聋哑儿童与非听力障碍儿童概念发展速度对比研究
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“Rate of Conceptual Development Among Deaf Preschool and Primary Children as Compared to a Matched Group of Nonhearing Impaired Children”是由Bruce A. Bracken和Linda A. Cat0发表在1986年《Psychology in the Schools》期刊第23卷的一篇学术论文。
这篇论文主要探讨了聋哑学龄前和小学儿童与听力正常儿童在概念发展方面的差异。研究对象包括17名聋哑儿童和17名听力正常的对照组儿童，旨在对比他们的基本概念发展速度。研究结果显示，聋哑儿童在基本概念发展上的得分大约比匹配的听力正常的同龄人低两个标准差。这表明，在语言和听觉能力受限的情况下，聋哑儿童的概念发展存在显著滞后。
聋哑儿童的子测试成绩剖面相对平坦，意味着那些未经特定教学的基本概念对于聋哑儿童来说，发展是均匀滞后的。长期以来，听力受损学生的语言和学业延迟问题已被广泛记录（如Gerken, 1979; Goetzinger, 1962; Kodman, 1963; Young & McConnell, 1957）。听力损失的程度与语言延迟的程度直接相关（Davis, 1974）。Davis在研究中研究了6至8岁听力困难儿童在Boehm基本概念测试（Boehm, 1971）中的表现，该测试是衡量儿童理解基本概念能力的一种工具。
这项研究的重要性在于它强调了聋哑儿童在认知发展方面面临的挑战，并且揭示了教育策略需要针对这些儿童的特殊需求进行调整，以便他们能更好地掌握和发展基本概念。教育者和家长需要认识到，聋哑儿童可能需要额外的支持和专门的教学方法，以弥补他们在语言和概念学习上的滞后。同时，这项研究也为未来关于聋哑儿童认知发展的研究提供了重要的参考点，有助于进一步了解和改善他们的学习环境和教育干预措施。
Psychology
in
rhe
Schools
Volume
23,
January 1986
RATE
OF
CONCEPTUAL DEVELOPMENT AMONG DEAF PRESCHOOL
AND PRIMARY CHILDREN AS COMPARED TO A MATCHED GROUP
OF NONHEARING IMPAIRED CHILDREN’
BRUCE
A.
BRACKEN
AND
LINDA
A.
CAT0
University
of
Wisconsin-Milwaukee
Seventeen deaf children and a matched group of 17 nonhearing impaired children
were assessed to compare rate of basic concept development. The results indicate that
deaf children scored approximately two standard deviations below their matched
nonhearing impaired peers. Additionally, the deaf children exhibited
a
relatively
flat
subtest proflle, suggesting that basic concepts that have not been specifically taught
remain uniformly delayed for deaf children.
The incidence of language and academic delay among hearing impaired students
has long been well documented (Gerken, 1979; Goetzinger, 1962; Kodman, 1963; Young
&
McConnell, 1957), with degree of language delay being directly related to the degree
of hearing impairment (Davis, 1974). Davis investigated the performance
of
hard-of-
hearing 6- to 8-year-old children on the Boehm Test of Basic Concepts (Boehm, 1971),
a measure of
50
commonly used basic conceptual terms. She found that the hard-of-
hearing students performed differentially with respect to their level of hearing loss; those
with pure-tone averages (PTA) for frequencies of
500,
1000, and
2000
Hz which fell
in a range
of
35
to
50
dB HTL (ANSI, 1969) performed significantly higher than did
the students whose PTA exceeded
51
dB HTL.
Davis further attempted a content analysis
of
the Boehm Test to determine whether
content domains on the Boehm proved to be more difficult for hard-of-hearing students
than for others. On the three specific domains assessed by the Boehm (Space, Quantity,
and Time) and one general domain (Miscellaneous), the lowest percentage
of
errors oc-
curred on Space concepts, with Miscellaneous, Quantity, and Time concepts following,
respectively. Of the 10 most difficult concepts assessed by the Boehm Test, five were
Quantity Concepts, three were Spatial, one Time, and one Miscellaneous concepts. Since
the Boehm provides only raw scores and normative means do not exist for the subscales,
it is not known whether the pattern reported by Davis is atypical performance found
among hearing impaired children or is the norm for all children. In all, 75% of the 24
students in the Davis (1974) study scored below the
10th
percentile on the Boehm Test.
The present researchers were interested in assessing deaf children of the same ap-
proximate age as Davis’ sample, using a more comprehensive measure
of
basic concepts,
and comparing their performance to a matched group
of
nonhearing impaired students.
Additionally, the present study sought to investigate the pattern of conceptual develop-
ment among the deaf children. First, it was hypothesized that the deaf children would
perform significantly more poorly in concept attainment than the matched sample
of
nonhearing impaired students. Second, because Davis’ findings regarding subscale pat-
terns were inconclusive, it was hypothesized that the conceptual delay among the deaf
children across the Bracken Basic Concept Scale (BBCS) (Bracken, 1984) subtests would
be relatively uniform.
Requests for reprints should be directed to Bruce A. Bracken, Dept.
of
Educational Psychology,
P.O.
‘The authors would like to express their appreciation
to
Ms. Nancy Blazek for her assistance in the ad-
Box
413,
University of Wisconsin-Milwaukee, Milwaukee,
WI
53217.
ministration
of
the Bracken Basic Concept Scale
to
the deaf children.
95
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