视觉障碍儿童辨音能力的认知研究
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摘要
辨别声音是人类学习语言的第一步，无论是口语交流还是文字阅读都包含了这一过程。视觉障碍儿童的听觉比较灵敏，其具体表现如听觉记忆强，听觉注意好等等。但是就辨音能力而言，到底如何，前人并无研究。因此本研究运用了信号检测论的方法来考察视觉障碍儿童的辨音能力。
根据声波把声音分成两大类，一为纯音，二为复合音，其中复合音中又包括乐音和语音，所以实验中呈现的声音共包括三类。通过全盲儿童、低视力儿童、正常儿童的听辨，来计算各自答题的正确率、儿童的辨别力和似然比。在此基础上进行两因素方差分析(年龄×视觉状况)，以检验儿童的辨音能力的发展中，年龄和视觉状况所起的作用。此外，还对各年龄段儿童在三类声音作业的表现进行了比较，以找到儿童在辨音能力方面的发展规律。
研究结果表明，全盲儿童在纯音的辨别力上的确好于正常儿童，但在乐音和语音方面三类儿童不存在显著差异，一方面说明纯音听辨和复合音的听辨属于两种不同的过程，纯音辨别更多依赖感觉，而复合音辨别除了感觉以外，还包括知觉整合和听觉策略等多方面因素；另一方面，这种结果较好的支持了这种观点，即视觉问题若不因其他缺陷而复杂化，则视觉障碍儿童与正常儿童之间并无差异。而年龄对三类声音辨别的正确率都有显著影响，说明年龄是儿童听辨能力发展的关键因素。而从发展的过程来看，本实验结果更支持发展补偿论，即在纯音、语音听辨中，小年龄盲童的成绩明显差与正常儿童，有阶段性的发展滞后现象，但通过教育和儿童自身的努力，相对滞后的发展会得到补偿，视觉障碍儿童会逐渐赶上正常儿童并且两者最终趋于一致。
Sound discrimination is the first stage for people in learning language. Both oral communication and written reading include this progress. Visual impaired children have sensitive hearing, for example big hearing memory and good hearing attention. But it has not been studies whether sound (pure tone, music and speech sound included) discrimination is better or worse in visual impaired children than in normal children. Therefor this research was designed to examine this issue by signal detection theory.
The sound was classified into two categories according to the type of sound wave. One was pure tune, the other was compound tone which was made up of music and speech sound. Therefor three kinds of sound materials were presented to blind, weak sighted and normal children. After they discriminated the sound, the right rate of their answers, sensory discriminability and response bias of them were computed. Results were used two-factor ANOVA analysis (age * eye condition) to examine effects of age and eye condition on the developing progress of children's sound discrimination ability. In addition, children's performances on these three different sounds were compared.
The results showed that blind children had more sensitive hearing on pure tone discrimination than normal children but there was no difference between blind, weak sighted and normal children on music and speech sound discrimination. It was caused by the different distinguishing way between pure tone and compound tone. When discriminate pure tone, people relied on sensation and when discriminate compound tone, people relied more on perception integration, hearing tactics and many other factors. The results also somewhat supported the viewpoint that if visual impaired children had no other defects, they had no difference with normal children. And age is the most important factor for children in developing sound discrimination ability. From the developing progress standpoint, the results of this experiment supported Developmental Compensation theory. In pure tone and speech sound discrimination, blind children of small age performed much worse than normal children did. This meant visual impairment would block t
he children's development temporarily. But with the education, training and children's efforts, their backward ability could be compensated and impaired children would catch up with normal children. Finally they would have no difference with normal children in sound discrimination.
根据声波把声音分成两大类，一为纯音，二为复合音，其中复合音中又包括乐音和语音，所以实验中呈现的声音共包括三类。通过全盲儿童、低视力儿童、正常儿童的听辨，来计算各自答题的正确率、儿童的辨别力和似然比。在此基础上进行两因素方差分析(年龄×视觉状况)，以检验儿童的辨音能力的发展中，年龄和视觉状况所起的作用。此外，还对各年龄段儿童在三类声音作业的表现进行了比较，以找到儿童在辨音能力方面的发展规律。
研究结果表明，全盲儿童在纯音的辨别力上的确好于正常儿童，但在乐音和语音方面三类儿童不存在显著差异，一方面说明纯音听辨和复合音的听辨属于两种不同的过程，纯音辨别更多依赖感觉，而复合音辨别除了感觉以外，还包括知觉整合和听觉策略等多方面因素；另一方面，这种结果较好的支持了这种观点，即视觉问题若不因其他缺陷而复杂化，则视觉障碍儿童与正常儿童之间并无差异。而年龄对三类声音辨别的正确率都有显著影响，说明年龄是儿童听辨能力发展的关键因素。而从发展的过程来看，本实验结果更支持发展补偿论，即在纯音、语音听辨中，小年龄盲童的成绩明显差与正常儿童，有阶段性的发展滞后现象，但通过教育和儿童自身的努力，相对滞后的发展会得到补偿，视觉障碍儿童会逐渐赶上正常儿童并且两者最终趋于一致。
Sound discrimination is the first stage for people in learning language. Both oral communication and written reading include this progress. Visual impaired children have sensitive hearing, for example big hearing memory and good hearing attention. But it has not been studies whether sound (pure tone, music and speech sound included) discrimination is better or worse in visual impaired children than in normal children. Therefor this research was designed to examine this issue by signal detection theory.
