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論文

論文
大井, 学 ; 西川, 郁子 ; 田中, 真留実
出版情報: 特殊教育学研究 = The Japanese journal of special education.  24  pp.51-58,  1987-03-30.  日本特殊教育学会
URL: http://hdl.handle.net/2297/23852
概要: 金沢大学人間社会研究域学校教育系<br />一人の話しことばをもたない自閉症児が示した2語結合理解の困難の特徴と、聴覚的な2語を視空間的配置に置きかえるという支えの可能性を検討した。2語に対応した2事物を3つの事物から選ぶ課題が与えられた。 2事物を取って置くこと自体に問題はなかったが、事物の選択には誤りがみられた。誤りは最初に聞く語に集中しており、聴覚言語の記憶の障害が考えられた。これに対して大人が2語結合と同時に机上の2点を指さすようにしたところ、子どもは2語結合を聞く際に自ら2点を指さすようになり、それによって正しく選択できるようになった。指さしは課題語の変更や遅延選択の導入にともなって増大した。子どもの指さした2点の位置関係と実際の2事物の配列には安定した対応がみられ、指さしが視空間的な支えとしての意義をもつことが確認された。 Subject in this study was an 11-year-old mute autistic boy with poor language comprehension. When he was instructed orally in sequence which of two objects to choose out of three different ones (e.g.,"choose cup and spoon", when presented with those objects and also a toothbrush), his first choice would be incorrect (e.g., the toothbrush instead of the cup), but he almost always chose the second one correctly. It seemed that he did not hear the first word of such two-word combinations. In each session, the subject was asked on about 40 trials to choose two out of three items presented, either a spoon, cup, and toothbrush, or, in later sessions, an orange, pencil, and scissors. In the Single Instruction condition, an adult said two words, once each. In the Double Instruction condition, the adult spoke the second word 2 sec. after the first, and spoke the two words again successively 2 sec. later. Over two months, there were 26 sessions. In the fifth session, when speaking the first word, the adult pointed to the tabletop on the boy's left side, and, when speaking the second word, to the tabletop on the boy's right side. Immediately the boy began to point without the adult model. That is, he would listen to the first word and point, and then listen to the second word and point, as the adult had done. With this behavior, he made more correct choices; the pointing seemed to help him hear both words. In the tenth session, he made correct choices on 73% of Single Instruction trials, and 95% of Double Instruction trials. At that time, pointing in the Single Instruction condition was occurring less often than before. When he was asked to choose the new objects, and when he was prevented for one or more seconds from making a choice, his pointing increased again. With the delay procedure, he could choose two objects correctly after a 3-sec. delay, but not after 5 sec. On almost all trials, he placed the first object selected in the place where he pointed first, and the second object selected. where he pointed second. The results of this study indicate that this boy had difficulty with the auditory language comprehension of a combination of two objects. This seemed to be caused by his restricted receiving and memorizing of auditory language. Through pointing, however, he could translate the two-word auditory stimulus into the visuo-spatial relationship of two objects. Visuo-spatially supported listening appeared to overcome his receiving and memorizing problems, and to facilitate comprehension of combinations of two words. 続きを見る
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論文

論文
竹内, 義晴 ; Takeuchi, Yoshiharu
出版情報: 平成4(1992)年度 科学研究費補助金 一般研究(C) 研究成果報告書 = 1992 Fiscal Year Final Research Report.  1990-1992  pp.56p.-,  1993-03.  金沢大学文学部 / 九州大学
URL: http://hdl.handle.net/2297/00049863
概要: 本研究では,言語表現の使用例をテキスト・データベースから採取し,一つの言語表現であっても実際には様々な異なった意味合いで使われるという事実を,具体的に記述した。本研究の標題にある「意味の揺れ」とは,この実際の言語使用における言語表現の様々な 意味合いの違いのことである。直接の記述の対象となったのは,言語表現「empfindlich」,そして対をなす言語表現「schwer」・「leicht」の使用例であり,いずれもドイツ語の形容詞である。記述した「意味の揺れ」について,さらに分析を加えることによって,実際の「意味の揺れ」の多様さにもかかわらず,それぞれの言語表現には,抽象的な言語表現の意味の核心部分が抽出された。この言語表現の意味の核心部分こそが,言語表現の「自然言語固有の意味」である。この言語表現の意味の核心部分の構造は,人間の認知的な知識の構造とは別のものであり,非常に抽象的なレベルでの「関係」を表現している。しかし,この抽象的な「関係」を表現する言語表現が実際に用いられると,言語表現は私たちの実際生活において有意味でありうる具体性を持って理解される。言語表現が,実際の言語使用において有意味でありうるのは,「自然言語固有の意味」が私たちの豊かで実際的な知識システムとインタラクトし,様々な「意味の揺れ」を持った具体的な理解に至るからである。また,そこに働く知識システムは,単に記号的・概念な性質のものではなく,より柔軟な性質のものではなくてはならないことが確認された。本研究では,具体的なデータの分析・考察から以上の知見が得られたが,このことは逆に,言語学意味論の扱う領域としての「自然言語固有の意味」が,認知科学の領域全体のなかで,特有の位置づけがなされなくてはならないことを示している。<br />If we study the concrete uses of a language expression (of a word, of a phrase and so on), there is no clear meaning unit which uniquely corresponds to that expression. The meaning of a language expression is rather scattered in various ways on its widest sphere.For the purpose of describing these meaning variations I have collected language expressions from a text-corpus. And I analyzed the meaning variations in those collections. (The direct object of the description and analysis was: a german adjective "empfindlich" and a pair of german adjectives "schwer" and "leicht".) On the basis of that analysis I then came to a conclusion, that inspite of the various possible ways of understanding the expressions, there are abstract cores of meanings, which uniquely represent the meanings of the expressions.These abstract cores of meanings are what I call "the language specific meaning". This language specific meaning does not depend directly on the meaning at the level of knowledge in our cog nition, but is "language specific". It represents rather a "complex of relations" at very abstract levels.But if we use the language expressions in communication, they are not understood at these abstract levels. We can mean very concrete, detailed and/or vivid things/matters with these language expressions which possess only their abstract meaning cores. On the assumption that language expressions have very abstract meaning in their cores, there must be a rich and powerful cognitive system at work to make up our communications which meet an agreed standard of intelligibility. The knowledge which constitutes that cognitive system must not only be a symbolic and conceptual one but also one of a more soft and flexible character (such as images, metaphors or associations).From these observations, I have confirmed that the language specific meaning and therefore the natural language semantics has its own characteristic status in our whole cognitive system. Thanks to the interactions between the language specific meaning and our cognitive knowledge, there can be that understanding of variations in language expressions, which are the very source of the richness in our whole life with language.<br />研究課題/領域番号:02610225, 研究期間(年度):1990-1992<br />出典:「言語表現の意味の揺れの記述に基づく言語学意味論の認知科学的位置づけのための研究」研究成果報告書 課題番号02610225(KAKEN:科学研究費助成事業データベース(国立情報学研究所))   本文データは著者版報告書より作成 続きを見る