Kategoryzacja językowa a rozumienie tekstów przez osoby z uszkodzonym słuchem

Abstract

In her methodological assumptions the author uses a cognitive confidence in the language role in world’s perception and describing skills. She indicates the categorization as a cognitive and linguistic process which impact both child’s language competencies development and cognitive and communication strategy. Depending on the age and language skills, influence of the surrounding and education the categorization is occurring with even bigger participation of the language. The author attempts to convince, via analysis and categorization of text features research methods, about the scope, accuracy of language and texts comprehension skill. She uses riddles with students suffering from damaged hearing, discussions on solution search and justification of successful and unsuccessful solutions