听力障碍儿童的时间认知的发展和教育建议
1Faculty of Education, Guangxi Normal University, Guilin, Guangxi, China.
Frontiers in psychology
|October 17, 2025
概括
听力障碍儿童的时间认知随着年龄的增长而发展,在中学中显示出更快的增长. 他们在具体的任务中表现出色,而不是抽象的任务,倾向于未来的思维.
科学领域:
- 发展心理学 发展心理学
- 认知科学 认知科学
- 特殊教育 特殊教育
背景情况:
- 时间认知对于学习和日常运作至关重要.
- 了解它在听力障碍儿童中的发展对于有针对性的干预至关重要.
- 现有研究对这一群体中时间认知的特定发展轨迹的数据有限.
研究的目的:
- 调查听力障碍儿童的时间认知的发展特征.
- 识别与年龄相关的模式和具体和抽象的时间任务之间的差异.
- 提出基于证据的教育策略,并为听觉康复提供信息.
主要方法:
- 对79名听力障碍学生 (年龄在11-17岁) 进行时间序列,选择和判断任务.
- 参与者被分为低级 (11-13年级),中级 (14-15年级) 和高级 (16-17年级) 的队伍.
- 评估了短期具体序列和长期综合序列的性能.
主要成果:
- 时间认知表现出明显的与年龄相关的进展,在中年级组中出现了快速增长阶段.
- 听力障碍儿童在具体的,短期的时间任务中表现更好,而不是长期的,综合的任务.
- 面向未来的时间认知显著超过面向过去的认知.
结论:
- 听力障碍儿童的时间性认知发展遵循着不同的轨迹,干预的关键时期在14-15岁左右.
- 教育策略应该利用视觉空间的优势和体验式学习.
- 研究结果支持量身定制的听力康复实践,以提高时间推理技能.
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