Levels of conceptual conformity in coding in conditions of hearing impairment and preservation

The article presents an experimental study of the everyday consciousness of two groups of adolescents with different types and conditions of encoding and decoding. Encoded information is transformed in various ways into mental forms that have significant differences in hearing from hearing respondents, and the ability to speech activity is a necessary condition for the formation of cognitive-associative connections between concepts within cognitive constructs. Therefore, the analysis of the mechanism of formation of a cognitive construct consisting of a concept objectified by the nomination of a secondary emotion and a concept scenario relevant in terms of semantic and content characteristics formed the basis of this work. Two groups of 17-year-olds, 62 people each, participated in the survey. The aim of the work was to identify the conceptual correspondence between the concept nominated by the secondary emotion and the concept scenario in the linguistic representation in two groups of students with different types and coding conditions. The research methods were: the questionnaire method; the method of quantitative calculation and ranking; the developed method of conceptual conformity led to the identification of three levels of conceptual conformity based on the established coinciding conceptual features in the analyzed concepts; the comparison method. The research material was the results of a survey of two groups of adolescents, academic explanatory dictionaries of the Russian language and Russian-language dictionaries and encyclopedias on psychology, since the correctness of cultural and socially conditioned nominations of secondary emotions must be established based on two scientific bases reflecting the mentality of native speakers. The study was conducted according to an algorithm consisting of stages and steps. At Stage 1, the students were shown a photo of a girl crying over a coffin, the teenagers wrote their emotions and feelings as reactions to the stimulus-image. The nominations were counted and ranked in descending order. At Stage 2, the respondents briefly described a situation from the past with similar experiences as when viewing the photo. The stimulus-image served as a tool for programming the thinking process in performing two tasks, and the nominated concept received its justification in writing a script that has cognitive-associative links with the concept. At Stage 3, the conceptual features identified from the concepts were analyzed, and conceptual conformity was established at three levels: full conceptual conformity (FCC); incomplete conceptual conformity (ICC); lack of conceptual conformity (LCC). The article provides examples of analysis for each level of conceptual compliance. The results of the study revealed the mechanism of interaction of concepts nominated by secondary emotions with concept scenarios at the level of establishing cognitive-associative connections in different types and conditions of encoding and decoding. FCC was revealed in 32.25% of hearing students and 6.45% of students with impaired hearing, which is explained by emotional illiteracy and limited vocabulary; ICC was revealed in 41.93% of hearing adolescents and 35.48% of those with hearing problems. The violation of logical and cognitive-associative connections within the construct was established, since it was not possible to identify the correspondence between all conceptual features. LCC was shown by both hearing adolescents (19.37%) and students with impaired hearing (14.49%), because they could not form a cognitive construct. A fairly large percentage of students with hearing impairment (43.48%) and a small percentage (6.45%) of hearing adolescents failed to complete the task. The article explains the result obtained. The author declares no conflicts of interests.

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