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听力损失儿童语言发展和工作记忆的评估

Perihan Dumanlar¹, Pelin Pistav Akmese², Gulce Kirazli³

¹Department of Audiology and Speech Disorders, Ege University Institute of Health Sciences, Izmir, Türkiye.

Journal of the American Academy of Audiology

|December 12, 2024

概括

与正常听力 (NH) 的同龄人相比,有听力损失 (HL) 的儿童表现出较低的语言和工作记忆技能. 将工作记忆训练纳入教育计划可以显著支持HL儿童的语言发展.

科学领域:

语言学的语言学.
认知心理学认知心理学
听力学听力学是指听力学.

背景情况:

听力损失 (HL) 的儿童在语言获取和处理方面面临重大挑战,特别是在杂的环境中.
众所周知,包括工作记忆和短期记忆在内的认知功能会影响HL儿童的语言技能发展.

研究的目的:

评估和比较词汇和语法技能,以及工作记忆能力,在HL儿童和他们的正常听力 (NH) 同龄人之间.
调查工作记忆与HL儿童语言发展之间的关系.

主要方法:

采用因果比较研究设计,涉及44名HL儿童和44名年龄和性别匹配的NH儿童 (60-107个月).
使用语言发展测试 - 初级第四版 (TOLD-P4) 土耳其版 (词汇,句子重复,句子理解) 评估语言发展.
使用工作记忆量表 (WMS) 评估工作记忆,使用SPSS 23.0.0.分析数据.

主要成果:

与NH儿童相比,HL儿童在所有TOLD-P:4子测试中得分明显较低.
与NH儿童相比,HL儿童在WMS口头记忆和整体WMS方面的得分较低.
在WMS口头记忆得分和TOLD-P句子理解和重复得分之间观察到正相关性.

结论:

工作记忆技能是儿童语言理解,推理,学习和识字的关键预测因素.
建议将工作记忆训练纳入HL儿童的教育策略中,以提高他们的整体发展.
针对语言和工作记忆的有针对性的干预措施可以改善听力损失儿童的结果.

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