Early Development of Understanding Words and Equivalence Cognition of Matching Pictures : Children With Severe Motor and Intellectual Disabilities

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  • KOIKE Toshihide
    United Graduate School of Education, Tokyo Gakugei University:Graduate School of Human and Socio-Environment Studies, Kanazawa University
  • YOSHIDA Yuki
    Faculty of Education, Tokyo Gakugei University
  • KUMOI Miyoshi
    Faculty of Education, Kagoshima University
  • KATAGIRI Kazuo
    Graduate School of Human and Socio-Environment Studies, Kanazawa University

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  • 重症心身障害児における等価性認知と音声言語理解 : 見本合わせ課題による検討

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The present study aimed to investigate the relation between early development of the understanding of words and equivalence cognition of matching pictures in children with severe motor and intellectual disabilities (SMID). Equivalence cognition accompanying expectancy was evaluated by measuring expectancy heart rate (HR) responses on a task of sample matching with an S1-S2 paradigm. Using the Japanese MacArthur Communicative Developmental Inventory, mothers of 5 of the 12 participants evaluated their children as being able to understand more than 60 words (Group A). The teachers of 3 of the participants in Group A did not evaluate those participants as being able to understand as many words. The mothers and teachers evaluated 7 participants as understanding fewer than 20 words (Group B). In the task of matching sample shapes with colors, the number of correct choices by the children in Group A was larger than that by the children in Group B. The ratio of occurrence of expectancy heart rate responses in the Group A children was larger than that in the Group B children. Participants in Group A whose understanding of words was evaluated as good by their mothers might have equivalence cognition of matching pictures, which accompanies expectancy.

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