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1.
聋儿由于听力损伤,导致语言发展滞后,从而影响着他们的认知、个性及社会性等方面的发展。但聋儿和正常儿童一样,其心理发展及生长发育均遵循儿童发展的一般规律,喜欢游戏是他们的天性。体育游戏不仅具有锻炼身体的价值,而且在满足聋儿活动愿望,激发聋儿愉快心情、丰富聋儿生活经验、发展聋儿智力及社会适应能力等,均有不可低估的作用。应充分利用体育游戏的价值特点,寓教于乐,促进聋儿全面、和谐发展。 相似文献
2.
采用认知心理学的反应时研究模式,本研究以36名聋童和32名听力正常儿童为研究对象,对聋童和听力正常儿童的心理投影能力进行了比较研究。研究结果表明:(1)在反应时上,听力正常儿童的男女差异显著,表现为男性听力正常儿童的反应速度快于女性听力正常儿童;男性聋童和听力正常儿童的差异显著,表现为男性听力正常儿童的反应速度快于男性聋童。(2)在错误量上,聋童的男女差异显著,表现为男性聋童的反应准确性高于女性聋童;女性聋童和听力正常儿童的差异显著,表现为女性听力正常儿童的反应准确性高于女性聋童。 相似文献
3.
聋儿由于听力缺陷，在幼儿时期很少能够进入普通幼儿园与同龄孩子一起接受早期教育，听力障碍虽不会导致其智力障碍，但听力的缺陷却会使聋儿智能发展受到影响。一系列研究成果证明，儿童的智力会随着环境的改变而改变，环境的条件影响个体发展。因此，早期教育训练对聋儿发展的影响是深远的，甚至可以影响到一个人的一生。 相似文献
4.
提高聋儿听能和言语能力马春凤聋哑儿童由于听力残缺，不掌握有声语言，不能从声音中获得知识与经验的信息，对周围事物的认识受到严重障碍，造成他们认识活动的特殊性。这使聋哑儿童的智力发展远不能与一般儿童相比，极大地阻碍着聋哑儿童学习活动的进程和效果。要想改变... 相似文献
5.
同令儿童的智力发展水平存在着差异,这是客观的事实。在正常能力范围内,这些差异通常比较小,并不引起特殊的注意和教育上的特殊需要。但是,确实有些儿童在智力上和其他儿童差异很大。一种是智力发展显著地超过了同令的正常儿童,称为智力超常;另一种是智力发展显著地落后于同令的正常儿童,称为智力迟钝。世界各发达的资本主义国家,都十分重视对这类儿童的研究和教育问题。在美国据以斯丹福一比奈智力量表的测量, 相似文献
6.
注重基础,抓好学龄前听力“”障碍儿童的语言康复一个人的智力水平发展如何,关键在于他的语言发展水平。学龄前期是语言形成的关键时期,也是听觉障碍儿童语言康复的最佳时期。为此,我们成立了聋儿语训部（学前语言康复班）,对3－7岁的听觉障碍儿童配戴助听器进行听觉语言康复训D练。我们设置了听力训练课、语文训D练课、智能训练课、美工课、体育律动课、综合课,还自编了听力语言训练教材进行训练。在训练中,我们采用生动、灵活、有趣的游戏活动和竞赛等形式,寓语言认D练于活动之中,当聋儿主动说话时,教师都给予鼓励,激发聋儿… 相似文献
7.
对于教学法 ,我们往往存有概念误解并常与教学方法、教学方式混为一谈 ,影响了聋儿康复教学法的研究与创建。本文正本清源 ,在引用了权威概念的基础上提出了聋儿康复教学法的创建不可回避的几个问题 :如何看待聋儿与正常儿童的异同 ;如何看待聋儿的听力损失 ;如何看待语言 ;如何看待聋儿掌握口语的可能性 ;如何看待聋儿掌握语言的过程 ;如何看待聋儿掌握语言的标准 ;如何看待聋儿语言教学过程以及如何看待聋儿语言发展和全面发展的关系 相似文献
8.
语言是人们日常生活交流的手段,也是人的更高级个体发展和认知的重要基础。实验研究表明,把听障儿童和同龄健听儿童放在一起进行早期的康复教育,能够让聋儿在一种轻松、良好的环境下生活、学习,有助于提高聋儿的听说能力、语言表达能力和思辨能力,也会使聋儿的社会交往能力得到更好发展。教育的目的无非是让学生更好地融入社会,然而现在的特殊教育学校隔离了特殊儿童与正常儿童,使特殊儿童不会和正常人交流,正常人也不能体会和理解他们。聋健合一融合教育就是让有听力障碍的特殊儿童与正常健康的儿童一起进行教育,使所有儿童的生理、心理都得到健康发展。 相似文献
9.
