摘要
目的考察学前听障儿童和健听儿童五项认知能力的差异。方法对13个省475名学前健听儿童与267名听障儿童进行五项认知能力测验，并对测验结果进行比较分析。结果①学前健听儿童各年龄段在五项认知能力上均有极显著性差异；②学前听障儿童各年龄段五项认知能力总体发展趋势向上，但发展相对迟缓，具体表现为某些年龄段的认知发展水平差异不显著；③总体来说，学前听障儿童五项认知能力明显低于健听儿童，随年龄增加，差异出现并逐渐增大。结论通过对两类儿童测验结果的比较研究，基本掌握了学前健听儿童认知发展的基本规律以及听障儿童认知发展的主要特点，为对其进行科学、系统及有针对性的认知康复训I练提供了参考。
Objective To study the differences between preschool hearing-impaired children and normal-hearing children in five-item cognitive abilities. Methods 475 preschool normal-hearing and 267 hearing-impaired children from 13 provinces underwent the five-item cognitive ability test and the test results were then compared and analyzed. Results ①There were significant differences in the five-item cognitive abilities among different age groups of preschool normal-hearing children;②There was no significant difference among different age groups of preschool hearing-impaired children; their cognitive abilities developed gradually on the whole, but relatively slowly. ③The scores of five-item cognitive abilities in preschool hearingimpaired children were significantly lower than those of normal-hearing children. With the increase of age, the differences occurred and increased. Conclusion Through this comparative study, the basic cognitive development rules of preschool normal-hearing children and the characteristics of hearing-impaired children were studied and grasped, which lays a foundation for carrying out scientific, systematic and specific training for hearing-impaired children.
出处
《中国听力语言康复科学杂志》
2010年第6期22-24,共3页
Chinese Scientific Journal of Hearing and Speech Rehabilitation
基金
“十一五”国家科技支撑计划重点项目“聋儿认知规律及康复技术规范化研究”（项目编号2008BA150801）,上海市教委科研创新项目“特殊儿童认知干预系统的构建及其绩效研究“（项目编号09ZS56）
关键词
学前健听儿童
学前听障儿童
五项认知能力
Preschool normal-hearing children
Preschool hearing-impaired children
Five-item cognitive abilities
