Blind children's language: resolving some differences
| Autor: | Anne Dunlea, Elaine S. Andersen, Linda S. Kekelis |
|---|---|
| Rok vydání: | 1984 |
| Předmět: |
Male
Linguistic system Linguistics and Language Vocabulary Visual perception media_common.quotation_subject Experimental and Cognitive Psychology Blindness Language Development Language and Linguistics Cognition Developmental and Educational Psychology Cognitive development Humans Role Playing General Psychology media_common Infant Language acquisition Vocabulary development Linguistics Language development Child Preschool Visual Perception Female Psychology |
| Zdroj: | Journal of Child Language. 11:645-664 |
| ISSN: | 1469-7602 0305-0009 |
| DOI: | 10.1017/s0305000900006000 |
| Popis: | Although the role of visual perception is central to many theories of language development, researchers have disagreed sharply on the effects of blindness on the acquisition process: some claim major differences between blind and sighted children; others find great similarities. With audio-and video-recorded longitudinal data from six children (with varying degrees of vision) aged 0; 9–3; 4, we show that there ARE basic differences in early language, which appear to reflect differences in cognitive development. We focus here on early lexical acquisition and on verbal role-play, demonstrating how previous analyses have failed to observe aspects of the blind child's language system because language was considered out of the context of use. While a comparison of early vocabularies does suggest surface similarities, we found that when sighted peers are actively forming hypotheses about word meanings, totally blind children are acquiring largely unanalysed ‘labels’. They are slow to extend words and rarely overextended any. Similarly, although verbal role-play appears early, attempts to incorporate this kind of language into conversations with others reveal clear problems with reversibility – specifically, the ability to understand the role of shifting perspectives in determining word meaning. Examination of language in context suggests that blind children have difficulties in just those areas of language acquisition where visual information can provide input about the world and be a stimulus for forming hypotheses about pertinent aspects of the linguistic system. |
| Databáze: | OpenAIRE |
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