13-15岁聋生表象旋转的水平及影响因素研究

本研究采用表象旋转的经典实验范式对40名13-15岁聋生的表象能力及影响因素进行研究,得出以下结论:(1)聋生和健听学生的表象旋转加工能力有显著差异,前者要低于后者.两者均表现出性别差异,男性比女性更具有表象旋转的优势;(2)聋生的表象旋转加工水平没有受材料难易程度的影响,这可能与所选材料难易程度有关系,聋生的表象旋转加工水平与其助听效果和听力残疾程度没有显著的关联,但与健听学生一样,聋生表象旋转加工的反应时间都受旋转角度的影响.     

3～5岁听障儿童与健听儿童形容词理解能力的比较研究

为了解3~5岁听障儿童形容词理解能力的情况,采用2×3×6三因素混合实验设计,运用自编"3~5岁汉语儿童形容词理解能力测试",调查听障儿童的六类形容词习得情况,比较其与健听儿童的差异,探索听力情况对儿童理解形容词的影响。研究发现儿童形容词理解能力极显著地受到听力情况、年龄和形容词类别的影响。具体表现为:(1)健听儿童的形容词理解能力好于听障儿童;(2)3~5岁健听儿童与听障儿童对形容词的理解能力均随着年龄增长而增加。     

健听青年人听觉障碍模拟状态下塞音的识别研究

本研究采用了两个三因素混合实验设计,探讨了健听青年人在助听效果模拟和主频特征模拟两种听觉障碍模拟状态下塞音音节的识别特征。研究结果表明:(1)在助听效果模拟状态下,健听青年人塞音音节的识别率随音频感受范围的扩大而提高,但其识别率远低于理想状态的言语识别率;(2)在250-2000Hz及以上助听效果模拟中,含k的音节识别率显著高于含p和t的音节识别率;(3)在主频特征模拟状态下,健听青年人塞音音节识别率在1000-2000Hz频段最高,2000-3000Hz其次;(4)不同主频特征模拟频段送气塞音间的差异不同;(5)无论是在助听效果模拟还是主频特征模拟状态下,性别无显著差异。     

学前听障儿童声调发音的声学研究

本研究通过比较20名5岁健听儿童与20名5岁听障儿童声调发音的声学参数,探求听障儿童声调的发音特点。研究结果表明:(1)听障儿童较容易掌握一声调,其一声的起点、终点、斜率与健听儿童无显著差异;(2)听障儿童二声调发音存在异常,其起点显著大于健听儿童,斜率显著小于健听儿童;(3)三声调对于听障儿童的发音难度相当大,35%的听障儿童用平调或降调的形式代替三声调,其他听障儿童三声调起点、终点、折点显著大于健听儿童,听障儿童的三声调斜率k升显著小于健听儿童;(4)听障儿童四声调发音存在异常,其四声调终点、斜率显著大于健听儿童。研究认为从发声层面,听障儿童之所以不能正确掌握二、三、四声调,是因为在声调的关键点不能将基频降低到合适水平。     

高中听障学生阅读能力的提高策略——以天水市特殊教育学校听障高中部为例

对于听障学生而言,阅读是他们获取知识和信息的主要途径,阅读能力直接影响其书面表达能力的发展,而书面交流是听障人群和健听人进行交流、回归主流社会的主要方式。由于听障学生完全或部分丧失听力,导致其语言能力有不同程度的缺失,致使他们的阅读能力较健听学生明显低下。基于此,本文从听障高中生自身生理缺陷、学校教育教学、家庭教育这三方面入手,对听障高中学生阅读现状进行调查分析,力图探索出有效提高听障高中学生阅读能力的策略,为他们的社会化成长奠定基础。     

听障大学生阅读理解监控的眼动研究

运用错误觉察范式和眼动方法探查听障学生在文章通达与非通达情况下的阅读监控特点。结果表明:(1)听障学生阅读理解的整体能力低于健听学生,主要表现在文章阅读的整体效率显著低于健听学生。(2)听障学生阅读监控能力低于健听学生,主要表现在基于自信心评价的理解监控和以回视为指标的眼动监控均低于健听学生。(3)听障学生在阅读监控眼动指标上与健听学生有显著差异,主要表现在回视次数、回视时间和回视点个数上明显低于健听学生。并在研究结果的基础上提出了相应的教育建议。     

电声双模式助听下听障儿童对声母、韵母、声调、扬扬格词识别研究

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.     

