摘要
目的比较4岁听障儿童与健听儿童通过听觉记忆词汇的测试结果，探讨两类儿童词汇记忆的差异。方法选取4岁听障儿童24名（其中助听时间1～2年的10名，助听时间2～3年的14名）和健听儿童14名，采用言语听觉反应评估（evaluation of aud itoryresponse to speech，EARS）中的封闭式句子测试内容分别对儿童进行测试，比较其结果。结果①在记忆句中名词、形容词方面，3组儿童之间不存在显著性差异（P〉0．05）；②在记忆句中动词方面，助听时间1～2年与2～3年的听障儿童之间存在极显著性差异（P〈0．01），助听时间1～2年的听障儿童与健听儿童之间也存在显著性差异（P〈0．05），但助听时间2～3年的听障儿童与健听儿童之间不存在显著性差异（P〉0．05）。结论①助听时间越长，听障儿童通过听觉记忆句子中词汇的能力越强；②助听时间的长短影响听障儿童在记忆不同词性词汇方面的能力，这为听障儿童听觉训练提供了参考依据。
Objective To find the differences in vocabulary memory results by hearing between hearing-impaired and normal-hearing children. Mothod$ 24 hearing-impaired children and 14 normal-hearing children of 4 years old were selected. The hearing-impaired children were divided into two groups according to the time of using hearing devices. The closed-set sentence test of evaluation of auditory response to speech （EARS） was applied to assess the children. Rasults There was no significant difference in memorizing the nouns and adjectives in a sentence between the three groups of children （P〉 0.05）. There were significant differences in memorizing verbs in a sentence between the hearing-impaired children with hearing devices 1-2 years and 2-3 years （P〈 0.01）, and significant differences also existed between hearing-impaired children with hearing devices 1-2 years and normal-hearing children （P〈 0.05）, but there was no significant difference between hearing- impaired children with hearing devices 2-3 years and normal-hearing children （P〉 0.05）. Conclusion The vocabulary memory by hearing becomes better with increasing time of using hearing devices. The time of using hearing devices affects the hearing-impaired children in memorizing different vocabularies in a sentence, which provides references for the hearing- impaired children＇s auditory training.
出处
《中国听力语言康复科学杂志》
2016年第3期181-183,共3页
Chinese Scientific Journal of Hearing and Speech Rehabilitation
关键词
听障儿童
听觉记忆
Hearing-impaired child
Auditory memory
