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本研究采用两因素混合实验设计,探讨人工耳蜗儿童、助听器儿童及健听儿童韵母音位及声母音位对比识别的差异.研究结果表明:(1)当人工耳蜗组的重建听阈与助听器组的补偿听阈都处于适合及最适水平时,两组儿童音位识别能力在各组音位对比识别上均不存在显著差异;(2)人工耳蜗儿童音位对比识别显著落后于同龄健听儿童,韵母和声母平均值分别落后12.71%和12.85%;(3)助听器儿童音位对比识别显著落后于同龄健听儿童,韵母和声母分别落后11.54%和11.26%;(4)无论是人工耳蜗儿童还是助听器儿童,前鼻音与后鼻音组韵母音位对及卷舌音与非卷舌音声母音位对都是最难识别内容. 相似文献
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数学障碍儿童抑制能力的发展性研究 总被引：3，自引：1，他引：2
本研究采用数值-大小干扰(magnitude-size Stroop)范式,探讨了不同年级数学障碍儿童和普通儿童抑制能力的差异.结果发现:(1)两组儿童在刺激冲突条件下的反应时显著长于刺激一致条件下的反应时,刺激冲突条件下的正确率显著低于刺激一致条件的正确率;(2)儿童在需要抑制能力参与的刺激冲突条件下的反应时随年级升高呈递减趋势;(3)数学障碍儿童只在需要抑制能力参与的刺激冲突条件下的正确率显著低于普通儿童,而在不需要抑制能力参与的刺激中性条件和刺激一致条件下两组之间没有显著差异.本研究认为,数学障碍儿童抑制能力发展迟缓是数学障碍产生的原因之一. 相似文献
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为了解听障儿童电声双模式助听和电模式助听下辨听声母、韵母、声调、扬扬格词识别的差异情况,采用2×4实验设计,运用计算机辅助汉语普通话言语测听系统的“声母、韵母、声调和扬扬格词”测试,调查听障儿童在电声双模式助听和电模式助听下的识别情况,比较两者之间的差异,进一步探索助听器补偿效果对听障儿童声母、韵母、声调、扬扬格词识别的影响.研究发现电模式助听受到对侧配戴助听器的显著影响,具体表现为:(1)在电声双模式助听下听障儿童对声母、韵母、声调、扬扬格词的识别均优于电模式,其中对声母和扬扬格词影响显著,对韵母和声调影响不显著;(2)电声双模式助听可以改善声母、韵母、声调、扬扬格词识别在助听器各听力补偿效果之间的差异. 相似文献
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不同英语认读教法对儿童词汇认读能力的影响 总被引：1，自引：0，他引：1
本研究通过三种不同英语认读教法,对早期半浸入式双语教育环境下64名儿童的英、汉两种语言词汇认读能力进行考察。结果表明,不同英语认读教法对双语儿童两种语言的词汇认读产生了不同影响:在字母拼读教学条件下,儿童英语词汇认读水平显著高于音标认读与整词认读条件;在整词认读教学条件下,儿童汉语词汇认读水平显著高于字母拼读与音标认读条件;在传统音标教学条件下,儿童两种语言词汇认读水平均最低,表明音标教学不利于儿童的英语词汇认读能力的提高,而且可能对儿童母语认读水平造成不利影响。 相似文献
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通过对148名6至12岁的视障儿童和普通儿童进行情绪表达规则的理解与使用的实验研究,结果表明:(1)在两类儿童对情绪表达规则的理解方面:两种情境下,6-9岁年龄组与10-12岁年龄组组间得分差距存在显著差异,视力状况和两类儿童各自的性别主效应及视力状况与年龄的交互作用均相当显著;(2)在两类儿童对情绪策略的使用方面:视障儿童在两种情境下无使用情绪策略(内外情绪一致)和使用夸大策略的频率明显高于普通儿童,而使用平静策略、掩饰策略的频率却明显低于普通儿童. 相似文献
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随洁英 《河南职业技术师范学院学报(职业教育版)》2007,(5):89-91,96
本研究以某农村60名留守儿童和60名农村非留守儿童作为研究对象,通过实验比较不同的学习目标定向对两类儿童学习成绩影响来探索留守儿童的学习特点。结果表明:①竞争定向下留守儿童与非留守儿童的学习成绩几乎不存在差异;与合作定向下相比留守儿童的学习在竞争定向下表现更为优秀。②合作定向下留守儿童的学习成绩显著低于非留守儿童的学习成绩;与竞争定向下相比非留守儿童的学习在竞争定向下表现没有差异;③竞争—合作定向对两类儿童成绩的影响均达到显著水平,即两类儿童在竞争—合作定向下表现最为优秀,并且显著优于竞争定向下或合作定向下的学习成绩。对这一实验结果的分析反映了留守儿童这一特殊群体所存在的问题,有助于更全面了解农村学龄儿童的整体现状,改善农村的基础教育建设。 相似文献
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本研究从工作记忆同中心模型角度探讨数学困难儿童工作记忆的特点,研究参照Gaaravan(1998)和Oberauer(2002)的实验,设计两个注意焦点转换任务以考查32名数学困难儿童注意焦点转换能力、直接存取区及长时记忆激活区信息提取能力.研究发现:(1)数学困难学生从直接存取区及从长时记忆激活区中提取信息的能力显著低于其他两组学生;(2)数学困难学生的注意焦点转换能力与其他两类学生没有显著性差异;(3)相对于从长时记忆激活区提取信息的情况,数学困难学生从直接存取区提取信息的正确率较高且反应时间较短;(4)回归分析发现直接存取区中提取信息能力以及长时记忆激活区提取信息的能力显著影响学生的数学成就. 相似文献
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大班儿童数学认知的发展 总被引：2，自引：0，他引：2
本研究对两所幼儿园六个班级的149名儿童在大班末期的数学认知发展水平进行了跟踪考察.结果表明:(1)与中班时相比,大班末儿童的数数策略、数符号表征以及加减运算能力得到了较好的发展,而数量守恒概念和估算能力仍在发展之中;儿童的空间概念、分类能力和排序能力也取得了显著的进步.(2)儿童的几种数学认知能力之间存在显著的正相关.(3)大班末儿童的数学认知发展不存在性别差异,但存在园所差异.(4)回归分析结果表明,家庭学习环境和儿童入园时的数学发展得分是预测大班末儿童数学认知发展水平的两个重要变量. 相似文献
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Perception of suprasegmental features of speech by children with cochlear implants and children with hearing AIDS 总被引：1，自引：0，他引：1
This study assessed perception of suprasegmental features of speech by 30 prelingual children with sensorineural hearing loss. Ten children had cochlear implants (CIs), and 20 children wore hearing aids (HA): 10 with severe hearing loss and 10 with profound hearing loss. Perception of intonation, syllable stress, word emphasis, and word pattern was assessed. Results revealed that the two HA groups significantly outperformed the CI group in perceiving both intonation and stress. Within each group, word pattern was perceived best, and then intonation and emphasis, with syllable stress perceived poorest. No significant correlation emerged between age at implantation and perception of the various suprasegmental features, possibly due to participants' relatively late age at implantation. Results indicated that CI use did not show an advantage over HA use in the perception of suprasegmental features of speech. Future research should continue to explore variables that might improve this perception. 相似文献