智力落后儿童适应行为三个因子发展特点的研究 总被引：2，自引：1，他引：2
用儿童适应行为评定量表对4～12岁正常儿童和中、轻度智力落后 儿童适应行为三个因子(认知功能、独立能力和社会能力)发展特点进行比较 研究,结果发现:智力落后儿童的独立能力和社会能力发展随年龄增长而呈 上升趋势,与正常儿童比较接近;而智力落后儿童的认知能力发展缓慢,明显 落后于正常儿童。 相似文献
10.
每个听力残疾的儿童个体都存在着与其他个体不同的生理、心理,因此,对他们进行教育和训练时,如果完全照搬普通学校的教育模式将很难奏效。而个别教育计划是一项以适应聋儿差异为前提,以聋儿现有水平为基础,以满足聋儿个体发展需要为目的,采用不同的教育资源、不同的教学方式和不同的评价方法进行教育工作的策略与计划。它可以使集体中的每一个聋儿都能得到适当的教育,取得尽可能大的进步。 相似文献
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12.
Concurrent correlates and predictors of reading and spelling achievement in deaf and hearing school children 总被引：2，自引：0，他引：2
Seven- and eight-year-old deaf children and hearing children of equivalent reading age were presented with a number of tasks designed to assess reading, spelling, productive vocabulary, speechreading, phonological awareness, short-term memory, and nonverbal intelligence. The two groups were compared for similarities and differences in the levels of performance and in the predictors of literacy. Multiple regressions showed that both productive vocabulary and speechreading were significant predictors of reading for the deaf children after hearing loss and nonverbal intelligence had been accounted for. However, spelling ability was not associated with any of the other measures apart from reading. For hearing children, age was the main determinant of reading and spelling ability (due to selection criterion). Possible explanations for the role of speechreading and productive vocabulary in deaf children's reading and the differences between the correlates of literacy for deaf and hearing children are discussed. 相似文献
13.
听力正常家庭和聋人家庭中聋童心理理论的发展 总被引：3，自引：0，他引：3
聋童能否正确理解他人心理状态直接影响其正常的社会交往。已有研究表明,听力正常家庭中的聋童心理理论水平低于正常儿童,但随其语言发展和年龄增长而逐步提升。聋人家庭中的聋童心理理论处于正常水平,并随年龄增长而成熟。尽管存在心理表征能力发展的迟滞,听力正常家庭中的聋童能在一定程度上理解图片对于现实的错误表征。研究结果提示正常的社交情境可能与聋童的心理理论发展有关。 相似文献
14.
This article presents the findings of a study of the relationship between American Sign Language (ASL) skills and English literacy among 160 deaf children. Using a specially designed test of ASL to determine three levels of ASL ability, we found that deaf children who attained the higher two levels significantly outperformed children in the lowest ASL ability level in English literacy, regardless of age and IQ. Furthermore, although deaf children with deaf mothers outperformed deaf children of hearing mothers in both ASL and English literacy, when ASL level was held constant, there was no difference between these two groups, except in the lowest level of ASL ability. The implication of this research is straightforward and powerful: Deaf children's learning of English appears to benefit from the acquisition of even a moderate fluency in ASL. 相似文献
15.
Azar Hadadian 《Early education and development》1995,6(2):181-191
This study investigated deaf children's "security of attachment" relationships with their hearing parents and the relationship of parental attitudes toward deafness. Subjects included 30 deaf children and their hearing parents. The children ranged in age from 20 to 60 months. Instruments used included the Attachment Q-Set, the Attitudes to Deafness Scale, and parental interviews. As a group there were no differences between security of attachment scores of deaf children toward either of their parents; however, there were marked differences within individual dyads of mother-child/father-child relationships. In addition, negative correlations were found between parents' attitudes towards deafness scores and their deaf children's security of attachment scores. Implications for the field include the importance of inclusion of fathers in attachment studies and fathers' active participation in early intervention programs. The relationship between parental attitudes toward their children's disability (deafness) and attachment relationship provides further evidence for the critical role of early intervention in the development of children with special needs. 相似文献
16.
