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通过图片命名任务,以实龄相同的智力正常儿童为参照,考察弱智儿童语义损伤的模式和语义发展的特点。结果表明,和正常儿童比,弱智儿童无论是生物范畴还是非生物范畴均表现出语义知识损伤,即出现双重损伤,但损伤程度轻于脑损伤患者。同非生物范畴比,弱智儿童的生物范畴损伤更为严重。弱智儿童生物和非生物的语义随着年龄增长而发展,其中非生物的语义在高年级达到较高水平。
Through the naming task of pictures, this paper examines the semantic damage patterns and the features of semantic development of mentally handicapped children based on the normal-intelligence normal children of the same age. The results showed that, compared with normal children, mentally retarded children showed semantic knowledge impairment both in biological category and non-biological category, that is, double injury occurred, but the degree of injury was less than that in brain injury patients. Compared with the non-biological category, mentally retarded children’s biological category damage more serious. The biological and non-biological semantics of mentally handicapped children develop with age, of which the abiotic semantics reach a higher level in higher grades.