学前听障儿童与健听儿童同时性加工能力比较分析

摘要

目的 考察并分析学前听障儿童同时性加工发展水平及其特征,为学前听障儿童听力语言康复提供参考.方法 分别选取3～6岁听障儿童45人和健听儿童44人,采用华东师范大学言语听觉康复科学研究院编制的五项认知能力测验系统(软件版),对两类儿童的同时性加工能力进行评估,所有数据均采用SPSS 16.0软件进行统计学分析.结果 ①两组儿童同时性加工能力及分项目的 年龄主效应极其显著(P<0.01),随着年龄的增长,两组儿童的同时性加工能力及分项目呈现出相同的上升趋势,其中,健听儿童同时性加工能力发展速度较快,而听障儿童发展速度相对缓慢;性别主效应、年龄与性别交互效应均不显著(P>0.05);②各年龄组听障儿童的同时性加工能力均显著低于同龄健听儿童(P<0.05);③两组儿童同时性加工能力分项目均呈现不平衡的发展趋势.结论 听障儿童的同时性加工能力显著落后于健听儿童;听障儿童同时性加工能力有很大的发展空间和潜力,通过听力补偿或听力重建,采取有效的认知能力训练,听障儿童的同时性加工能力可以得到有效的提高,甚至接近健听儿童的水平.%Objective To investigate the development and characteristics of simultaneous processing ability in preschool hearing-impaired children and to provide suggestions for the auditory and speech rehabilitation of these children. Methods This study involved 45 preschool hearing-impaired children(24 girls and 21 boys ) and 44 normal-hearing children(23 girls, 21 boys).The simultaneous processing abilities of the subjects were evaluated with Preschool Children's Five Cognitive Ability Test System, which was created by East China Normal University.The results were analyzed using SPSS 16.0 software. Results (1)There was a very significant difference in the simultaneous processing ability between different age groups(P<0.01).The simultaneous processing ability and sub-item scores improved with increasing age in both hearing-impaired and normal-hearing children, but the normal-hearing children developed more rapidly than the hearing-impaired children. The main effect of gender and the interactive effects between age and gender were not significant(P>0.05);(2)The simultaneous processing abilities of hearing-impaired children were significantly lower than their normal-hearing counterparts for all age groups(P<0.05);(3) The sub-items of simultaneous processing abilities developed unbalanced in both the hearing-impaired and the normal-hearing group. Conclusion The simultaneous processing abilities of the hearing-impaired children were significantly poorer than the normal-hearing children, but the hearing-impaired children still have great development potential. Through hearing compensation and effective cognitive training, the simultaneous processing abilities of hearing-impaired children can be effectively improved, even close to the level of normal-hearing children.