Two trends exist for Persian term-formation. In the first method known as calquing, words are rendered morpheme by morpheme. Thus, the unit of translation (UT) is a morpheme. In the second method known as conceptual equivalent-finding, the definitions of words are considered and the UT is a word. The present study was designed to identify which of the two UTs was more favored in Persian term-formation. To this end, 40 English prefixes were studied in 2354 English words together with their Persian equivalents approved by the Academy of Persian Language and Literature (APLL) as the official term-formation agency in Iran. It was noticed that calquing was more frequent, i.e. morphemes were more frequently considered as UTs. Moreover, strategies of translating prefixes were introduced and examined in both methods. In conceptual method, prefixes were ignored and not translated morpheme by morpheme. However, in calquing, English prefixes were translated into Persian prefixes or lexemes.
Introduction: Theory of mind is one of the most important aspects of cognitive faculty. The theory of mind is impaired in individuals who suffer from mental disorders like autistic children. The 'autistic-like' behaviors also have been reported in the congenitally blind children. This study was conducted to examine the presence or absence of theory of mind and its function in congenitally blind children. Materials and methods:A number of 20 individuals containing 10 bilingual congenitally blind children from Baghcheban elementary school of Ilam city as a case group and 10 sighted ones as a control group were selected. Three kinds of false belief cognitive tests appropriate for the congenitally blind children were designed. The collected data were analyzed using one sample Kolmogorov-Smirnov test, independent t-test along with Levenn test and one-way and two-way Analysis of Variance. Results: Considering the performance of congenitally blind children in false belief tasks, the blindness just had effect on the story narration task (P<0.05(, while it did not have any effect on the two other tasks. The same performance of the male and female subjects indicated that gender did not have any impact on the development of the theory of mind (P>0.05). Conclusion:The findings showed only the story narration task was affected by blindness, because this task was more dependent on visual sense. Therefore, blindness results in delay in evolution of theory of mind. To fix this delay, the congenitally blind children should be exposed to further tactile and olfactory inputs.
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