6～12岁儿童、13～18岁青少年和20 ～ 30岁成人被试各30名,运用McGurk效应研究范式对汉语母语者视听言语知觉的发展趋势进行探讨.所有被试需要接受纯听和视听两种条件下的测试,其任务是出声报告自己听到的刺激.结果 发现:(1)三个年龄阶段汉语母语者被试在安静听力环境下的单音节加工中都受到了视觉线索的影响,表现出了McGurk效应;(2)三个年龄阶段汉语母语者被试McGurk效应的强度存在显著差异,其受视觉言语影响的程度表现出随年龄增长而增强的发展趋势;(3)13岁以后汉语被试在视听一致下对视觉线索的依赖没有显著增强,但是在视听冲突下视觉言语的影响仍然在逐渐增强.

研究噪声环境中自闭症儿童单通道和视听双通道言语知觉特征及发展趋势.结果 发现,自闭症儿童在纯听、视听一致下言语辨识率显著低于普通儿童;自闭症儿童在视听一致下的视觉增益和视听不一致下的McGurk效应强度显著低于普通儿童;纯听和视听一致下13 ～16岁儿童言语辨识率显著高于6 ～12岁儿童,但是McGurk效应强度差异并不显著.结果 表明,噪声环境中自闭症儿童的单通道和视听言语知觉能力不足,其视听整合能力与普通儿童存在显著差异.

为探讨正念训练对学习困难学生的影响,本研究对28名学习困难学生进行了8周的实验干预,并用注意力测验及学业情绪量表评估了干预效果.结果表明:1)正念训练能显著提升学习困难学生的注意稳定性和转移,在注意分配及注意广度上的效果不显著;2)正念训练能显著提升学习困难学生积极高唤醒及积极低唤醒学业情绪,并显著降低了消极高唤醒及消极低唤醒学业情绪.结论:通过正念训练能改善学习困难学生的注意力及学业情绪,正念训练可以作为干预学习困难学生的有效途径之一.

Objective To probe into the reading comprehension ability of children with learning difficulties (LD) students in grade 3～5,and to provide some reasonable suggestions of rehabilitation training on LD students reading comprehension.Method Totally 63 LD students and 76 normal students were tested with the Test of Reading Comprehension developed by Lin Bao-gui etc.Multi-factor analysis of variance was used to analyze data.Results In the reading comprehension,LD students lagged about 1 year behind the normal students,yet LD were late by about 2 years in phonological recoding and syntactic parsing.About 50％ LD students had difficulty in reading comprehension,and the deficits number in phonological recoding and syntactic parsing was largest.Conclusion Children with LD had difficulties in the basic reading comprehension ability,and the effective intervention needed to be explored.

Objective To probe into the relationship between the five-item cognitive abilities based on the PASS theory and Chinese reading comprehension,in order to provide reference for intervention of five-item cognitive abilities training on improving reading of children with reading disorders.Method A total of 33 primary school students in Grade 4 took tests regrading the five-item cognitive abilities and the reading comprehension from November to December 2016,then the data were analyzed.Results There was significant difference between high and low five-item cognitive abilities level groups in completing the reading comprehension (t=7.621,P＜0.01);The reading comprehension was significantly related to the five-item cognitive abilities (all P＜0.05);The reading comprehension could be predicted from the score of the five-item cognitive abilities test.Moreover,the graphic reasoning had the strongest predictive effect on the reading comprehension.Conclusion The five-item cognitive abilities of children affect their Chinese reading comprehension.

对四年级聋生与健听学生序列推理能力进行比较,并选取一名聋生进行序列推理能力干预训练,采用单一被试实验对干预效果进行验证.结果发现,聋生在数字、图形、符号、情景四种序列推理能力上均显著低于健听学生,通过一周的训练,数字序列推理干预产生了即时效应和延时效应,图形推理干预产生了即时效应,但没有延时效应,符号序列推理、情景序列推理的干预效果不显著.建议采用游戏法和其他方法相结合对聋生进行序列推理能力训练,建立长期干预训练计划,提升聋生的认知推理能力.

特殊教育和医学是两个相互独立,在实践领域又有关联的学科.医学在西方特殊教育的产生和发展进程中产生了极其重要的影响,其中康复医学和特殊教育在不同历史时期都表现出明显关联性,比如部分源头相同、过程关联互涉、目前融合共生等.这些域外历史的特征给我国特殊儿童教育与康复改革发展带来启示.

