Chinese Deaf and Hard of Hearing Adolescents' Awareness of Thematic and Taxonomic Relations among Ordinary Concepts Represented by Pictures and Written Words

Autor/inn/en	Li, Degao; Gao, Kejuan; Zhang, Yue; Wu, Xueyun
Titel	Chinese Deaf and Hard of Hearing Adolescents' Awareness of Thematic and Taxonomic Relations among Ordinary Concepts Represented by Pictures and Written Words
Quelle	In: American Annals of the Deaf, 156 (2011) 5, S.476-491 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Foreign Countries; Deafness; Hearing Impairments; Pictorial Stimuli; Written Language; Adolescents; Taxonomy; Comparative Analysis; Concept Formation; Language Skills; Language Acquisition; Questionnaires; Priming; Intelligence Tests; Visual Stimuli; Familiarity; Reaction Time; Statistical Analysis; China; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Ausland; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Fantasieanregung; Geschriebene Sprache; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Taxonomie; Concept learning; Begriffsbildung; Language skill; Sprachkompetenz; Sprachaneignung; Spracherwerb; Fragebogen; Intelligence test; Intelligenztest; Reaktionsvermögen; Statistische Analyse
Abstract	Inspired by a previous study of Korean deaf and hard of hearing adolescents, the researchers conducted a priming task of living-nonliving categorization with a sample of Chinese deaf and hard of hearing adolescents. The sample in this study had significantly lower accuracy levels for the thematically related items than for the taxonomically related items and significantly larger differences in reaction times than a group of hearing adolescents when stimuli were changed from pictures to written words. However, they were not significantly different from the hearing adolescents in their performance with the taxonomically related written words. Furthermore, unlike the hearing adolescents, they did not have significantly different reaction times as the result of changes in positions of stimulus presentations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01