3~5岁听障儿童的执行功能特征及影响因素  

The Characteristics of Executive Function of Hearing-Impaired Children Aged 3-5 Years and Its Influencing Factors

作　　者：潘雨晨 李欣雨 肖永涛[1] PAN Yuchen;LI Xinyu;XIAO Yongtao(School of Medical Technology and Information Engineering,Zhejiang Chinese Medical University,Hangzhou,310053)

机构地区：[1]浙江中医药大学医学技术与信息工程学院,杭州310053

出　　处：《中国特殊教育》2022年第12期29-37,共9页Chinese Journal of Special Education

基　　金：2019年浙江省公益计划研究项目“听障儿童语言韵律的特征及干预策略研究”(项目编号:LGF19H170002)阶段性研究成果之一。

摘　　要：为了探究3~5岁听障儿童的执行功能特征及影响因素,本研究选取3~5岁健听和听障儿童各60名,通过执行功能行为评定量表和行为学任务(数字正背、维度变换卡片分类任务、昼夜Stroop任务),获得执行功能特征,并与人口学因素进行相关和回归分析。结果发现,听障儿童的数字正背、维度变换卡片分类任务(转换后和总分)以及Stroop得分均显著落后健听者。其中数字正背任务具体表现为3岁和4岁的听障儿童显著落后同龄健听者,而5岁听障儿童达同龄健听者水平,并显著高于3岁听障儿童。此外年龄、听力损失程度、干预时间是听障儿童执行功能的影响因素。言语治疗师和家长需重视听障儿童执行功能的发展,如通过尽早获得最佳听力干预、提高语速和注意力、循序渐进地进行执行功能训练以改善执行功能。To explore the characteristics of executive function of hearing-impaired children aged 3-5 years and its influencing factors, 60 typically developing children aged 3-5 years and 60 hearing-impaired children with the same age were selected to obtain the executive function characteristics through the Executive Function Behavior Rating Scale and behavioral tasks(number front and back, dimension change card classification task, day and night Stroop task), and conduct correlation analysis and regression analysis with demographic factors. The results showed that the number front and back, dimension change card classification task(after conversion, total score) and Stroop score of hearing-impaired children were significantly lower than those of typically developing children. For the number front and back task, the hearing-impaired children aged 3-and 4-years lagged behind their peers with normal hearing, while the hearing-impaired children at the age of 5 years reached the level of their peers with normal hearing and were significantly higher than the hearing-impaired children aged 3 years. In addition, age, hearing loss level and intervention time were the influencing factors of executive function of hearing-impaired children. Speech therapists and parents should pay attention to the development of executive function of hearing-impaired children, such as obtaining the best hearing intervention as early as possible, improving speech speed and attention, and conducting training step by step to improve their executive function.

关 键 词：听障儿童 执行功能 工作记忆 认知灵活性 抑制控制 

分 类 号：G762[文化科学—特殊教育学]