听障儿童早期数数能力及策略运用研究

Young Deaf Children's Ability to Count Numbers and Strategy Application

采用个别测查法,考察了3-5岁听障幼儿早期数数能力发展及其策略运用的特点。研究发现:首先,听障幼儿口头数词长度落后健听幼儿2年的年龄差距;其次,听障幼儿点数精确性仅低于同龄健听幼儿,未出现明显的年龄差距;听障幼儿偏倚外部策略,呈跨年龄与任务的稳定性,未出现健听幼儿点数策略随年龄增长逐步内隐化、策略使用随任务难度变化的特点;听障幼儿主要出现数序错误,点数错误与基数错误的出现比例与健听幼儿接近。再次,听障幼儿与健听幼儿还不会自发地把数数作为问题解决的策略应用于等量建构任务上。

This study, by testing deaf children aged 3-5, aims to explore young deaf children＇ s ability to count numbers and the strategies they apply. The results show the following： （1） Compared with the normal-hearing children, the young deaf children lagged behind by 2 years in how many numbers they could count orally at a time; （2） the young deaf children showed a lower level of accuracy than their normal-bearing peers in counting the numbers of objects, and there was no significant age difference between the two groups; the young deaf children used more external strategies for counting numbers than their normal-hearing peers, and no difference was shown in tasks and ages when they used the external strategies; （3） the young deaf children mainly committed errors in sequence of numbers, and similar to their normal-heating peers, they committed errors both in counting the numbers of objects and in cardinal numbers; （3） neither of the two groups managed to solve the equivalent construction task by counting numbers.