The sound was classified into two categories according to the type of sound wave. One was pure tune, the other was compound tone which was made up of music and speech sound. Therefor three kinds of sound materials were presented to blind, weak sighted and normal children. After they discriminated the sound, the right rate of their answers, sensory discriminability and response bias of them were computed. Results were used two-factor ANOVA analysis (age * eye condition) to examine effects of age and eye condition on the developing progress of children's sound discrimination ability. In addition, children's performances on these three different sounds were compared.
The results showed that blind children had more sensitive hearing on pure tone discrimination than normal children but there was no difference between blind, weak sighted and normal children on music and speech sound discrimination. It was caused by the different distinguishing way between pure tone and compound tone. When discriminate pure tone, people relied on sensation and when discriminate compound tone, people relied more on perception integration, hearing tactics and many other factors. The results also somewhat supported the viewpoint that if visual impaired children had no other defects, they had no difference with normal children. And age is the most important factor for children in developing sound discrimination ability. From the developing progress standpoint, the results of this experiment supported Developmental Compensation theory. In pure tone and speech sound discrimination, blind children of small age performed much worse than normal children did. This meant visual impairment would block t
he children's development temporarily. But with the education, training and children's efforts, their backward ability could be compensated and impaired children would catch up with normal children. Finally they would have no difference with normal children in sound discrimination.
引文
1． 张玲，“论英语阅读理解与听力理解”，河南职工医学院学报，2001年10月第13卷第4期，P299-301
2． 杨黎霞，“言语认知和听力理解”，宁波大学学报(人文科学版)，2002年6月第5卷第2期，P38-41
3． 陈晓春，“浅析听力理解过程的自动化”，河南职技师院学报，2000年9月第28卷第3期，P80-81
4． 李冬梅，“近十年来国内英语听力理解研究评述”，外语界，2002年第2期，P30-39
5. Lamb, Susannah J. Gregory, Andrew H., "The relationship Between Music and Reading In Beginning Readers", Education Psychology, 1993, Vol.13 Issue 1, P13
6. Kent, Anita Hurt, "The Relationships of Reading Comprehension, Conservation Ability, Auditory Discrimination, And Visual-Motor Development of Third-Grade Pupils", Handicapped and Gifted Children, ERIC 数据库
7. Wilcox, Margaret R., "Auditory Discrimination, Dialect and Reading Achievement", ERIC 数据库
8. Groff, Patrick, "Reading Ability and Auditory Discrimination: Are They Related ?", ERIC 数据库
9. Simpson, Robert G, and others, "The Relationship Between Performance on the Wepman Auditory Discrimination Test and Reading Achievement among Adolescents", ERIC数据库
10． 林泳梅，“阅读心理学中语音加工的几个问题”，心理学，1999年第6期，P38
11． 钟毅平，Catherine McBride-Chang等，“中国香港双语儿童初步阅读能力与语音、文字加工关系的研究”，心理学，2002年第7期，P60-63
12． 刘金花(主编)，《儿童发展心理学》，华东师范大学出版社，2000年8月第六次印刷，P148-149，P81
13．《实验语音学讲座》
14． 李允武，丁东(编著)，《声音》，辞学出版社，1981年8月，P116-117
15． 叶奕乾，何存道，梁宁建(主编)，《普通心理学》，1997年8月第一次印刷，P155
16． 张向蔡，刘秀丽(主编)，《发展心理学》，东北师范大学出版社，2002年1月，P98
17． 李幼穗(主编)，《儿童发展心理学》，天津科技翻译出版公司，1998年8月，P183
18． 宋书文(主编)，《发展心理学》，广西师范大学出版社，2001年11月第2次印刷，P106
19． 刘大滋，刘云艳，王丹(主编)，《学前儿童发展心理学》，西南师范大学出版社，1998年1月，P106
20． 桂诗春(编著)，《新编心理语言学》，上海外语教育出版社，2001年2月第二次印刷，P130-237
21． Michael Garman，《Psycholinguistics心理语言学》，北京大学出版社，2002年1月，P181-207
22． 俞文钊(编著)，《实验心理学》，浙江教育出版社，1989年1月，P264-266
23． 梁之安，《听觉感受和辨别的神经机制》，上海科技教育出版社，1999年12月
