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聋童执行功能发展:聋童与正常儿童的比较

 [PDF]

李一员,吴睿明,胡兴旺,李红,pd,zelaz
心理学报 , 2006,
Abstract: ?利用标准dimensionalchangecardsort任务(dccs),对76名智力正常的3~8岁聋童和78名3~5.5岁的正常儿童进行了对比测试,旨在考察聋童执行功能发展的年龄特征与发展水平。结果发现,3岁组的聋童和正常儿童在dccs任务上的表现没有显著性差异,但正常儿童在4~4.5岁时进入一个迅速发展期,而聋童要在6岁时才有快速的发展,到7岁后才相当于正常儿童5岁的发展水平,大约滞后2年。研究认为,造成聋童执行功能发展滞后的原因主要有:(1)语言符号系统和聋童特有的符号系统之间可能存在的差异;(2)聋童可能存在计划和灵活性的缺陷;(3)聋童可能存在命名和标识策略上的困难和注意机制的缺陷。结合关于聋童心理理论发展滞后于正常儿童7年以上的报道,心理理论发展和执行功能发展在聋童身上表现出较大的不一致性。
影响聋童亲子关系和同伴关系的因素
荣卉
心理科学进展 , 1996,
Abstract: 本文对影响聋童社会化进程中亲子关系和同伴关系的各种因素进行了分析探讨,认为影响因素分为一、二两个等级.一级影响因素是由聋童的生理特点直接产生,对聋童社会关系的影响又是必然存在的因素;二级影响因素,是由一级影响因素所衍生的,并非不可避免,但却又经常影响聋童社会关系.同时,本文针对各影响因素提出了相应的对策.
影响聋童亲子关系和同伴关系的因素  [PDF]
荣卉
心理科学进展 , 1996,
Abstract: ?本文对影响聋童社会化进程中亲子关系和同伴关系的各种因素进行了分析探讨,认为影响因素分为一、二两个等级.一级影响因素是由聋童的生理特点直接产生,对聋童社会关系的影响又是必然存在的因素;二级影响因素,是由一级影响因素所衍生的,并非不可避免,但却又经常影响聋童社会关系.同时,本文针对各影响因素提出了相应的对策.
聋童与听力正常儿童分类能力的比较  [PDF]
张宁生,周仁来,朱玉华,张丽华
心里发展与教育 , 1993,
Abstract: 对儿童分类能力的发展,国内、国外都有过不少的研究,这些研究涉及了概念分类的许多方面。从对概念的分类到命名,从人造图形到人造字,从分类的特征到掌握语言对概念形成的影响,以及从排除分类到组合分析等等。
2006 - 2016年四川省职业性噪声聋发病特征分析
Analysis of the characteristics of occupational noise deafness in Sichuan province from 2006 to 2016
 [PDF]