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Edwards L Figueras B Mellanby J Langdon D 《Journal of deaf studies and deaf education》2011,16(2):189-197
The extent to which cognitive development and abilities are dependent on language remains controversial. In this study, the analogical reasoning skills of deaf and hard of hearing children are explored. Two groups of children (deaf and hard of hearing children with either cochlear implants or hearing aids and hearing children) completed tests of verbal and spatial analogical reasoning. Their vocabulary and grammar skills were also assessed to provide a measure of language attainment. Results indicated significant differences between the deaf and hard of hearing children (regardless of type of hearing device) and their hearing peers on vocabulary, grammar, and verbal reasoning tests. Regression analyses revealed that in the group of deaf and hard of hearing children, but not in the hearing group, the language measures were significant predictors of verbal analogical reasoning, when age and spatial analogical reasoning ability were controlled for. The implications of these findings are discussed. 相似文献
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Vermeulen AM van Bon W Schreuder R Knoors H Snik A 《Journal of deaf studies and deaf education》2007,12(3):283-302
The reading comprehension and visual word recognition in 50 deaf children and adolescents with at least 3 years of cochlear implant (CI) use were evaluated. Their skills were contrasted with reference data of 500 deaf children without CIs. The reading comprehension level in children with CIs was expected to surpass that in deaf children without implants, partly via improved visual word recognition. Reading comprehension scores of children with implants were significantly better than those of deaf children without implants, although the performance in implant users was substantially lagging behind that in hearing children. Visual word recognition was better in children with CIs than in children without implants, in secondary education only. No difference in visual word recognition was found between the children with CIs and the hearing children, whereas the deaf children without implants showed a slightly poorer performance. The difference in reading comprehension performance of the deaf children with and without CIs remained present when visual word recognition was controlled for. This indicates that other reading-related skills were also contributing to the improved reading comprehension skills of deaf children with CIs. 相似文献
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Previous research on children with cochlear implants has focused mostly on their speech perception and production. With the growing numbers of children who use the implant, it is important to assess other aspects of these children's functioning. This article offers a qualitative and quantitative analysis of interviews with parents who described their children's communication skills and peer relationships before they had the implant and afterward. Results show that the implant has the potential to improve deaf children's relationships with hearing peers. Nonetheless, children with implants still face communication obstacles, which impede their social relationships with hearing peers. Results are discussed in light of the different points of view of various "stake holders" regarding cochlear implants in children. 相似文献
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The cochlear implant, a bionic technology that restores sound sensation in some patients, has become ethically controversial in the 20 years since its introduction. This controversy recently has entered American entertainment culture, with the issue of pediatric implants emerging in episodes of popular TV programs. This pilot study examines the effects of one such TV episode on the attitudes of hearing college students with minimal prior exposure to the controversy, using a posttest-only control group design. The control group (N = 17) watched an unrelated entertainment video and filled out an original 10-item attitude scale. The treatment group (N = 18), which viewed an episode of the dramatic series Gideon's Crossing addressing the cochlear implant issue, also filled out the attitude scale. A t test was applied, and it was determined that no significant difference existed between the two groups' attitudes regarding pediatric cochlear implants. Although there was wide variability on individual items, overall scores indicated that both groups were neutral, or undecided, regarding cochlear implantation in children. 相似文献
