认知风格、视听条件和语言级别在学前听障儿童视听语言理解中的作用

The Effects of the Cognitive Style, Audio-Visual Conditions and Linguistic Levels on Audio-Visual Language Comprehension in Hearing-Impaired Preschool Children

选取武汉市三所康复中心的37名4~6岁学前听障儿童作为实验被试,采用视频/语音-图片匹配范式探讨了认知风格、视听条件、语言级别在学前听障儿童语言理解中的作用。结果发现,场独立型学前听障儿童语言理解正确率显著高于场依存型;视听条件对学前听障儿童的语言理解具有显著影响,视听条件下的语言理解正确率显著高于单一听觉条件、单一视觉条件,且单一听觉条件下语言理解正确率显著高于单一视觉条件;学前听障儿童理解不同级别语言的正确率差异显著,词语理解正确率最高,其次为语句、汉字。这些结果表明,学前听障儿童语言理解能力受个体认知风格、视听条件及语言级别的显著影响。

This study, by using the video/speech-picture matching paradigm to test 37 hearing-impaired preschool children aged 4-6 from 3 rehabilitation centers in Wuhan City, aims to explore the effects of the cognitive style, audio-visual conditions and linguistic levels on hearing-impaired preschool children’s understanding of audio-visual language. The results show the following: The field-independent hearing-impaired preschool children scored significantly higher than their field-dependent counterparts in their correct understanding of language;the audio-visual conditions had a significant effect on their understanding of language;the children scored significantly higher in their correct understanding of language under audio-visual conditions than under merely auditory or visual conditions;and they scored significantly higher in their correct understanding of language under auditory conditions than under visual conditions;and they showed a significant difference in their correct understanding of different levels of language, with their correct understanding of Chinese phrases at the highest level, followed by their correct understanding of Chinese sentences and single Chinese words. These results indicate that hearing-impaired preschool children’s language comprehension is significantly affected by the individual cognitive style, audio-visual conditions and linguistic levels.