感觉经验缺失对视力、听力障碍学生概念表征的影响

发布时间：2018-01-01 17:44

本文关键词：感觉经验缺失对视力、听力障碍学生概念表征的影响　出处：《中国特殊教育》2012年01期 　论文类型：期刊论文

【摘要】：通过概念特征自由联想实验,比较了视力、听力障碍学生和普通学生的具体事物概念表征的差异。结果表明:(1)与普通学生相比,视力、听力障碍学生联想的特征数量少,分布分散。(2)视力、听力障碍学生的概念表征受感知觉经验缺失的影响,概念表征具有明显的通道差异。聋生的听觉通道的概念特征显著少于普通学生,盲生的触觉通道的概念特征显著多于普通学生和聋生。(3)在感觉代偿和语言学习的帮助下,视力、听力障碍学生能够形成对缺失感觉通道信息的概念的表征。
[Abstract]:Through the experiment of free association of conceptual features, the difference of conceptual representation of specific things between students with visual acuity, hearing impairment and ordinary students is compared. The results show that the visual acuity is higher than that of ordinary students. Students with hearing impairment have less associative characteristics and scattered visual acuity. The conceptual representation of students with hearing impairment is affected by lack of perceptual experience. Conceptual representation has obvious channel differences. Deaf students have significantly less conceptual characteristics of auditory channels than ordinary students. The conceptual characteristics of tactile pathway of blind students were significantly more than those of ordinary students and deaf students. 3) with the help of sensory compensation and language learning, visual acuity. Students with hearing impairment can form a conceptual representation of missing sensory channel information.
【作者单位】：华南师范大学心理应用研究中心;广州盲人学校;
【基金】：全国教育科学“十一五”规划重点课题“语言障碍对盲、聋、弱智、口吃儿童和青少年语言认知的影响”(项目批准号:DBA080164)资助
【分类号】：G761
【正文快照】： 1问题提出人通过对外部客观事物的认知,形成了概念。概念是关于某一特定的事物或类别的知识。例如,“鹰”的概念中就包含了鹰的外部形态和行为习性的知识[1,2]。概念与概念之间相互联系,形成了概念联系和概念结构。概念联系和概念结构是认知心理学关注的焦点。研究者提出了多

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