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1.
First-, fourth-, and ninth-grade hearing students were administered randomly selected items from the Carolina Picture Vocabulary Test (CPVT; Layton & Holmes, 1985) to determine the degree to which signs used in the CPVT are iconic (see note) and can actually convey a sign's meaning at the moment of testing, thus providing an inflated vocabulary score. Hearing students were tested because they had no prior sign knowledge or experience. Results indicate that the signs used in the CPVT are sufficiently iconic to enable students unfamiliar with signs to identify a test picture; 73% of their responses were correct when chance selection was 25%. Such findings signal potential problems with existing receptive sign vocabulary tests; consequently, test results should be interpreted cautiously. Note: Not all signs are iconic. Iconic signs have semantic features nested in their formation, location, and movement that visually convey enough information to manifest word meaning. Formation, location, and movement are also called cheremic features of sign.  相似文献   

2.
The present study was designed to examine receptive learning of 30 ASL signs using two teaching modes. Subjects were 28 college students with normal hearing, naive to sign language, who were trained under computer-assisted instruction (CAI) or through videotaped presentation (VT). The results indicated significantly (p less than .01) higher scores under the VT condition when sign learning and retention were probed three and 10 days after training.  相似文献   

3.
Early developmental psychologists viewed iconic representation as cognitively less complex than other forms of symbolic thought. It is therefore surprising that iconic signs are not acquired more easily than arbitrary signs by young language learners. One explanation is that children younger than 3 years have difficulty interpreting iconicity. The current study assessed hearing children's ability to interpret the meaning of iconic signs. Sixty-six 2.5- to 5-year-olds who had no previous exposure to signs were required to match iconic signs to pictures of referents. Whereas few of the 2.5-year-olds recognized the meaning of the iconic signs consistently, more than half of the 3.0-year-olds and most of 3.5-year-olds performed above chance. Thus, the ability to recognize the meaning of iconic signs gradually develops during the preschool years. Implications of these findings for sign language development, receptive signed vocabulary tests, and the development of the ability to interpret iconic symbols are discussed.  相似文献   

4.
Signing Exact English or SEE-2, is one of several invented sign systems currently being used with hearing-impaired children in the United States. The system parallels the morphology of written English and differs from American Sign Language both in terms of the configuration of many of the lexical signs and in grammatical word order. The current study investigated whether students accustomed to an invented sign system could comprehend ASL signed by deaf adults. One group of subjects was exposed to SEE-2 in their day school classrooms. The other group attended residential programs and was exposed to Signed English, PSE and ASL. Both groups observed three videotaped short stories and answered questions following each. Both groups answered approximately 25 percent of the written comprehension questions correctly; their mean scores did not differ significantly. Results of the study suggest that students exposed to SEE-2 and lacking experiences with deaf adults were able to comprehend ASL as well as their peers who attended residential schools.  相似文献   

5.
Children gradually develop interpretive theory of mind (iToM)—the understanding that different people may interpret identical events or stimuli differently. The present study tested whether more advanced iToM underlies children’s recognition that map symbols’ meanings must be communicated to others when symbols are iconic (resemble their referents). Children (6–9 years; N = 80) made maps using either iconic or abstract symbols. After accounting for age, intelligence, vocabulary, and memory, iToM predicted children’s success in communicating symbols’ meaning to a naïve map‐user when mapping tasks involved iconic (but not abstract) symbols. Findings suggest children’s growing appreciation of alternative representations and of the intentional assignment of meaning, and support the contention that ToM progresses beyond mastery of false belief.  相似文献   

6.
人的思维活动遵循认识活动的基本模式和框架，而且也只能在这个范围内来讨论思维的基本问题。认识的基本工具是符号，包括语言符号、形象符号和抽象符号。全部人类认识是符号标记式的，是语言符号、抽象符号与形象符号及客观世界的形象之间的相互作用关系。思维活动是对上述全部要素进行整合的活动。所以，对语言符号系统的研究是思维科学的切入点。  相似文献   

7.
This study investigated the relation between teachers’ (N = 22) use of sophisticated and complex language in urban middle‐school classrooms and their students’ (mean age at pretest = 11.51 years; N = 782; 568 language minority and 247 English only) vocabulary knowledge. Using videotaped classroom observations, teachers’ speech was transcribed and coded for their total amount of talk, vocabulary usage, and syntactic complexity. Students’ vocabulary skills were assessed at the beginning and end of the school year. Results showed variation in students’ vocabulary skills and teachers’ language use. Hierarchical linear modeling techniques revealed that after controlling for classroom and school composition and students’ beginning‐of‐the‐year scores, students’ end‐of‐the‐year vocabulary skills were positively related to teachers’ use of sophisticated vocabulary and complex syntax, but not teachers’ total amount of talk.  相似文献   