听障大学生汉语唇读能力对阅读理解的影响

唇读解码在听障学生拼音文字阅读理解中发挥重要作用，但其在汉语阅读理解中的作用尚未可知。本研究选取154名听障大学生和97名健听大学生，采用汉语唇读测试与阅读理解能力测试，深入考察两类群体在阅读理解中汉语唇读解码的作用。结果显示，听障大学生阅读理解得分显著低于健听大学生；高唇读能力组听障大学生阅读理解得分显著高于低唇读能力组，但是在健听大学生中，三组之间无显著性差异。结果表明，与健听大学生相比，听障大学生汉语唇读能力影响阅读理解，汉语唇读能力高的听障大学生，其阅读理解能力较高。即在阅读理解中，高唇读能力组听障大学生解码能力较强。听障大学生在阅读理解加工过程中采用自下而上的策略，唇读内在强力支撑着听障大学生的汉语阅读理解，而健听大学生更多采用自动化加工策略。研究建议，在阅读理解中，要加强唇读口形、语音、语义与书面汉字字形、语音以及语义之间的关系，实现阅读理解活动中形、音、义的转换与联结。     

听障学生与健听学生情绪理解的比较

为深入地研究听障学生的情绪理解特点,研究分别选取了24名听障与健听初中学生进行实验研究,设计了情绪原因识别、情绪表情识别任务。研究结果发现:听障学生情绪理解水平显著低于健听学生;听障学生情绪理解能力随着年级升高不断发展,健听学生情绪理解各年级差异不显著;性别因素在听障学生及健听学生情绪理解上差异不显著;不同效价情绪因素在听障学生及健听学生情绪理解上差异不显著。     

听力障碍幼儿情绪理解研究

通过自编的儿童情绪理解测验考察了听障幼儿外部情绪理解、内部情绪理解和反思情绪理解三个维度的发展状况.结果表明:(1)听障幼儿表情识别、情绪情景识别和提示物理解水平低于健昕幼儿,其外部情绪理解整体水平发展较低;(2)听障幼儿愿望理解和对情绪表达规则的理解能力不如健听幼儿,对信念的理解和健听幼儿没有差别,其对内部心理状态的理解水平低于健听幼儿;(3)听障幼儿对情绪调节和情绪原因的理解低于健听幼儿,对混合情绪和道德情绪的理解和健听幼儿不存在显著差异,其反思情绪的理解水平低于健听幼儿.     

听力障碍中学生幸福感的调查研究

采用问卷调查法对133名听力障碍的中学生和173名听力正常的中学生的综合幸福感进行了测查,结果表明:(1)听力障碍中学生与正常中学生的总体幸福感差异不显著但在生活满意、正性情感、负性情感、自我价值和友好关系这五个维度上和正常中学生间的差异均达到了显著性水平;(2)不同性别的听力障碍中学生仅在生命活力和健康关注两个维度上的差异显著;(3)配戴助听器的时间与年级在生活满意、负性情感、利他行为这三个维度上存在交互效应。     

A comparison of the health knowledge of hearing-impaired and hearing high school students

A health knowledge questionnaire was administered to 139 hearing and 66 hearing-impaired high school students from 12 to 18 years of age. The level of health knowledge of the normally-hearing students was found to be superior to that of hearing-impaired students at all ages but appeared not to improve with increasing school grade. In contrast, the health knowledge of the hearing-impaired students increased markedly from Grade 8 to Grade 12, so that by Grade 12 they were achieving only marginally below their hearing grade mates. Some of this apparent increase in health knowledge probably was due to the fact that only academically able hearing-impaired students continue at school in Australia after Grade 10. Deficits in the health knowledge of hearing-impaired students were distributed uniformly over all areas investigated.     