和健听儿童相比 ,听觉障碍儿童的认知发展水平要低 ,主要表现为抽象逻辑思维水平低。造成这一结果的主要原因通常被认为是语言的发展不良。我国聋教育主要是以口语教学为主。但是 ,单纯的发展口语是不是最适合听力障碍儿童的认知发展 ?听力障碍儿童使用手语对他们认知发展有何影响 ?本文试从理论剖析和现实中的事例来说明 :对那些不能通过听觉通道来获得口语的听力障碍儿童来说 ,手语的使用在他们的认知发展中有积极的作用 相似文献
17.
Lundy JE 《Journal of deaf studies and deaf education》2002,7(1):41-56
Using four traditional false-belief tasks, I investigated deaf children's age and expressive language skills in relation to their theory of mind development. The children's parents who signed reported on their own knowledge of a mental sign vocabulary. The results indicate age of the child to be strongly related to theory of mind development. Deaf children demonstrated an ability to pass the theory of mind assessment battery between the ages of 7 and 8 years, on average. In comparison, hearing children have consistently demonstrated the ability to perform such tasks between the ages of 4 and 5 years. Therefore, the results indicate deaf children are delayed by approximately 3 years in this cognitive developmental milestone. Expressive language skills of the children and sign language skills of the parents who signed were not found to be significantly related to the children's theory of mind development. 相似文献
18.
The purpose of this article is to analyze the results of a study of the development of analogical reasoning in deaf children coming from two different linguistic environments (deaf children of deaf parents--sign language, deaf children of hearing parents--spoken language) and in hearing children, as well as to compare two groups of deaf children to a group of hearing children. In order to estimate the development of children's analogical reasoning, especially the development of their understanding of different logical relations, two age groups were singled out in each population of children: younger (9- and 10-year-olds) and older (12- and 13-year-olds). In this way it is possible to assess the influence of early and consistent sign-language communication on the development of the conceptual system in deaf children and to establish whether early and consistent sign-language communication with deaf children affects their mental development to the same extent as early and consistent spoken-language communication with hearing children. The children were given three series of analogy tasks based on different logical relations: (a) a series of verbal analogy tasks (the relations of opposite, part-whole, and causality); (b) a series of numerical analogy tasks (the relations of class membership, opposite, and part-whole); and (c) a series of figural-geometric analogy tasks (the relations of opposite and part-whole). It was found that early and consistent sign-language communication with deaf children plays an almost equivalent role in the development of verbal, numerical, and spatial reasoning by analogy as early and consistent spoken-language communication with hearing children. 相似文献
19.
Deaf children's use of phonological coding: evidence from reading, spelling, and working memory 总被引：3，自引：0，他引：3
Two groups of deaf children, aged 8 and 14 years, were presented with a number of tasks designed to assess their reliance on phonological coding. Their performance was compared with that of hearing children of the same chronological age (CA) and reading age (RA). Performance on the first task, short-term recall of pictures, showed that the deaf children's spans were comparable to those of RA controls but lower than CA controls. For the older deaf children, short-term memory span predicted reading ability. There was no clear evidence that the deaf children were using phonological coding in short-term memory when recall of dissimilar items was compared with recall of items with similarly sounding names. In the second task, which assessed orthographic awareness, performance of the deaf children was similar to that of RA controls although scores predicted reading level for the deaf children but not the hearing. The final task was a picture spelling test in which there were marked differences between the deaf and hearing children, most notably in the number of spelling refusals (which was higher for the deaf children in the older group than their RA controls) and the percentage of phonetic errors (which was considerably lower for both groups of deaf children than for any of the hearing controls). Overall these results provide support for the view that deaf children place little reliance on phonological coding. 相似文献
20.
The spellings of 39 profoundly deaf users of cochlear implants, aged 6 to 12 years, were compared with those of 39 hearing peers. When controlled for age and reading ability, the error rates of the 2 groups were not significantly different. Both groups evinced phonological spelling strategies, performing better on words with more typical sound–spelling correspondences and often making misspellings that were phonologically plausible. However, the magnitude of these phonological effects was smaller for the deaf children than for hearing children of comparable reading and spelling ability. Deaf children with cochlear implants made the same low proportion of transposition errors as hearing children. The findings indicate that deaf children do not rely primarily on visual memorization strategies, as suggested by previous studies. However, deaf children with cochlear implants use phonological spelling strategies to a lesser degree than hearing peers. 相似文献