Petitto L A, Langdon C, Stone A, Andriola D, Kartheiser G, Cochran C
NSF Science of Learning Center, Visual Language and Visual Learning, VL2, Gallaudet University, Washington, DC, USA.
Brain and Language Laboratory for fNIRS Neuroimaging, BL2, Gallaudet University, Washington, DC, USA.
Wiley Interdiscip Rev Cogn Sci. 2016 Nov;7(6):366-381. doi: 10.1002/wcs.1404. Epub 2016 Jul 17.
Among the most prevailing assumptions in science and society about the human reading process is that sound and sound-based phonology are critical to young readers. The child's sound-to-letter decoding is viewed as universal and vital to deriving meaning from print. We offer a different view. The crucial link for early reading success is not between segmental sounds and print. Instead the human brain's capacity to segment, categorize, and discern linguistic patterning makes possible the capacity to segment all languages. This biological process includes the segmentation of languages on the hands in signed languages. Exposure to natural sign language in early life equally affords the child's discovery of silent segmental units in visual sign phonology (VSP) that can also facilitate segmental decoding of print. We consider powerful biological evidence about the brain, how it builds sound and sign phonology, and why sound and sign phonology are equally important in language learning and reading. We offer a testable theoretical account, reading model, and predictions about how VSP can facilitate segmentation and mapping between print and meaning. We explain how VSP can be a powerful facilitator of all children's reading success (deaf and hearing)-an account with profound transformative impact on learning to read in deaf children with different language backgrounds. The existence of VSP has important implications for understanding core properties of all human language and reading, challenges assumptions about language and reading as being tied to sound, and provides novel insight into a remarkable biological equivalence in signed and spoken languages. WIREs Cogn Sci 2016, 7:366-381. doi: 10.1002/wcs.1404 For further resources related to this article, please visit the WIREs website.
在科学和社会中，关于人类阅读过程最普遍的假设之一是，声音和基于声音的音系学对年幼读者至关重要。儿童的声音到字母的解码被视为普遍现象，对从印刷文字中获取意义至关重要。我们提出一种不同的观点。早期阅读成功的关键联系并非存在于片段语音和印刷文字之间。相反，人类大脑对语言进行切分、分类和辨别语言模式的能力使得对所有语言进行切分成为可能。这个生物过程包括对手语中语言的手部切分。早年接触自然手语同样能让儿童发现视觉手语音系学（VSP）中的无声片段单元，这也有助于对印刷文字进行片段解码。我们研究了关于大脑的有力生物学证据，大脑如何构建语音和手语音系学，以及为什么语音和手语音系学在语言学习和阅读中同样重要。我们提供了一个可检验的理论解释、阅读模型以及关于VSP如何促进印刷文字与意义之间的切分和映射的预测。我们解释了VSP如何能够成为所有儿童（聋童和听力正常儿童）阅读成功的有力促进因素——这一解释对不同语言背景的聋童学习阅读具有深远的变革性影响。VSP的存在对于理解所有人类语言和阅读的核心特性具有重要意义，挑战了关于语言和阅读与声音相关的假设，并为手语和口语之间显著的生物学等效性提供了新的见解。《WIREs认知科学》2016年，7:366 - 381。doi:10.1002/wcs.1404 有关本文的更多资源，请访问WIREs网站。