目的:探讨应对方式在特殊儿童家长正念水平影响焦虑情绪中的作用.方法:采用五因素正念觉知量表、状态-特质焦虑问卷和应对方式问卷对174名特殊儿童家长进行调查.结果:(1)求助、幻想应对方式存在显著性别差异,且女性家长的得分显著高于男性家长;不判断维度存在在职与否的显著性差异,且非在职家长的得分高于在职家长;其他正念因素、焦虑及应对方式维度不存在性别及在职与否的差异;(2)正念与积极应对方式各维度呈显著正相关,与消极应对方式各维度呈显著负相关,与特质焦虑和状态焦虑呈显著负相关;(3)应对方式在正念影响焦虑的过程中起完全中介作用.结论:特殊儿童家长的正念水平通过应对方式对焦虑程度产生影响.

特殊儿童艺术康复模式由音乐、美术、戏剧、舞蹈四大板块构成,每个板块各有其独立的康复形式.可针对儿童的个别化问题,开展有针对性的个别化康复训练,也可以同时组合多个板块,利用综合的艺术形式,针对特殊儿童普遍存在的共性问题开展训练.

实验通过眼动技术考察听障人群在数量大小比较任务中对四种类型符号数量表征的特点,结果表明:(1)听障人群对阿拉伯数字、中文数字加工效率低于健听人群,对手语数字具有加工优势,两组被试对点阵加工并无差异;(2)听障人群对阿拉伯数字执行眼跳任务时产生的SNARC效应与健听人无差异,对点阵和中文数字产生的SNARC效应较小,而健听人对手语数字未产生该效应.最后结合加工程度、认知控制等原因对结果进行讨论,认为听障人群的数量空间表征能力受多种因素制约落后于健听人群.

文章运用《青少年心理健康素质调查表》和《青少年心理健康素质调查表·适应分量表》,以新疆的2 125名中小学生为被试,探讨新疆青少年适应的特征和影响因素.发现新疆青少年的适应状况总体上显著高于全国平均水平;新疆青少年适应的民族差异显著,汉族和哈萨克族青少年的适应得分显著高于维吾尔族青少年,新疆青少年心理健康素质的七个维度与适应及其各维度呈显著正相关,进入预测新疆青少年适应回归方程的影响因素有7个,能够解释适应状态73.2％的变异,进入预测新疆青少年适应各维度回归方程的影响因素分别为5～8个,能够解释16％～44％的变异.

This article discusses the theoretical basis and positive role of the cognitive intervention for aphasic patients, introduces the contents and methods of cognitive intervention, which may provide reference for speech therapists and relevant people.

Objective To explore the impact of facial expression recognition characteristic and affective priming of children with autism spectrum disorders to their facial expression recognition. Method The facial expression recognition rate under different priming conditions with a 4×3repeated measures analysis of variance were analyzed,with combinations of pictures and sound as the affective priming stimuli,with emoticons as the target stimuli. Results There were significant differences in the facial expression recognition of children with autism spectrum disorders among the four expressions which were happy,sad,anger and fear(P0.01).No significant difference was found in the recognition rate between no priming and positive priming for the four expressions(P0.05).There was no significant difference in the recognition rate between no priming and negative priming for happy and sad(P0.05),the recognition rate of no priming was higher than that of negative priming for anger and fear. Conclusions The expression recognition of children with autism spectrum disorders for happy and sad were better than that for anger and fear.No priming effect had been happened for happy and sad expression recognition.Negative priming effect had been produced for anger and fear expression recognition,but not positive priming effect.

Objective To compare the comprehension monitoring in reading between students with and without hearing impairment.Methods An error detection paradigm and an eye-movement recordings method were used in two samples of hearing impairment students and no-hearing impairment students with passages that contained inconsistencies with interval 2 sentences, 4 sentences, 6 sentences and 8sentences. Results The scores of reading comprehension, the index of tradition monitoring and the index of eye movement were lower in the hearing impairment students than in the no- hearing impairment students(P0.05). Conclusion The comprehension monitoring ability in reading is poor in the hearing impairment students.

