听障儿童空间能力的发展及其与智力和数学成绩的关系

The Development of Spatial Ability of Hearing-impaired Children and Its Relationship with Intelligence and Mathematics Achievement

为了研究听障儿童空间能力的发展与智力和数学成绩的关系,选取北京市、海口市两所特殊学校的256名3~9年级听障儿童为被试,采用三维心理旋转任务和瑞文推理测验(简化版)分别对听障儿童的空间能力和智力进行测试。结果发现:1)与健听儿童相比,听障儿童的空间能力发展落后,但二者的发展趋势基本一致,都在总体上随年级(年龄)的增长不断提高,在3年级时已经具备了空间(心理旋转)能力,4年级水平最低,之后迅速上升,到6年级左右发展到高峰后有些回落;2)听障儿童的空间能力与其智力和数学成绩呈显著正相关,听障儿童的智力与数学成绩呈显著正相关;听障儿童的空间能力正向预测了其数学成绩;智力在空间能力与听障儿童数学成绩之间起部分中介作用。空间能力既直接影响听障儿童的数学成绩,也可以通过智力间接影响听障儿童的数学成绩。

In order to explore the development of spatial ability of hearing-impaired children and its relationship with intelligence and mathematics achievement,256 hearing-impaired children in Grade 3 to 9 from two special education schools in Beijing and Haikou participated in this study and finished all the tests of Mental Rotation and Raven's Progressive Matrices(simplified version)in the spatial ability and intelligence.The results are as the follows:(1)The development of spatial ability of hearing-impaired children lags behind that of hearing children,but their development trend is basically the same,which shows the spatial ability is increasing with the growth of grade(age)in general.In Grade 3 the spatial(mental rotation)ability is already possessed,while the level of development in Grade 4 is the lowest,and then it rises rapidly until reaching a peak in Grade 6 and falls back.(2)There is a significantly positive correlation between spatial ability and mathematics achievement of hearing-impaired children,and a significantly positive correlation between spatial ability and intelligence of hearing-impaired children.Spatial ability predicts hearing-impaired children's mathematics achievement significantly,and intelligence plays partial mediating role between spatial ability and mathematics achievement.Spatial ability can directly affect the mathematics achievement of hearing-impaired children,or indirectly affect the hearing-impaired children's mathematics achievement through intelligence.