{"title":"视觉在词汇学习中的作用:盲人幼儿的词汇发展。","authors":"Erin Campbell, Robyn Casillas, Elika Bergelson","doi":"10.1111/desc.13475","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <p>What is vision's role in driving early word production? To answer this, we assessed parent-report vocabulary questionnaires administered to congenitally blind children (<i>N</i> = 40, Mean age = 24 months [<i>R</i>: 7–57 months]) and compared the size and contents of their productive vocabulary to those of a large normative sample of sighted children (<i>N</i> = 6574). We found that on average, blind children showed a roughly half-year vocabulary delay relative to sighted children, amid considerable variability. However, the content of blind and sighted children's vocabulary was statistically indistinguishable in word length, part of speech, semantic category, concreteness, interactiveness, and perceptual modality. At a finer-grained level, we also found that words’ perceptual properties intersect with children's perceptual abilities. Our findings suggest that while an absence of visual input may initially make vocabulary development more difficult, the content of the early productive vocabulary is largely resilient to differences in perceptual access.</p>\n </section>\n \n <section>\n \n <h3> Research Highlights</h3>\n \n <div>\n <ul>\n \n <li>Infants and toddlers born blind (with no other diagnoses) show a 7.5 month productive vocabulary delay on average, with wide variability.</li>\n \n <li>Across the studied age range (7–57 months), vocabulary delays widened with age.</li>\n \n <li>Blind and sighted children's early vocabularies contain similar distributions of word lengths, parts of speech, semantic categories, and perceptual modalities.</li>\n \n <li>Blind children (but not sighted children) were more likely to say visual words which could also be experienced through other senses.</li>\n </ul>\n </div>\n </section>\n </div>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The role of vision in the acquisition of words: Vocabulary development in blind toddlers\",\"authors\":\"Erin Campbell, Robyn Casillas, Elika Bergelson\",\"doi\":\"10.1111/desc.13475\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <p>What is vision's role in driving early word production? To answer this, we assessed parent-report vocabulary questionnaires administered to congenitally blind children (<i>N</i> = 40, Mean age = 24 months [<i>R</i>: 7–57 months]) and compared the size and contents of their productive vocabulary to those of a large normative sample of sighted children (<i>N</i> = 6574). We found that on average, blind children showed a roughly half-year vocabulary delay relative to sighted children, amid considerable variability. However, the content of blind and sighted children's vocabulary was statistically indistinguishable in word length, part of speech, semantic category, concreteness, interactiveness, and perceptual modality. At a finer-grained level, we also found that words’ perceptual properties intersect with children's perceptual abilities. Our findings suggest that while an absence of visual input may initially make vocabulary development more difficult, the content of the early productive vocabulary is largely resilient to differences in perceptual access.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Research Highlights</h3>\\n \\n <div>\\n <ul>\\n \\n <li>Infants and toddlers born blind (with no other diagnoses) show a 7.5 month productive vocabulary delay on average, with wide variability.</li>\\n \\n <li>Across the studied age range (7–57 months), vocabulary delays widened with age.</li>\\n \\n <li>Blind and sighted children's early vocabularies contain similar distributions of word lengths, parts of speech, semantic categories, and perceptual modalities.</li>\\n \\n <li>Blind children (but not sighted children) were more likely to say visual words which could also be experienced through other senses.</li>\\n </ul>\\n </div>\\n </section>\\n </div>\",\"PeriodicalId\":48392,\"journal\":{\"name\":\"Developmental Science\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.1000,\"publicationDate\":\"2024-01-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Developmental Science\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/desc.13475\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Developmental Science","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/desc.13475","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
The role of vision in the acquisition of words: Vocabulary development in blind toddlers
What is vision's role in driving early word production? To answer this, we assessed parent-report vocabulary questionnaires administered to congenitally blind children (N = 40, Mean age = 24 months [R: 7–57 months]) and compared the size and contents of their productive vocabulary to those of a large normative sample of sighted children (N = 6574). We found that on average, blind children showed a roughly half-year vocabulary delay relative to sighted children, amid considerable variability. However, the content of blind and sighted children's vocabulary was statistically indistinguishable in word length, part of speech, semantic category, concreteness, interactiveness, and perceptual modality. At a finer-grained level, we also found that words’ perceptual properties intersect with children's perceptual abilities. Our findings suggest that while an absence of visual input may initially make vocabulary development more difficult, the content of the early productive vocabulary is largely resilient to differences in perceptual access.
Research Highlights
Infants and toddlers born blind (with no other diagnoses) show a 7.5 month productive vocabulary delay on average, with wide variability.
Across the studied age range (7–57 months), vocabulary delays widened with age.
Blind and sighted children's early vocabularies contain similar distributions of word lengths, parts of speech, semantic categories, and perceptual modalities.
Blind children (but not sighted children) were more likely to say visual words which could also be experienced through other senses.
期刊介绍:
Developmental Science publishes cutting-edge theory and up-to-the-minute research on scientific developmental psychology from leading thinkers in the field. It is currently the only journal that specifically focuses on human developmental cognitive neuroscience. Coverage includes: - Clinical, computational and comparative approaches to development - Key advances in cognitive and social development - Developmental cognitive neuroscience - Functional neuroimaging of the developing brain