四年级聋生序列推理能力特征及干预研究  

On the Sequence Reasoning Ability of Hearing-Impaired Fourth-Grade Primary School Students and Related Interventions

作　　者：邱天龙[1,2] 杜晓新[2] 郭雯[1] 刘琳[1] 刘伟[1] 杨集梅[1] 蔡勇刚[2] 

机构地区：[1]安顺学院教育科学学院,安顺561000 [2]华东师范大学言语听觉科学教育部重点实验室,上海200062

出　　处：《中国特殊教育》2017年第1期53-57,共5页Chinese Journal of Special Education

基　　金：中国教师发展基金会泰亿格"关爱特教园丁"专项基金;安顺学院应用心理学贵州省重点学科建设项目"小学聋生序列推理能力发展特征及干预的实验研究"(项目号:ASXYXLX12014001);安顺学院2014年度科研平台项目"应用心理学重点实验室"(项目号:2014PT02)资助

摘　　要：对四年级聋生与健听学生序列推理能力进行比较,并选取一名聋生进行序列推理能力干预训练,采用单一被试实验对干预效果进行验证。结果发现,聋生在数字、图形、符号、情景四种序列推理能力上均显著低于健听学生,通过一周的训练,数字序列推理干预产生了即时效应和延时效应,图形推理干预产生了即时效应,但没有延时效应,符号序列推理、情景序列推理的干预效果不显著。建议采用游戏法和其他方法相结合对聋生进行序列推理能力训练,建立长期干预训练计划,提升聋生的认知推理能力。The present study aims to explore hearing-impaired students＇ sequence reasoning ability, by comparing a certain number of fourth-grade hearing-impaired students and normal-hearing students, and training a hearing-impaired student＇ s sequence reasoning ability based on a single-subject test. The results show the follow- ing： The hearing-impaired students showed a lower degree of sequence reasoning in numbers, pictures, symbols, and situations than their normal-hearing counterparts; after a week-long training, the intervention by the number- oriented sequence reasoning had good instant and delayed effects, the intervention by the picture-oriented se- quence reasoning had a good instant effect, and the interventions by symbol- or situation-oriented sequence reasoning had no significant effect. The study concludes that to improve hearing-impaired students＇ ability in cognitive reasoning, they can be trained with games and other methods included in a long-term training plan.

关 键 词：聋生 序列推理 单一被试实验 

分 类 号：G762[文化科学—特殊教育学]