8.
Twenty-five adolescents with learning disabilities were randomly assigned to either a keyword mnemonic condition or an experimenter-directed rehearsal condition and were individually taught 16 difficult vocabulary words, including 8 concrete and 8 abstract words. After an instructional period, students were given a test of literal recall as well as a comprehension test of their ability to apply newly acquired vocabulary words in a different context. Results indicated that mnemonically trained students outperformed control students on both abstract and concrete words, and on recall tests as well as on comprehension tests. Implications for vocabulary instruction as well as theories of learning disabilities are discussed.  相似文献   

9.
Reflection on the relationship between a sign and its meaning (i.e. semiotic activity) is a fundamental form of cognitive activity that already occurs at an early age. The improvement of this semiotic activity in young children prepares for their later learning activity. Iconic representations are one important category of signs for young children (3‐7 years old). Iconic representations (drawings, diagrams, schemes) are generally conceived of as means bridging the gap between early enactive, perception‐bound thinking and abstract‐symbolical thinking. From the Vygotskian perspective iconic representations are complex signs referring to some object (situation, action) in a special way. On the bases on the analysis of children's drawings it is argued that iconic representations are narrative in nature for young children. Children tend to supplement their drawings with verbal symbols in order to make sure that their intended meanings are maximally clear. In doing so, children learn to carry out semiotic activity and improve this activity with the help of more abstract symbols  相似文献   

10.
This paper reports on one experiment in which we investigated the relationship between reading and signing skills. We administered a vocabulary task and a story comprehension task in Sign Language of the Netherlands and in written Dutch to a group of 87 deaf children from bilingual education programs. We found a strong and positive correlation between the scores obtained in the sign vocabulary task and the reading vocabulary task when age, short-term memory scores, and nonverbal intelligence scores were controlled for. In addition, a correlation was observed between the scores in the story comprehension tasks in Sign Language of the Netherlands and written Dutch but only when vocabulary scores for words and signs were not taken into account. The results are briefly discussed with reference to a model we recently proposed to describe lexical development for deaf children in bilingual education programs (Hermans, D., Knoors, H., Ormel, E., & Verhoeven, L., 2008). In addition, the implications of the results of the present study for previous studies on the relationship between reading and signing skills are discussed.  相似文献   

11.
通过对80名武汉理工大学大四学生分别进行文本、音频和图片三种词汇呈现方式下的词汇记忆效果实验研究,结果发现:大多数大学生对词汇以视频方式呈现比以音频方式呈现具有更好的记忆效果,而且在视频呈现方式下,图片比文本具有更好的记忆效果;在词汇记忆的最佳和最差呈现方式上并无性别差异,但是在较抽象的文本呈现方式下,男生比女生具有更好的记忆效果,而在图片呈现方式下女生反应更快,男生则具有更高的准确率。  相似文献   

12.
Forty students enrolled in the course 74.153, Introduction to Sign Language, at Bloomsburg University of Pennsylvania participated in a study using an interactive videodisc system to teach sign language vocabulary. The experimental group (n = 20) learned signs via an interactive videodisc system while the control group (n = 20) learned the same signs through a traditional classroom approach. Results indicated no significant differences between the groups in their ability to recognize signs. In addition, the experimental group took one-third less time to learn as many signs as the control group.  相似文献   

13.
This study examined the effect of imagery interventions for the presentation of novel science vocabulary to fifth grade learners. Eighty-nine students from two schools in Long Island participated in this study and were randomly assigned to four different instructional interventions: a Picture Presentation method, in which a word was paired with a picture; an Image Creation??No Picture method, in which the participants were told to create an image of the word and draw it on paper; an Image Creation??Picture method, in which the students were presented with the picture and then told to draw it; and a Word Only method, which involved the simple verbal presentation of the word. Results demonstrated that students in the imagery intervention groups (Picture Presentation, Image Creation??No Picture, and Image Creation??Picture) scored higher on the outcome measures at both immediate and delayed recall. It was also shown that the deeper the students processed the ??to be learned?? vocabulary words, the higher they scored on the outcome measures. Based on the mean outcome measure scores at both time points, students in the Image Creation??Picture intervention scored the highest, followed by the students in the Image Creation??No Picture intervention, those in the Picture Presentation intervention, and finally the Word Only intervention students. Such a study has implications as to the most effective way to integrate science and literacy and successfully present novel concepts in the classroom.  相似文献   

14.
The purpose of this study was to examine whether English language learners (ELLs) would increase their vocabulary scores in the areas of word recognition, word meaning, and word application when iPads were used during vocabulary instruction. Five third-grade ELLs, at risk of being diagnosed as having learning disabilities, participated in the study. All students demonstrated low test scores in learning vocabulary words during the baseline. During the intervention, 36 vocabulary words selected from the third-grade’s Dolch word list were taught and practiced using the iPad application Learning Touch, First Sight Words Pro. All students were assessed and their vocabulary scores increased in the areas of word recognition, word meaning, and word application. Using the iPad and iPad app appears to provide a potential avenue for ELLs in learning English vocabulary words.  相似文献   