曹应琼,他卉,何琳,廖洪秀,兰亚佳,商维维
- , 2018,
Abstract: 目的 了解四川省2006 - 2016年职业性噪声聋的时间、地区、人群及企业行业的发病特征及规律,为噪声聋防治提供依据。方法 对2006 - 2016年四川省职业病网络直报系统上报的职业性噪声聋进行统计描述分析。结果 2006 - 2016年四川省职业性噪声聋共380例。2006 - 2016年职业性噪声聋年平均增长速度为54.20%,2010年之前报告例数较少,每年均小于10例,从2011年起报告例数呈明显增加趋势。其中男性报告例数高于女性,35~54岁年龄段、5~14年工龄段所占比例最大,集中分布在四川省德阳市(144例37.89%)、成都市(126例33.16%)2个地区。四川省职业性噪声聋主要来自于制造和采矿行业,在大中型的国有和私人企业的报告例数较高。结论 2006 - 2016年四川省职业性噪声聋总体呈增长的趋势,主要分布于制造和采矿行业。
告身文种钩沉  [PDF]
王铭
浙江大学学报(人文社会科学版) , 2011,
Abstract: ?告身是古代授官时使用的一种公文,通常由中央主管衙署行文,向被授任者本人告知经皇帝批准的授官旨意,供被授任者收执,以为凭信。但在政务实践中,告身的使用又往往溢出这一范围,导致诸多非本质的应用。尽管历代中央王朝颇为重视告身的管理,还制订了系统的官告用纸格式规范,但仍弊窦丛生,如空名告身供临时填入代授、滥授、鬻卖、制伪、窜改、惜授等,尤以五代后唐时期为甚。从文种学角度来看,就同一文种演化周期的各阶段而言,告身尚属于准文种性质,但已经处于由准文种向规范文种发展的过程中。惜乎这一演化没有完成,最后让位于诰命、敕命文种。
聋潭隧道的光面爆破  [PDF]
卓国平
铁道工程学报 , 2003,
Abstract: ?文章以渝怀线聋潭隧道为例,阐述了光面爆破技术的应用以及爆破参数的确定,施工过程质量控制和爆破效果。
青少年聋生的分类学联系  [PDF]
张积家,李德高,吴雪云
心理学报 , 2008,
Abstract: ?了考察青少年聋生分类学联系的特点,使用不同类别的基本水平概念,完成了语义归类和错误再认2个实验,并同健听生的结果进行比较。结果表明:⑴聋生和健听生有类似的类别意识,但聋生的类别意识较健听生为弱。⑵与健听生比,呈现方式对聋生的反应影响较小。聋生的分类学概念有较强的形象化倾向。青少年聋生分类学联系的特点与他们语言能力发展迟缓、使用自然手语有关。因此,应加强聋生的规范手语教学,重视培养聋生的抽象思维能力
聋儿的心理理论发展特点及影响因素  [PDF]
陈友庆,郭本禹
心理科学进展 , 2006,
Abstract: ?目前,探究聋儿的心理理论(theory?of?mind,tom)发展特点多从三个方面进行:一是分析聋儿与正常儿童及自闭症儿童tom水平的差异;二是比较聋父母聋儿、口语聋儿及正常父母聋儿的tom发展差异;三是分析聋儿对不同心理状态的理解水平。此外,对聋儿tom发展影响因素的讨论,多是从聋儿交往、语言、训练等角度进行的
The Development of Executive Function in Deaf Children:Comparing with Normal Children
聋童执行功能发展:聋童与正常儿童的比较

Li Yiyuan,Wu Ruiming,Hu Xingwang,Li Hong,P D Zelazo,
李一员
,吴睿明,胡兴旺,李红,P D Zelazo

心理学报 , 2006,
Abstract: Jackson had compared executive function(EF) of deaf children and that of normal children,and found that there was no difference between the two groups.However,it is known that language relates to the development of theory of mind and executive function.In the present study,we argued that Jackson's study had three problems: 1) there were 4 kinds of deaf children in that study,that is,these samples had no homogeneity;2) compared to the 4~7-year-old normal children,the age distance(4 years 10 months to 12 years 11 months) of the deaf children was so large that his study could not reveal the developmental feature of the executive function of deaf children;3) Jackson used the A-not-B task and its 3 modifications.The tasks were too simple to measure the development of executive function accurately. Our study improved on Jackson's by employing the standard Dimensional Change Cards Sorting(DCCS) task to test 76 3~8 year-old deaf children(whose intelligence was normal) of hearing parents and 78 3~5.5 year-old normal children to compare the development of executive function between these two groups.Thus,we were able to explore the characteristics of development of the executive function and the level of development of the deaf children. The results indicated that there was no significant difference between 3-year-old deaf children and 3-year-old normal children.Normal children developed rapidly during 4~4.5 years,whereas development accelerated after 6 years for the deaf children;the performance of 7-year-old deaf children was equivalent to that of 5-year-old hearing children.That is,deaf children were late by about 2 years in EF development in comparison to normal children.The developmental delay could be explained by three aspects: 1) there is a difference between the language symbol system and the special symbol system of the deaf;2) deaf children could have a deficit in planning and flexibility;3) deaf children could have difficulty in naming and labeling strategies,and have a deficit in the attention mechanism.Compared with previous research reports that found that the theory of mind in deaf children tended to develop 7 years later than normal children,the development of executive functioning is not consistent with development of theory of mind.
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