聋人学生汉语书面语语法研究综述

聋人学生汉语书面语水平一直严重落后于同龄健全学生,这种落后也体现在书面语语法上.聋人学生汉语书面语语法知识的习得及其习得顺序,还有相关的认知心理研究均未成体系.近年来的一些聋人学生书面语语法的偏误分析,手语和汉语、古代汉语等的语法比较研究,对聋人学生汉语书面语教学均有所帮助.     

Narrative abilities in hearing-impaired children: propositions and cohesion

Two linguistic microstructures, propositions and cohesive devices, were analyzed in story recalls by 11 primary and intermediate level hearing-impaired students. The students were enrolled in total communication, public day classes, and had severe-to-profound hearing losses. Four story conditions were presented: (1) easy structure--T.C.; (2) complex structure--T.C.; (3) complex structure with pictures--T.C.; and (4) create-a-story--pictures. Students watched and then retold or made up a story to a friend. Recalls were videotaped and transcribed by a deaf adult and the first investigator. Recalls of hearing-impaired students were significantly shorter than those found earlier for hearing students. When stories are very simple, hearing-impaired students generate mostly complete propositions, however as complexity increases, semantic errors result in fewer complete propositions.     

Attitudes toward deafness. A collegiate perspective.

The Rochester Institute of Technology is a unique environment; a large number of hearing-impaired students are enrolled on a predominately hearing campus. The authors of this article explored the integration of deaf and hearing students on the campus and the attitudes surrounding deaf-hearing relationships. The major factors that hearing students identified as contributors to positive interaction between the two groups included awareness of cultural diversity, communication sensitivity and development of effective communication skills, structured opportunities for interaction, and mutual accommodation and respect.     

论特殊高职院校思想政治理论课教学体系的构建——以听障生“思想道德修养与法律基础”课程为例

在特殊高职院校中要提高思想政治理论课的针对性和实效性,必须明晰教育培养目标和教育对象的特性。为此,教师必须立足统编教材,充分考虑听障生以往的学习经验,关照听障生的实际生活和未来的职业发展,增加实践教学内容,合理构建符合高职听障生的思想政治理论课教学体系,并在教学中规范手语,更强调"教、学、做"一体,使高职听障生的思政课真正以生活为源,以听障生为本,走进听障生的心里。     

听障大学生情绪调节特点及其对人际关系的影响

为探讨听障大学生情绪调节特点及其对人际关系的影响,该研究将《情绪调节困难量表》和《人际关系综合诊断量表》施测于200名听障大学生和177名普通大学生。结果显示,听障大学生在情绪调节的整体状况以及情绪接受、冲动控制、策略使用三个方面遇到的困难均要显著高于普通大学生。进一步分析发现,情绪接受和策略使用上的困难对听障大学生在人际关系上的困扰有显著预测作用。最后对如何通过针对性情绪调节技能的培训改善听障大学生面临的人际关系困扰进行了讨论。     

Depth of reading vocabulary in hearing and hearing-impaired children

The main point of our study was to examine the vocabulary knowledge of pupils in grades 3–6, and in particular the relative reading vocabulary disadvantage of hearing-impaired pupils. The achievements of 394 pupils with normal hearing and 106 pupils with a hearing impairment were examined on two vocabulary assessment tasks: a lexical decision task and a use decision task. The target words in both tasks represent the vocabulary children should have at the end of primary school. The results showed that most hearing pupils reached this norm, whereas most hearing-impaired pupils did not. In addition, results showed that hearing-impaired pupils not only knew fewer words, but that they also knew them less well. This lack of deeper knowledge remained even when matching hearing and hearing-impaired children on minimal word knowledge. Additionally, comparison of the two tasks demonstrated the efficacy of the lexical decision task as a measure of lexical semantic knowledge.     

The competencies needed for teaching hearing-impaired students. A comparison of elementary and secondary school teacher perceptions

Many hearing-impaired students demonstrate difficulty in academically measuring up to their hearing peers. The deficiencies become especially obvious during their secondary school years. This study surveyed a national sample of elementary and secondary level teachers of the hearing impaired to compare their perceptions of the competencies needed to work with hearing-impaired students. The results suggest that teachers at both levels believe that some skills are fundamental for all teachers of the hearing-impaired, regardless of the age level of the students. However, the data also suggest there are some important differences. Concerns about state certification procedures and current practices in teacher training programs are discussed.