精神発達遅滞児の視覚性人工言語獲得 : 語順・文法範ちゅうによる色分け・般化

概要

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A9-year-old nonspeaking child with mental retardation was taught an artificial language using graphic symbols. In teaching this language. symbols were drawn upon plastic plates of different colors (white for NP and yellow for VP) to explicitly differentiate the syntactic structure. After the baseline assessment of the use of 27 familiar agent-object-action sentences, two experiments were conducted to investigate (1) the role of plate colors in the learning of word order, and (2) the generalization of the acquired combinatorial use of words. In Experiment I, all plates were colored in blue to make color cueing for NP and VP ineffective. The results indicated that in the production of the familiar sentences the word order of NP-VP was maintained, while that of agent-object showed inconsistency. In Experiment II, following the learning of 9 additional new words (3 agents, 3 objects, and 3 actions), the subject was required to use them in agent-object-action sentences. The results indicated that generalized combinatorial use was limited to two-word components in most cases both in production and in comprehension. These findings were discussed with respect to language learnability.
日本発達心理学会の論文
1991-09-20