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重度知的障害児の言語指導 ― 語の対象指示機能の形成 ―
http://hdl.handle.net/10295/00003280
http://hdl.handle.net/10295/000032800b83824e-29c1-4c5d-a75a-12df4ebd8b90
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
kbk72(1) (1.6 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
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| 公開日 | 2017-06-21 | |||||||||
| タイトル | ||||||||||
| タイトル | 重度知的障害児の言語指導 ― 語の対象指示機能の形成 ― | |||||||||
| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | The Formation of Referential Function of Word as Receptive Language for Severely Child with Intellectual Disabilities | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| 主題 | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | severely child with intellectual disabilities | |||||||||
| 主題 | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | formation of referential function of word | |||||||||
| 主題 | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | receptive | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| アクセス権 | ||||||||||
| アクセス権 | open access | |||||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||
| 作成者 |
大城, 英名
× 大城, 英名
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| 内容記述 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | The purpose of this study was to examine the effects of language training in a formation of referential function of word as receptive language for severely child with intellectual disabilities. The subject who was 10 year-old boy with intellectual disabilities, was given six language training tasks for a year and half to form referential function of word. The tasks of this language training involved: 1) formation of identificative and discriminative action with objects, 2) formation of concrete action with objects, 3) formation of classificative action with objects, 4) comprehension of a relation between objects and their sounds, 5) formation of symbolic gesture with objects, 6) formation of referential function of words as receptive language. The language training were arranged to gradually trigger the transformation of concrete actions to inner speech. The main findings were as follows: (1) The subject learned identificative, discriminative and concrete actions with objects in the language training process. Multiple effects were observed between the formation of concrete actions with objects. The formation of these actions generated a formation of representational function with objects. (2) Comprehension of a relation between objects and their sounds, and formation of referential function of word as receptive language. These findings indicated the language training are effective in the formation of referential function of words as receptive language for severely child with intellectual disabilities. | |||||||||
| 言語 | en | |||||||||
| 出版タイプ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| 書誌情報 |
ja : 秋田大学教育文化学部研究紀要 教育科学 en : MEMOIRS OF FACULTY OF EDUCATION AND HUMAN STUDIES AKITA UNIVERSITY EDUCATIONAL SCIENCES 巻 72, p. 1-10, 発行日 2017-03-01 |
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| 収録物識別子 | ||||||||||
| 収録物識別子タイプ | EISSN | |||||||||
| 収録物識別子 | 2433-4952 | |||||||||
| 収録物識別子 | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AA12812315 | |||||||||
| 出版者 | ||||||||||
| 出版者 | 秋田大学教育文化学部 | |||||||||
| 言語 | ja | |||||||||
