Kennis van Lexicale Relaties Bij Blinde Kinderen

Blind children acquire their mother tongue in a relatively 'decontextualized' way, as compared to their sighted peers. Many word meanings which sighted children learn in a predominantly visual experiential context, have to be verbally explained and defined to blind children. In consequence, blind children may be deficient in the more experientially based aspects of word meaning, but may be aheadof their,sighted peers in their acquisition of the more verbally based meaning relations between words.Our findings indicate that blind children do not seem to be 'ahead' of sighted children in the knowledge about verbally based relations but rather in the accessibility of the relations which they have in their lexicon.