特殊儿童与正常儿童时间认知机制的实验研究

发布时间：2018-03-06 20:34

本文选题：特殊儿童　切入点：视听经验丧失　出处：《华东师范大学》2006年博士论文　论文类型：学位论文

【摘要】：时间是物质存在的基本形式之一，也是人类生活中最普遍的现象。认知心理学家认为，时间是一种因变量，也是一种自变量，在人类的信息加工系统中，时间是需要被加工编码的重要信息。国内外的心理学者提出了不同的生物学模型、认知模型、综合模型来解释心理时间。来自神经心理学和脑成像的研究证实了人脑对不同时间段的认知加工所涉及的区域是不同的。来自大脑皮层的不同区域及其皮下结构可能涉及不同的时间信息加工机制。时间认知的视听通道效应是指人们对于同一物理时间，听觉估计比视觉估计更准确。有心理学家认为对这一问题的研究将有助于深入揭示人类信息加工机制的特点。长期以来，对视听通道效应的实验结果的发现是不一致的，理论解释上也存在着诸多争议。有人将其看作是视觉和听觉不同的感觉储存的特点和能力所致。也有人认为在不同感觉通道的信息处理和加工机制中，存在一个统一的、整合各个感觉通道信息的机制。以往的时间认知研究比较多使用感官正常的被试进行实验研究，较少对视听感官缺陷的特殊被试进行时间认知的系列实验研究。这不利于揭示不同视听经验丧失、视听通道障碍与时间认知的关系，更不利于考察特殊儿童特别是聋童和盲童的时间认知能力的特点和规律。本研究旨在通过对特殊儿童与正常儿童的时间认知的实验研究，探讨视听经验丧失对特殊儿童时间认知的影响及其与视听通道效应的关系，，推论其内在认知机制和认知策略，发现特殊儿童认知能力和学习特点上的优势和劣势，以便更好地针对他们的认知能力的特点，进行诊断、治疗、教育和训练。通过三个研究八个系列实验，本研究对特殊儿童与正常儿童30秒以内不同刺激时间认知的特点进行了研究，考察了视听觉经验丧失对时间认知的可能影响。通过对实验研究结果的分析与讨论，本研究得出以下的结论： 1 听力障碍或听觉经验的丧失对聋童的时距估计和时序记忆有显著的负面影响。如何从补偿的角度，从其他信息加工的途径来提高聋人时间认知能力，是特殊教育教学中应当深入研究和努力解决的问题。听觉经验的丧失对聋童的时间认知的不利影响表现在： (1) 在短的时距条件下，由于听力障碍和听觉经验的丧失，聋童不得不依靠视觉和明显的动觉进行时距估计；聋童更多地依赖视觉和明显的动觉来进行时距估计，导致对时距的高估现象。听力正常被试除了采用视觉和微弱的动觉外，还采用了听觉反馈，用默数的方法来计算时间距离。两类被试对短时距的估计具有不同的时距估计的策略。聋童对不同刺激的时距估计没有听力正常儿童的准确。 (2) 在较长的时距范围内(6秒-14秒)聋童由于听觉经验的丧失造成的对时
[Abstract]:Time is one of the basic form of material existence, human life is the most common phenomenon. Cognitive psychologists think that time is a dependent variable, and also an independent variable, in the information processing system of human beings, the time is to be an important information processing encoding. Psychology at home and abroad have put forward different biological model. The cognitive model, comprehensive model to explain the psychological time. From the research of neuropsychology and brain imaging confirmed the human brain in different period of time the cognitive processing of the area involved is different. Different regions and underlying structures from prefrontal cortex may be involved in the mechanism of information processing of different time.
Audio visual modality effect of time cognition refers to people of the same physical time, hearing more accurate estimates than visual estimates. Some psychologists believe that the research on this problem will help to reveal the mechanism in human information processing. For a long time, found on the auditory test results are inconsistent, theory explain also are controversial. Some people regard it as a different visual and auditory sensory storage characteristics and abilities due. It was also suggested that in different sensory channels of information processing and processing mechanism, a unified mechanism, integration of the various sensory channel information. Compared to the previous research of multi temporal cognition the use of sensory normal subjects were studied, a series of experiments to study the less of audio-visual sensory defects were tested by the special time cognition. This is not conducive to reveal the different visual experience loss, as Listen to the channel disturbance and time cognition, more is not conducive to the study of special children especially the characteristics and rules of time cognitive ability of deaf children and blind children.
The purpose of this study is to study the special children and normal children on time cognition, visual experience deprivation on time special children's cognitive and its relationship with the modality effect, infer its internal cognitive mechanism and cognitive strategies, cognitive ability and found that children with special learning characteristics, advantages and disadvantages, in order to better target their cognitive ability characteristics, diagnosis, treatment, education and training.
The three of a series of eight experiments, this study focuses on the characteristics of special children and normal children within 30 seconds of different stimulation time cognition is studied, investigated the possible influence of audio-visual experience deprivation on time cognition. Through the analysis and discussion of the experimental results, this study gets the following conclusions:
1 hearing or hearing deprivation to the deaf child's duration has a significant negative impact estimation and timing memory. How to compensation from the point of view, to improve the cognitive ability of deaf time from other path information processing, is to study and to solve the problem in special education.
The loss of hearing experience adverse effect on deaf children's cognitive performance in time:
(1) from the condition in the short time, because of the loss of hearing impairment and hearing experience, deaf children have to rely on visual and kinesthetic were obvious durationestimation; deaf children rely more on visual and kinesthetic obviously to time estimation of time duration, lead to overestimation of the normal hearing subjects. In addition to the visual and the faint outer also uses kinesthetic, auditory feedback, with the method of counting to calculate the time distance. The two types of subjects with different duration estimation strategy of short duration estimation. The deaf to different stimuli duration estimation accuracy without hearing normal children.
(2) in the long distance range (6 -14 sec) deaf because of the loss of auditory experience caused by the time

【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2006
【分类号】：G762

【引证文献】