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The relationship between language and executive function (EF) and their development in children have been the focus of recent debate and are of theoretical and clinical importance. Exploration of these functions in children with a peripheral hearing loss has the potential to be informative from both perspectives. This study compared the EF and language skills of 8- to 12-year-old children with cochlear implants (n = 22) and nonimplanted deaf children (n = 25) with those of age-matched hearing controls (n = 22). Implanted and nonimplanted deaf children performed below the level of hearing children on tests assessing oral receptive language, as well as on a number of EF tests, but no significant differences emerged between the implanted and nonimplanted deaf groups. Language ability was significantly positively associated with EF in both hearing and deaf children. Possible interpretations of these findings are suggested and the theoretical and clinical implications considered. 相似文献
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Jackson CW 《American annals of the deaf》2011,156(4):343-362
The study examined family supports after identification of children's hearing loss. On a questionnaire, 456 respondents rated the importance of different aspects of family support, the quality of supports they experienced, and their preferences about informational resources. They verified the importance of informational resources, social-emotional support, and educational advocacy. Families expressed a preference for discussion with other parents of children with hearing loss over discussion with parents of children without hearing loss. The quality of support was rated higher by parents of children with cochlear implants than by parents of children with hearing aids. Top-ranked sources of support included individual professionals and service providers, other parents of children with hearing loss, family support organizations, and grandparents and extended-family members. Open-ended written responses indicated that parents desired additional opportunities to connect with mentors, role models, and other parents. 相似文献
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以17名有人工耳蜗或助听器的初中聋生为被试,考查手势表征对于聋生语音提取 的影响.被试判断同一汉字在不同词语中的读音是否相同.结果表明,聋生的语音判断受 手势信息的干扰.在聋生的语言表征中,语音表征同手势表征联系较强.初中聋生的语言 表征符合修正的层级模型. 相似文献
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Neuropsychological correlates of vocabulary, reading, and working memory in deaf children with cochlear implants 总被引：1，自引：0，他引：1
The performance of deaf children with cochlear implants was assessed using measures standardized on hearing children. To investigate nonverbal cognitive and sensorimotor processes associated with postimplant variability, five selected sensorimotor and visuospatial subtests from A Developmental Neuropsychological Assessment (NEPSY) were compared with standardized vocabulary, reading, and digit span measures. Participants were 26 deaf children, ages 6-14 years, who received a cochlear implant between ages 1 and 6 years; duration of implant use ranged from 3 to 11 years. Results indicated significant correlations between standard scores on the Design Copying subtest of the NEPSY and standard scores on vocabulary comprehension, reading, and digit span measures. The results contribute to our understanding of the benefits of cochlear implantation and cognitive processes that may support postimplant language and academic functioning. 相似文献