Marschark Marc, Convertino Carol, McEvoy Cathy, Masteller Allison
Department of Research, National Technical Institute For The Deaf, Rochester Institute of Technology, Rochester, NY 14623, USA.
Am Ann Deaf. 2004 Spring;149(1):51-61. doi: 10.1353/aad.2004.0013.
Two experiments explored the taxonomic organization of mental lexicons in deaf and hearing college students. Experiment 1 used a single-word association task to examine relations between categories and their members. Results indicated that both groups' lexical knowledge is similar in terms of overall organization, with associations between category names and exemplars stronger for hearing students; only the deaf students showed asymmetrical exemplar-category relations. Experiment 2 used verbal analogies to explore the application of taxonomic knowledge in an academically relevant task. Significant differences between deaf and hearing students were obtained for six types of analogies, although deaf students who were better readers displayed response patterns more like hearing students'. Hearing students' responses reflected their lexical organization; deaf students' did not. These findings implicate the interaction of word knowledge, world knowledge, and literacy skills, emphasizing the need to adapt instructional methods to student knowledge in educational contexts.
两项实验探究了聋哑大学生和听力正常大学生心理词典的分类组织。实验1使用单词联想任务来检验类别与其成员之间的关系。结果表明，两组在总体组织方面的词汇知识相似，类别名称与示例之间的联想对听力正常的学生更强；只有聋哑学生表现出不对称的示例 - 类别关系。实验2使用言语类比来探索分类知识在学术相关任务中的应用。聋哑学生和听力正常的学生在六种类型的类比中存在显著差异，尽管阅读能力较强的聋哑学生表现出更类似于听力正常学生的反应模式。听力正常学生的反应反映了他们的词汇组织；聋哑学生则不然。这些发现表明了单词知识、世界知识和读写能力之间的相互作用，强调了在教育环境中需要根据学生的知识调整教学方法。
