学"十二五"规划课题(ZD007)"盲;聋;弱等特殊儿童的元认知发展及其比较";江西省社会科学"十一五"规划课题(10JY21)"弱智儿童的元认知发展研究"资助

摘　　要：通过3个实验,考查了中度弱智儿童语义知识的发展。结果表明,与同龄的智力普通儿童相比,中度弱智儿童生物体和非生物体语义知识的发展均存在障碍,具体表现为类别语义、感/知觉语义和功能/联想语义等多种语义知识的发展水平较低。还有,中度弱智儿童非生物体的类别语义的发展障碍程度大于生物体,生物体的知觉和功能/联想语义的障碍程度大于非生物体;生物体的视觉和听觉语义知识发展水平相当,非生物体的视觉和听觉语义知识发展水平也相当。教学中凸显物体的关键特征和本质特征有助于丰富中度弱智儿童的物体表象,促进其语义知识的发展。This study, based on three experiments, aims to survey the semantic knowledge of moderately rearded children. The results show the following： compared with normal children at the same age, these moderately retarded children demonstrate impairment in the development of their semantic knowledge involving both living things and non - living things; specifically, they show a low degree of development in their knowledge involving category semantemes, sensory semantemes, and function/association semantemes. Moreover, they show a higher degree of impairment in the development of their category semantemes involving non-living things, as well as a higher degree of impairment in the development of their sensory semantemes, and function/association semantemes involving living things; they show a similar degree of development in their knowledge of visual and auditory semantemes involving both living things and non - living things. The research results have an enlightening effect on the education and teaching for mentally retarded children.

关 键 词：中度弱智儿童 语义知识发展障碍 类别语义 知觉语义 功能 联想语义 

分 类 号：G764[文化科学—特殊教育学]