15.
The Educational Interpreter Performance Assessment, or EIPA, is an evaluation tool designed specifically for educational interpreters. An evaluation using the EIPA considers the child's grade level, the sign language or sign system that the interpreter is using as well as any other child-specific factors. Fifty-nine educational interpreters were evaluated using the EIPA. They had different backgrounds and training, and used different types of sign language or sign language or sign systems. The results show that not all of the educational interpreters were qualified to provide a child with an adequate interpretation of classroom discourse. Less than half of the educational interpreters assessed in this study performed at a level considered minimally acceptable. These data also show that sign vocabulary skills were significantly better than grammatical skills. Eighteen interpreters were evaluated twice in order to test-retest reliability, which showed that scores were not significantly different between the two evaluations. The picture that emerges from these data is that many deaf children receive an interpretation of classroom discourse that may distort and inadequately represent the information being communicated.  相似文献   

16.
Reading fluency in deaf children whose primary mode of communication is visual, whether English-like or American Sign Language, is difficult to measure since most measures of fluency require a child to read aloud. This article opens the discussion of a new construct, namely, signed reading fluency (i.e., rendering of printed text in a visually fluent manner) in children with hearing loss whose primary means of expressive language includes some form of sign. Further, it describes the development of an assessment rubric to measure signed reading fluency. A comparison of fluency scores and scores on tests of vocabulary and text comprehension of 29 middle school students who attended a school for the deaf indicated that signed reading fluency, as defined and measured by this instrument, correlates highly both with word and passage comprehension.  相似文献   

17.
This presentation compares how lectures are being performed in different technological contexts: that of the studio, for taping of videotapes, or in front of a camera for the purpose of videoconferencing, or, for a live presentation. The different contexts will be described according to the communication theory of the German sociologist Niklas Luhmann, and contrasted with findings from contemporary research on lecturing and teacher–student interaction. The comparison between the videotaped lecture and the live lecture reveals important differences as to style of communication. The taped lectures are more stringent and content-oriented, while the live-lectures are time-consuming and more focused on establishing dialogues with students. Videoconference-lecturing contains features that place it between the live- and videotaped lecture. This paper concludes that videoconferencing is problematic with serious problems to handle for students and teachers alike.  相似文献   

18.
Conclusions Students exposed to the SHCP did not achieve significantly different (p=.01) reading comprehension mean scores than students not exposed to the program. However, the gains measured in this research covered only a nine week period, and if the reading comprehension mean score gains were projected over the academic year, the difference would be significant.The experimental students achieved significantly higher posttest vocabulary mean scores than students receiving their regular health instruction. Since there was no difference in mean scores by sex, it was concluded that the special prototype health-education curriculum in combination with the process used by the teachers appeared to have some impact on the experimental students' vocabulary mean scores.Since the total sample used in this study was small, there is a need for further studies with larger samples to further investigate the effects of the SHCP, as well as other prototype programs on the basic skill development of lower SES students.  相似文献   

19.
This study examined how students interacted with a computer-based feature, Compare and Contrast , which facilitated image comparisons. Unlike previous research, which explored the use of images ordered and presented by investigators, this study examined emerging patterns of image comparison as students selected the presentation mode. Three main image-viewing modes emerged including one successive mode and two simultaneous modes: (1) single image viewing in which only one image was viewed at a time; (2) paired viewing in which different pairs of images were displayed; and (3) anchored viewing in which a single image in one image panel served as an anchor against which multiple image comparisons were made using the second panel. Overall, anchored viewing was the most predominant image-viewing mode used by the students (41%) compared to single viewing (22%) and paired viewing (11%). Students who viewed images in the anchored-viewing mode attained the highest scores on the post-test exam. Our study suggests that a computer instructional program with a user-controlled interactivity feature can provide insights on how learners form different types of visual comparison strategies. Future experimental studies involving interface design that explicitly supports single, paired, and anchored viewing modes could confirm or challenge the results of our study and therefore, contribute to on-going research on the effective mode of image presentation for visual concept acquisition.  相似文献   

20.
长久以来,人们一直都强调手语词汇的理据性,而且也有很多人因为手语词汇极强的理据性而否认手语的语言地位。与之相反,本文要证明的是和汉语、英语等有声语言一样,手语词汇同时具有理据性和任意性。手语词汇的理据性和任意性是强弱、多少的关系,而不是非此即彼。同时,手语词汇的任意性也是手语具有语言资格的有力证据。  相似文献   

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