北京市听障儿童希-内学习能力测验结果分析  

An Analysis of the H-NTLA Results of Hearing-impaired Children in Beijing

作　　者：张圆圆[1] 陈淑云[1] 刘尚玲[1] 

机构地区：[1]北京市残疾人康复服务指导中心,北京100070

出　　处：《中国听力语言康复科学杂志》2012年第2期118-120,共3页Chinese Scientific Journal of Hearing and Speech Rehabilitation

基　　金：基金项目：“十一五”国家科技支撑计划《聋儿认知规律与康复技术规范化的研究》（项目编号：2008BA150801）

摘　　要：目的探讨北京市听障儿童学习能力的特点。方法选取北京市120名儿童（其中听障儿童和健听儿童各60名）进行希-内学习能力测验，并进行数据处理和统计分析。结果①听障儿童与健听儿童的智商无显著性差异（P〉0．05）：②从3岁到7岁，听障儿童与健听儿童的学习能力发展趋势基本一致，都呈现出随年龄增长而逐步提高的趋势；同时，听障儿童学习能力各维度均随年龄增长而逐步提升。结论①北京市听障儿童与健听儿童学习能力相当；②听障儿童学习能力的发展与年龄密切相关，因此，重视听障儿童的认知与语言能力发展关键期，实施早期干预十分必要。Objective To explore the characteristics of the learning abilities of hearingimpaired children in Beijing. Methods A total of 120 children （60 hearing-impaired and 60 normalhearing children） were selected from rehabilitation centers and kindergartens in Beijing. The Hiskey-Nebraska Test of Learning Aptitude（H-NTLA）was applied to study the characteristics of the learning abilities of hearing-impaired children. Results （1）There was no significant difference in intelligence quotient （IQ） between hearing-impaired and normal-hearing children（P〉0.05）. （2）From 3 to 7 years old, the learning abilities of hearing-impaired and normal-hearing children both increased with age, showing a similar developmental trend. All aspects of learning abilities of hearing-impaired children have gradually improved with increasing age. Conclusion （1）The learning abilities of hearing-impaired and normal-hearing children are similar. （2）The development of learning abilities is closely associated with ages of hearing-impaired children. It is suggested that more importance be attached to the key cognitive and language acquisition period and early intervention be provided to the hearing-impaired children.

关 键 词：听障儿童 学习能力 希-内学习能力测验 

分 类 号：R764[医药卫生—耳鼻咽喉科]