共查询到20条相似文献，搜索用时 31 毫秒
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Upper extremity cumulative trauma disorders became a potentially significant occupational hazard among sign language interpreters at the National Technical Institute for the Deaf in the 1988-89 academic year. The following case control study was conducted to identify factors that might play a role in developing, exacerbating, and maintaining upper extremity cumulative trauma disorders among interpreters. Investigations were conducted to determine whether medical status, physical capacities, interpreting styles, pain, fatigue, and job stress differed among NTID's sign language interpreters. This report provides a general summary of selected findings as well as a conceptual framework that should help clarify the factors associated with upper extremity cumulative trauma disorders in sign language interpreters. The results indicated that the upper extremity cumulative trauma disorder diagnosed most often is tendinitis rather than a nerve entrapment syndrome (e.g., carpal tunnel syndrome). Analysis of the frequency of potential biomechanical risk factors indicated that those reporting pain demonstrated higher frequency of hand and wrist deviations from the neutral position, higher frequency of the upper extremities leaving a predefined work space, fewer rest breaks during interpreting sessions, and higher evaluator ratings of pace of finger and hand movements. Specific features of interpreting styles were associated with increased pain and fatigue. 相似文献
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J D Stedt 《American annals of the deaf》1989,134(3):223-226
Carpal Tunnel Syndrome (CTS) is a problem associated with numbness, burning, tingling, tickling or "pins and needles" sensations in the hand. The syndrome has been linked to occupations that require repetitive pinching and/or repetitive wrist movements, both movements associated with sign language interpreting. Educational interpretors may be particularly at risk and so need accurate information regarding this malady. Without such education, some interpreters will worry needlessly while others delay in seeking essential medical attention. This article profiles groups at high risk for Carpal Tunnel Syndrome and identifies surgical and rehabilitative treatments. 相似文献
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J D Stedt 《American annals of the deaf》1992,137(1):40-43
Forty interpreters attending a regional Registry of Interpreters for the Deaf conference completed a questionnaire regarding symptoms related to repetitive stress injury (RSI), a generic classification of problems that occur after extensive, repetitive motion. RSIs, including the most prevalent form, Carpal Tunnel Syndrome (CTS), were surveyed. The vast majority (87.5%) of the interpreters in the sample reported that they had at sometime experienced at least two symptoms associated with RSI. Some (12.5%) who had CTS reported that they had been misdiagnosed. When asked how many other interpreters they knew with RSI problems, they reported, on average, that they knew more than four others. The data indicate that RSI is a severe problem among sign language interpreters and warrants immediate action. The term interpreter's wrist may best describe the malady. 相似文献
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陈霞 《喀什师范学院学报》2004,25(5):37-39
语用学的语境研究既重视对语言的静态、稳定的研究，也重视对语言的动态、变化的研究，一方面人对交际语境施加能动影响，使语境的不稳定呈现更多的主观特征；另一方面语境具有自生功能，语言本身使语境的语用解释作用更加细微。语境的动态观给语言教学提供了更多的可能。 相似文献
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Corina D 《Journal of deaf studies and deaf education》1998,3(1):35-48
The ability to comprehend and produce language stands as a defining characteristic of human cognition and enables the transfer of knowledge and culture within human society. A proper characterization of the human capacity for language is required for the development of interventions that may be used to assist those individuals who have failed to achieve, or who have lost competence in, language behaviors. For signed languages, models of competent language use are lacking. This lack of knowledge hampers the development of effective assessment measures for deaf children who may be experiencing learning problems beyond those confronting the normal deaf child. I discuss two research avenues that have begun to provide a window into the neural systems involved in sign language processing: studies of language disruptions in adult deaf signers who have suffered brain injury, and studies of functional brain imaging in normal deaf signers. This research provides a basis for the development of a comprehensive neurocognitive model of sign language processing. 相似文献
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The study attempted to identify characteristics of individual differences in sign language abilities among deaf children. Connections between sign language skills and rapid serial naming, hand motor skills, and early fluency were investigated. The sample consisted of 85 Finnish deaf children. Their first language was sign language. Simple correlations and multiple linear-regression analysis demonstrated the effect of early language development and serial hand movements on sign language abilities. Other significant factors were serial fingertapping and serial naming. Heterogeneity in poor sign language users was noted. Although identifying learning disorders in deaf children is complicated, developmental difficulties can be discovered by appropriate measurements. The study confirmed the results of earlier research demonstrating that the features of deaf and hearing children's learning resemble each other. Disorders in signed and spoken languages may have similar bases despite their different modalities. 相似文献
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浅析东西方数字语言的文化差异 总被引：2，自引：0，他引：2
数字是一种符号语言，它标明事物的多少、顺序。尽管数字相同，但在不同的语言化里，却有着意义相悖的化内涵。本拟探讨数字语言在不同语言中的化积淀，力图在交际中多使用吉祥数字，以确保交际成功。 相似文献
