The Study of Perception of Lexical Synonymy by Educable Children with Intellectual Disability Compared to Typically Developing Children

Introduction: Synonymy occurs when two words have a similar meaning. Language perception is superior to language production. Moreover, considering that, due to some mental problems and low IQ, intellectually disabled children suffer from some difficulties in language comprehension, conducting a rese...

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Main Authors: Abbas Ali Ahangar, Mehrdad Mazaheri, Mohaddeseh Soltaninezhad
Format: Article
Language:fas
Published: Vesnu Publications 2017-05-01
Series:مجله پژوهش در علوم توانبخشی
Subjects:
Online Access:http://jrrs.mui.ac.ir/index.php/jrrs/article/view/2772
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author Abbas Ali Ahangar
Mehrdad Mazaheri
Mohaddeseh Soltaninezhad
author_facet Abbas Ali Ahangar
Mehrdad Mazaheri
Mohaddeseh Soltaninezhad
author_sort Abbas Ali Ahangar
collection DOAJ
description Introduction: Synonymy occurs when two words have a similar meaning. Language perception is superior to language production. Moreover, considering that, due to some mental problems and low IQ, intellectually disabled children suffer from some difficulties in language comprehension, conducting a research on the perception of synonymy can help these children in their language communication. Thus, the purpose of the present research was to examine and compare the perception of synonymy in educable children with intellectual disability and typically developing children. Materials and Methods: The present study was a casual-comparative research. The data used in this research were gathered using the researcher-made Perception of Synonymy Questionnaire. To this end, 15 educable children with intellectual disability from exceptional schools and 15 typically developing children from ordinary schools of Jiroft, Iran, were asked to complete this questionnaire. The independent t-test was used to investigate and analyze the hypothesis of the present research and MANOVA was used to compare the perception of different kinds of synonymy. Results: The result of independent t-test showed that there was a significant difference between the mean of synonymy perception in educable children with intellectual disability and typically developing children (P < 0.05). Conclusion: Educable children with intellectual disability had difficulty in the perception of synonymy compared to typically developing children. However, the results of the present study showed no difference between educable children with intellectual disability and typically developing children in the understanding of two synonymous words belonging to different dialects and two synonymous words belonging to different languages.
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spelling doaj.art-1f0128b6f5324b6a9e86d51a183d501b2022-12-21T23:37:15ZfasVesnu Publicationsمجله پژوهش در علوم توانبخشی1735-75192008-26062017-05-0112529029810.22122/jrrs.v12i5.2772831The Study of Perception of Lexical Synonymy by Educable Children with Intellectual Disability Compared to Typically Developing ChildrenAbbas Ali Ahangar0Mehrdad Mazaheri1Mohaddeseh Soltaninezhad2Associate Professor, Department of English Language and Literature, School of Literature and Humanities, University of Sistan and Baluchestan, Zahedan, IranAssociate Professor, Department of Psychology, School of Psychology and Educational Sciences, University of Sistan and Baluchestan, Zahedan, IranDepartment of English Language and Literature, School of Literature and Humanities, University of Sistan and Baluchestan, Zahedan, IranIntroduction: Synonymy occurs when two words have a similar meaning. Language perception is superior to language production. Moreover, considering that, due to some mental problems and low IQ, intellectually disabled children suffer from some difficulties in language comprehension, conducting a research on the perception of synonymy can help these children in their language communication. Thus, the purpose of the present research was to examine and compare the perception of synonymy in educable children with intellectual disability and typically developing children. Materials and Methods: The present study was a casual-comparative research. The data used in this research were gathered using the researcher-made Perception of Synonymy Questionnaire. To this end, 15 educable children with intellectual disability from exceptional schools and 15 typically developing children from ordinary schools of Jiroft, Iran, were asked to complete this questionnaire. The independent t-test was used to investigate and analyze the hypothesis of the present research and MANOVA was used to compare the perception of different kinds of synonymy. Results: The result of independent t-test showed that there was a significant difference between the mean of synonymy perception in educable children with intellectual disability and typically developing children (P < 0.05). Conclusion: Educable children with intellectual disability had difficulty in the perception of synonymy compared to typically developing children. However, the results of the present study showed no difference between educable children with intellectual disability and typically developing children in the understanding of two synonymous words belonging to different dialects and two synonymous words belonging to different languages.http://jrrs.mui.ac.ir/index.php/jrrs/article/view/2772Perception of synonymyEducable intellectually disabled childrenTypically developing children
spellingShingle Abbas Ali Ahangar
Mehrdad Mazaheri
Mohaddeseh Soltaninezhad
The Study of Perception of Lexical Synonymy by Educable Children with Intellectual Disability Compared to Typically Developing Children
مجله پژوهش در علوم توانبخشی
Perception of synonymy
Educable intellectually disabled children
Typically developing children
title The Study of Perception of Lexical Synonymy by Educable Children with Intellectual Disability Compared to Typically Developing Children
title_full The Study of Perception of Lexical Synonymy by Educable Children with Intellectual Disability Compared to Typically Developing Children
title_fullStr The Study of Perception of Lexical Synonymy by Educable Children with Intellectual Disability Compared to Typically Developing Children
title_full_unstemmed The Study of Perception of Lexical Synonymy by Educable Children with Intellectual Disability Compared to Typically Developing Children
title_short The Study of Perception of Lexical Synonymy by Educable Children with Intellectual Disability Compared to Typically Developing Children
title_sort study of perception of lexical synonymy by educable children with intellectual disability compared to typically developing children
topic Perception of synonymy
Educable intellectually disabled children
Typically developing children
url http://jrrs.mui.ac.ir/index.php/jrrs/article/view/2772
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