实验选取不同图形材料作为刺激内容,考察聋人被试在工作记忆保持阶段注意捕获的特征,结果发现,具体的形状也可以捕获视觉注意;不同图形或者颜色对于聋人的注意捕获相对于健听者存在一定差异,在认知负荷相对较小的情况下,聋人对具体形状的视觉注意捕获比健听者更敏感.

本实验采用四因素混合设计,探究聋人与听力正常被试对阿拉伯数字、中文数字和中国手语数字奇偶性判断中产生的空间-数字编码联合效应,探讨两组被试在数字加工上的特点和区别,研究结果表明:(1)聋人对拉伯数字和中文数字的反应时间长于听力正常被试,对手语数字的反应时间短于正常被试,并且两组被试对阿拉伯数字反应时间最快,中文数字次之,最后是手语数字;(2)正常组在阿拉伯数字和中文数字情况下都出现了空间-数字编码联合效应,在手语数字符号下没有出现;聋人被试在三种符号形式下都出现了空间-数字编码联合效应,在手语数字下出现SNARC效应的反转,而且聋人被试对于阿拉伯数字和手语数字加工时自动激活的空间表征能力高于加工中文数字.

实验以眼动追踪技术为手段,考察自闭症儿童对不同信息特征表情图片的视觉扫描特征,探讨自闭症表情加工的机制.结果发现:(1)看真人表情时,自闭症儿童对高兴、悲伤的整脸扫描时间无显著差异,均高于愤怒和恐惧,对愤怒的整脸扫描时间高于恐惧;(2)看真人表情时自闭症儿童对高兴、悲伤表情的眼睛区域和嘴巴区域扫描时间无差异,对恐惧和愤怒的嘴巴区域扫描时间显著多于眼睛区域;(3)信息特征削弱对自闭症儿童面孔表情视觉扫描产生了影响,随着削弱程度的增加,自闭症儿童对表情图片的嘴巴区域扫描时间增加,对眼睛区域的扫描时间减少.根据实验结果,认为自闭症儿童对表情的加工主要受到表情信息特征的影响,随着信息特征的变化,会对视觉注意进行调整,以获得对表情的充分加工.

This study aims to probe into the effect of final sounds on the auditory identification of phoneme pairs,analyze the error features of hearing-impaired children,and give implications for educational intervention,by means of mixed experiments in three phoneme contrasts(p/t,p/k and t/k).The results show the following:(1) the normal children show a significantly higher rate of accurate identification of phoneme pairs of aspirated stops than the hearing-impaired children;(2) there is no significant gender difference in the identification of phoneme pairs of aspirated stops;(3) the two groups of children in general tend to show an identical rate of accurate identification of different final sounds,with the identification of back nasal finals being the easiest,followed by the identification of compound finals,single finals,and front nasal finals.The study concludes that in the training in hearing-impaired children’s identification of phoneme pairs of aspirated stops,it is recommended to combine aspirated stops first with back nasal finals,then with compound finals,single finals and front nasal finals,respectively.

This study,based on the current developments and tendency of China's special education,the documents formulated by the Ministry of Education of China,and the basic theories of modern rehabilitation medicine,puts forward the construction of the science of rehabilitation and education in terms of its definition,the training objectives,the curriculum,the training forms and approaches,and the prospects for professional development,hoping to provide reference for China's teacher-training colleges and universities.

Objective To study the difference of the acoustic characteristics of stresses of prosodic words between hearing-impaired and normal-hearing children. Methods The three acoustic parameters including intensity, duration and basic frequency of the stressed syllable were compared between hearing-impaired (abnormal stressed and normal stressed)and normal-hearing children. Results (1)The increment of mean syllable F0 of the abnormal stressed group was smaller than that of the normal stressed group and normal-hearing group. (2)For the abnormal stressed group, the differences of the mean syllable intensity(MSI) and syllable duration(SD) between stressed and unstressed syllables were significant and the differences of mean syllable F0(MSF0) were insignicant. (3)For the normal stressed group,the differences of the MSF0 between stressed and unstressed syllables of the prosodic words in sentences were significant, but the differences of the MSI, SD MSF0 between stressed and unstressed syllables of the prosodic words alone were significant. Conclusion (1) As compared with the normal-hearing children, the parameters which the abnormal stressed group use to represent stressed syllables are intensity and duration of the syllable, while that of the normal stressed group is F0 of the syllable. (2)There are some differences in the stresses of prosodic words of hearing-impaired children when they appear independently and in the sentences.