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Stephanie L. Doherty William Frankenberger Richard Fuhrer Vicki Snider 《International Journal of Disability, Development & Education》2000,47(1):39-54
This study determined the self-reported positive and negative physical, academic, and social effects of stimulant medication on middle/junior high school and high school students who have been diagnosed with AD/HD. The study also identified other students’ attitudes toward those diagnosed with AD/HD and receiving stimulant medication. Students in regular education classrooms, classrooms for students with an emotional disturbance, and classrooms for students with learning disabilities participated by filling out a questionnaire. A convenience sample of 925 students in Wisconsin and Minnesota participated in the study. Eighty-six of the students were taking stimulant medication for the treatment of AD/HD. Students did report experiencing side effects from the medication. The social and behavioural effects of the medication rather than the academic achievement enhancement effects appear to be the reasons for taking stimulant medication. Students not taking stimulant medication reported neither they nor teachers treated students taking stimulant medication differently. 相似文献
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岳铁艳 《临沂师范学院学报》2014,(6):113-115
目标语交际中,教师要用自己的语言组织课堂教学,指导交际者真正地学好和应用好目标语。因此,教师的话语功能在帮助交际者提高交际能力方面发挥了重要作用。这种功能性帮助被理解为"支架"。根据对课堂交际语的分析,可以总结出反馈型话语支架、示范型话语支架、任务型话语支架、情感型话语支架、修正型话语支架这五种功能性支架,这些教师话语支架可以帮助交际者树立交际的信心,发展独立解决问题的能力,提升认知能力。 相似文献
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为了研究聋人大学生书面语中的问题,研究采用手语语法和汉语语法比较的方法,分析四个问题:手势和表演、量词和类标记、动词和类标记、时间词语。结果发现聋人在书面语中忽略了手语中的表情、动作和姿态等表演成份,手语中的类标记和量词有相同之处,手语手势的四个基本部分分别代表不同的意义,聋人学生时间词语掌握上存在困难。结论是通过对手语语法和汉语语法的对比和研究,可以解析聋人书面语产生错误的原因,找到纠正的方法。 相似文献
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聋教育在我国的发展已有一百多年。纵观一百多年来我国聋教育发展史,实质上是聋校语言教学法的发展史。从＂口手＂之争到＂多元化＂聋校语言教学法的提出,可以清晰把握我国聋教育理念从效仿移植西方到自我创新的发展演变,对深化我国当前聋教育改革,引领我国聋教育发展,具有一定的认识和实践意义。 相似文献
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The sign language and motor development of 11 young children of deaf parents were studied across a 16-month period. The subjects showed accelerated early language development producing, on the average, their first recognizable sign at 8.5 months, their tenth sign at 13.2 months, and their first sign combination at 17.0 months. In contrast, children learning to speak typically do not attain the equivalent spoken language milestones until 2-3 months later. The structure and content of the subjects' 50-sign vocabularies closely resembled those for children at the same stage in previously published studies of spoken language acquisition. The pattern of synchrony between motor and language development previously reported by investigators of children learning to speak was found not to apply to the population of the present study: most of the subjects learning to sign did not slow down in their rate of language acquisition after achieving a new motor milestone, but rather continued to show a gradual increase in the size of their sign language vocabularies. 相似文献
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Nicoletta Adamo-Villani Gerardo Beni 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(3):345-362
We present the design of a new 3D animation tool for self‐teaching (signing and reading) finger spelling—the first basic component in learning any sign language. We have designed a highly realistic hand with natural animation of the finger motions. Smoothness of motion (in real time) is achieved via programmable blending of animation segments. The hand is utilised by a programme that automatically converts text to finger spelling with controllable playback speed and playback views. The programme can be operated in two modes for two basic applications: learning to read (finger spelling) and learning to sign. For both modes, multi‐sided views are provided. In addition, for the signing mode, a mirror view is provided for the common technique of using a mirror for feedback in practising finger spelling. An additional view revealing the joint structure of the hand allows the signer to practise the subjective view without having to guess the position of the fingers. This is the first example of highly realistic 3D animation that can be used practically to teach a basic aspect of sign language. The method is applicable more generally to sign language, and this finger‐spelling application should be regarded as a first step toward the extension of highly realistic 3D animation to sign language in general. 相似文献
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刘君红 《沙洋师范高等专科学校学报》2007,8(4):93-96
语用能力是交际能力的关键组成部分,是交际者在交际过程中恰当运用语言的能力。本文在阐明外语学习焦虑与外语语用能力关系的基础上,分析了外语学习焦虑对外语学习者的语用能力的影响,并探讨了如何将外语学习焦虑有效转化为语用能力的方法和途径。 相似文献
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介绍学习规范化的中国手语的重要性，论述建设中国手语数据库的重要意义和技术上的可行性，并从手语数据库功能、数据库系统构成、视频库设计等几个方面进行分析和探讨，构建一款可适用于聋人和健听人检索、研究和学习中国手语的多功能的手语数据库，同时提出需要注意的几个问题。 相似文献
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This study examined the associations between classmates’ reading-related gender stereotypes and students’ reading self-efficacy, self-concept, motivation, and achievement. Our sample consisted of 1,508 fifth-grade students (49% girls; age: 10.89 years); data were collected at two time points. Multilevel analyses yielded two main results: First, there was a relation between students’ individual reading-related gender stereotypes and their reading self-concept, self-efficacy, and motivation with boys experiencing negative and girls experiencing positive effects. Second, a contextual effect was found: after controlling for students’ individual reading-related gender stereotypes, classmates’ gender stereotypes were negatively related to all of the boys’ reading outcomes. The results provide evidence for the assumption that classmates are important communicators of gender stereotypes and that they reinforce conforming behaviors. 相似文献