听力障碍学生表象保持的实验研究

An Experimental Study of the Imagery Maintenance of Hearing-impaired Students

本研究以Kosslyn等人提出的表象加工子成分为理论依据,采用经典实验范式对40名13-15岁听障学生的表象保持加工特点进行研究,得出以下结论:(1)听障学生与健听学生的表象保持能力没有显著的群体差异,但健听学生的表象保持能力没有显著性别差异,而听障学生群体中男生的表象保持能力显著好于女生;(2)识记数目、呈现时间会对听障学生的表象保持成绩产生显著影响;(3)助听效果在看话水平的听障学生表象保持能力显著好于助听效果为较适及以上的听障学生;听力残疾程度在一级(90dbHL)或一级以上的听障学生表象保持成绩要显著好于听力残疾程度在一级以下的听障学生。

This study, based on the theory of image processing components, put forward by Kosslyn and other scholars, as well as the use of a classical experimental paradigm, aims to explore the characteristics of imagery maintenance, by testing 40 hearing-impaired students aged between 13 and 15. The authors conclude the following： （1） There is no significant difference between the hearing-impaired students and students with normal hearing in the ability of imagery maintenance, but students with normal hearing show no significant gender difference in their ability of imagery maintenance, whereas among the hearing-impaired students, the boys show a significant greater ability of imagery maintenance than the girls. （2） The number of memorized images and the duration of presentation have a significant effect on the scores in the imagery maintenance of the hearing-impaired students. （3） The hearing-impaired students with lip-reading hearing aid effect show a significant greater ability of imagery maintenance than those with suitable or more suitable hearing aid effect; the hearing-impaired students with hearing disability at the first level （90 dbHL） or above score higher in imagery maintenance than those with hearing disability below the first level.