手语语言学和认知语言学的双向性研究综述——以象似性为例  

An Overview of the Bi-Directionality Between Sign Language Linguistics and Cognitive Linguistics: Focusing on Iconicity

作　　者：李恒[1] 吴铃[2] 

机构地区：[1]北京航空航天大学外国语学院,北京100191 [2]北京联合大学特殊教育学院,北京100075

出　　处：《中国特殊教育》2014年第7期26-29,36,共5页Chinese Journal of Special Education

摘　　要：本文从象似性研究出发探讨手语语言学和认知语言学的双向性,意指两个学科间概念和方法的交流,以达成二者之间的互补和整合,乃至重塑。一方面,认知语言学加深了对手语语言属性的认识,促使手语研究在方法和内容上都产生了深刻变革;另一方面,认知语言学诸多无法得到证实的假设,在手语中可以找到显性证据。促进两个学科之间的会通交流,有利于建立概括力更强和系统性更完整的语言学理论框架,将口语和手语同时囊括其中。The term ＂autism＂ was proposed by Kanner in 1943, when the symptom of abnormal sensory re- sponse was found in those with autism. It has always been controversial whether the symptom of abnormal sensory response should be considered as a diagnostic criterion for autism spectrum disorders （ASD）. However, the abnormal sensory respome is clearly included in the newly published DSM-V as a diagnostic criterion for ASD. Currently, the abnormal sensory response of people with ASD is mainly classified into over-responsivity, under-re- sponsivity and sensory seeking. Therefore, based on the three types of sensory responses, the article reviews the characteristics of the abnormal sensory response, the relationship between the abnormal sensory response and other disabilities, and the assessment of and interventions in those with ASD. In conclusion, the article presents a summary and reflections on related research.

关 键 词：手语语言学 认知语言学 象似性 双向性 

分 类 号：G762[文化科学—特殊教育学]