{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-NA6I66BL/6fe3c469-5314-4fc8-bb12-c863ef05db0a/HTML","dcterms:extent":"39 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-NA6I66BL/93e415a8-b83e-4135-bb7b-68f547d640a2/PDF","dcterms:extent":"360 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-NA6I66BL/de9c3fa3-5ceb-466d-91fe-b44e77ec8039/TEXT","dcterms:extent":"38 KB"}],"edm:TimeSpan":{"@rdf:about":"1992-2025","edm:begin":{"@xml:lang":"en","#text":"1992"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-NA6I66BL","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-DJTGDZOW"},{"@xml:lang":"sl","#text":"Psihološka obzorja (Ljubljana)"}],"dcterms:issued":"2010","dc:creator":"Pfifer, Ajda","dc:format":[{"@xml:lang":"sl","#text":"letnik:19"},{"@xml:lang":"sl","#text":"številka:4"},{"@xml:lang":"sl","#text":"str. 81-93"}],"dc:identifier":["ISSN:1318-1874","COBISSID:44340578","URN:URN:NBN:SI:doc-NA6I66BL"],"dc:language":"sl","dc:publisher":{"@xml:lang":"sl","#text":"Društvo psihologov Slovenije"},"dc:subject":[{"@xml:lang":"en","#text":"child"},{"@xml:lang":"sl","#text":"družinsko okolje"},{"@xml:lang":"sl","#text":"gluhi"},{"@xml:lang":"sl","#text":"jezikovni razvoj"},{"@xml:lang":"sl","#text":"kognitivni razvoj"},{"@xml:lang":"sl","#text":"otroci"},{"@xml:lang":"sl","#text":"starši"},{"@xml:lang":"sl","#text":"znakovni jezik"},{"@rdf:resource":"http://www.wikidata.org/entity/Q7569"}],"dcterms:temporal":{"@rdf:resource":"1992-2025"},"dc:title":{"@xml:lang":"sl","#text":"Razvoj jezika in mišljenja pri gluhih otrocih| gluhi otroci gluhih in gluhi otroci slišečih staršev|"},"dc:description":[{"@xml:lang":"sl","#text":"The article reviews the current studies regarding language and cognitive development in children who are deaf. Deaf communicate orally and with sign language. 90 % of deaf children are born into hearing families and hearing parents in most cases do not know the sign language. Besides, hearing parents usually want for their child to become 'normally' speaking. Most of the deaf children born into hearing families have very poor early communication. It is now well established that deaf children of deaf parents generally exhibit normal patterns of development in social, linguistic and cognitive domains relative to their hearing peers. One of the longest-running debates in the field of deaf education was whether introducing young deaf children to sign language impairs their ability and motivation for learning spoken language. Today we have no evidence supporting the hypothesis of a negative effect of sign language on development of spoken langugage"},{"@xml:lang":"sl","#text":"V prispevku predstavljamo pregled trenutnih znanstvenih dognanj na področju jezikovnega in kognitivnega razvoja gluhih otrok. Gluhi se sporazumevajo tako z znakovnim jezikom kot tudi oralno, z odgledovanjem z ustnic. Okoli 90 % gluhih otrok se rodi slišečim staršem, ki pa praviloma znakovnega jezika ne obvladajo. Poleg tega starši največkrat težijo k temu, da bi se njihov otrok govorno rehabilitiral in postal 'normalen'. Zaradi značilnosti okolja v slišečih družinah je tako večina gluhih otrok prikrajšana za kakovostno zgodnjo komunikacijo. Danes je splošno sprejeto, da kažejo gluhi otroci gluhih staršev primerljive vzorce razvoja tako na socialnem, jezikovnem kot kognitivnem področju glede na slišeče vrstnike. Ena najdlje trajajočih razpravna področju izobraževanja gluhih otrok je bila, ali učenje znakovnega jezika (kretanja), zmanjšuje zmožnost in motivacijo za učenje govorjenega. Danes ni nobenih dokazov, ki bi podpirali hipotezo, da kretanje kakorkoli zavira razvoj govora"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-NA6I66BL","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-NA6I66BL"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-NA6I66BL/93e415a8-b83e-4135-bb7b-68f547d640a2/PDF"},"edm:rights":{"@rdf:resource":"http://rightsstatements.org/vocab/InC/1.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Društvo psihologov Slovenije"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-NA6I66BL/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-NA6I66BL"}}}}