WEKO3
アイテム
重度・重複障害児の言語行動の形成に関する諸問題
http://hdl.handle.net/2298/20822
http://hdl.handle.net/2298/20822faf0b139-2b3b-4140-9afb-e4cc19fbd3a9
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KKJ0013_037-047.pdf (1.4 MB)
|
|
| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2011-08-11 | |||||||||||
| タイトル | ||||||||||||
| タイトル | 重度・重複障害児の言語行動の形成に関する諸問題 | |||||||||||
| 言語 | ja | |||||||||||
| タイトル | ||||||||||||
| タイトル | ジュウド ジュウフク ショウガイジ ノ ゲンゴ コウドウ ノ ケイセイ ニ カンスル ショ モンダイ | |||||||||||
| 言語 | ja-Kana | |||||||||||
| タイトル | ||||||||||||
| タイトル | The Formation of Verbal Behaviors for Multiple Handicapped Children | |||||||||||
| 言語 | en | |||||||||||
| 言語 | ||||||||||||
| 言語 | jpn | |||||||||||
| キーワード | ||||||||||||
| 主題 | multiple handicapped children, self regulation activity, sign system, verbal behavior | |||||||||||
| 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 | |||||||||||
| 著者 |
進, 一鷹
× 進, 一鷹
|
|||||||||||
| 内容記述 | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | This paper is designed to carry out research into the formation of verbal behaviors for multiple handicapped children. Umezu (1980) classified sign system from the angle of genesis and construction principle of signs. The sign system activity plays the central role in the self regulation activity of behaviors. Sign system consists of aboriginal sign system and constructive sign system. Constructive sign system consists of symbolic sign system and non-symbolic sign system. Symbolic sign system is constituted on similarity to the event. Non-symbolic sign system consists of gestalt-qualitative sign system and molecule-synthetic sign system. Non-symbolic sign system is constituted on the next principle. Though there are difference between the sign system and the event system, while children consider the sign system and the event system as the same thing, they operate the sign system. Symbolic sign system is more readily learned as a sign in a child due to its similarity to the event system. Non-symbolic.sign system is difficult to learn due to its constructive principle. It is usually most difficult to establish the molecular-synthetic sign system as signs, as there are many steps of learning to operate the molecular-synthetic sign system freely. | |||||||||||
| 書誌情報 |
ja : 熊本大学教育実践研究 巻 13, p. 37-47, 発行年 1996-02-29 |
|||||||||||
| NCID | ||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||
| 収録物識別子 | AA11700236 | |||||||||||
| 著者版フラグ | ||||||||||||
| 出版タイプ | VoR | |||||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||||
| 日本十進分類法 | ||||||||||||
| 主題Scheme | NDC | |||||||||||
| 主題 | 378 | |||||||||||
| 出版者 | ||||||||||||
| 出版者 | 熊本大学教育学部附属教育実践研究指導センター | |||||||||||
| 言語 | ja | |||||||||||
