Choubsaz Yassaman, Gheitury Amer
English Department, Faculty of Literature and Humanities, Razi University of Kermanshah, Bagh-e-Abrisham Ave., Kermanshah, Iran.
J Psycholinguist Res. 2017 Feb;46(1):77-88. doi: 10.1007/s10936-016-9421-7.
The present study aims to explore the semantic knowledge of a group of Iranian deaf individuals who, due mainly to auditory deprivation did not acquire language normally in early years of their life. The participants were ten deaf and a matched number of hearing individuals as control group. A test of five tasks was administrated to assess their knowledge of vocabulary, collocation, semantic categorizations, semantic features, and proverbs. Although the results indicated a significant difference between the deaf and the hearing group, a between- group comparison of each task revealed no significant difference between the deaf and hearing participants in the number of errors in vocabulary, collocations, semantic categorization, and semantic features. The only task in which deaf participants did significantly worse than the control group was that of proverbs. Therefore, it could be argued that, language deprivation in early childhood does not have the same effect on different components of our linguistic knowledge and that the acquisition of semantics may well continue beyond puberty.
本研究旨在探索一群伊朗聋人的语义知识，这些聋人主要由于听觉剥夺，在其早年未能正常习得语言。参与者为十名聋人以及数量与之匹配的听力正常个体作为对照组。进行了一项包含五项任务的测试，以评估他们在词汇、搭配、语义分类、语义特征和谚语方面的知识。尽管结果表明聋人群体和听力正常群体之间存在显著差异，但对每项任务的组间比较显示，聋人和听力正常参与者在词汇、搭配、语义分类和语义特征方面的错误数量没有显著差异。聋人参与者表现明显比对照组差的唯一任务是谚语任务。因此，可以认为，幼儿期的语言剥夺对我们语言知识的不同组成部分不会产生相同的影响，并且语义的习得很可能在青春期之后仍会继续。