24. Gudmundsdottir, Helga R., " Children's Auditory Discrimination of Simultaneous Melodies", ERIC数据库
25. Walker, Robert, "Some Differences Between Pitch Perception and Basic Auditory Discrimination in Children of Different Cultural and Musical Backgrounds", Bulletin of the Council for Research in Music Education, 1987. 4, n91, P166-170
26.Watson, Betty U., "Some Relationships between Intelligence and Auditory Discrimination", Journal of Speech and Hearing Research, 1991.6, v34, n3, P621-627
27.Kerr, Andrew S, Meunier, Clement P., "Administration and Socioeconomic Level Effects on Auditory Discrimination of Elementary School Children", Journal of Learning Disabilities, 1981.12, v14, n10, P591-593
28.Polizer, Robert L, McMahon, Sheila, "Auditory Discrimination Performance of Pupils from English- and Spanish-Speaking Homes", ERIC数据库
29.Arnold, Richard D., Wist, Anne H., " Auditory Discrimination Abilities of Disadvantaged Anglo- and Mexican-American Children", Elem Sch J 70, 6, 295-299, 70 Mar, ERIC数据库
30．沈家英，陈云英，彭霞光(编著)，《视觉障碍儿童的心理与教育》，华夏出版社，1993年2月，P100-113
31．贺荟中，方俊明，“视觉障碍儿童的认知特点与教育对策”，中国特殊教育，2003年第2期，P41-43
32．张增修，余凌，“盲童与智力残疾盲童的记忆广度研究”，心理科学，1997年第4期，P369-370
33．余冰，张卫，“8-16岁全盲儿童动觉特点研究”，心理科学，1992年第4期，P24-27
34．叶阁蔚，“先天全盲与明眼儿童长度辨别力与动机水平的初步比较研究”，心理科学，1992年第2期，P53-54
35．徐通锵，《基础语言学教程》，北京大学出版社，2001年2月，P47-53
36．彭霞光，《视力障碍儿童的教育理论与实践》，华夏出版社，1997年10月，P66
37．方俊明，“视障教育理论初探”，中国特殊教育，2002年第1期，P9-13
38．杨治良(主编)，《基础实验心理学》，甘肃人民出版社，1993年11月第三次印刷，P111-130
39．张敏强(主编)，《教育与心理统计学》，人民教育出版社，2001年5月第9次印刷，P165-196
40．卢纹岱(主编)，《SPSS for Windows统计分析(第2版)》，电子工业出版社，2003年6月第2次印刷，P146-180
2． 杨黎霞，“言语认知和听力理解”，宁波大学学报(人文科学版)，2002年6月第5卷第2期，P38-41
3． 陈晓春，“浅析听力理解过程的自动化”，河南职技师院学报，2000年9月第28卷第3期，P80-81
4． 李冬梅，“近十年来国内英语听力理解研究评述”，外语界，2002年第2期，P30-39
5. Lamb, Susannah J. Gregory, Andrew H., "The relationship Between Music and Reading In Beginning Readers", Education Psychology, 1993, Vol.13 Issue 1, P13
6. Kent, Anita Hurt, "The Relationships of Reading Comprehension, Conservation Ability, Auditory Discrimination, And Visual-Motor Development of Third-Grade Pupils", Handicapped and Gifted Children, ERIC 数据库
7. Wilcox, Margaret R., "Auditory Discrimination, Dialect and Reading Achievement", ERIC 数据库
8. Groff, Patrick, "Reading Ability and Auditory Discrimination: Are They Related ?", ERIC 数据库
9. Simpson, Robert G, and others, "The Relationship Between Performance on the Wepman Auditory Discrimination Test and Reading Achievement among Adolescents", ERIC数据库
10． 林泳梅，“阅读心理学中语音加工的几个问题”，心理学，1999年第6期，P38
11． 钟毅平，Catherine McBride-Chang等，“中国香港双语儿童初步阅读能力与语音、文字加工关系的研究”，心理学，2002年第7期，P60-63
12． 刘金花(主编)，《儿童发展心理学》，华东师范大学出版社，2000年8月第六次印刷，P148-149，P81
13．《实验语音学讲座》
14． 李允武，丁东(编著)，《声音》，辞学出版社，1981年8月，P116-117
15． 叶奕乾，何存道，梁宁建(主编)，《普通心理学》，1997年8月第一次印刷，P155
16． 张向蔡，刘秀丽(主编)，《发展心理学》，东北师范大学出版社，2002年1月，P98
17． 李幼穗(主编)，《儿童发展心理学》，天津科技翻译出版公司，1998年8月，P183
18． 宋书文(主编)，《发展心理学》，广西师范大学出版社，2001年11月第2次印刷，P106
19． 刘大滋，刘云艳，王丹(主编)，《学前儿童发展心理学》，西南师范大学出版社，1998年1月，P106
20． 桂诗春(编著)，《新编心理语言学》，上海外语教育出版社，2001年2月第二次印刷，P130-237
21． Michael Garman，《Psycholinguistics心理语言学》，北京大学出版社，2002年1月，P181-207
22． 俞文钊(编著)，《实验心理学》，浙江教育出版社，1989年1月，P264-266
23． 梁之安，《听觉感受和辨别的神经机制》，上海科技教育出版社，1999年12月
24. Gudmundsdottir, Helga R., " Children's Auditory Discrimination of Simultaneous Melodies", ERIC数据库
25. Walker, Robert, "Some Differences Between Pitch Perception and Basic Auditory Discrimination in Children of Different Cultural and Musical Backgrounds", Bulletin of the Council for Research in Music Education, 1987. 4, n91, P166-170
26.Watson, Betty U., "Some Relationships between Intelligence and Auditory Discrimination", Journal of Speech and Hearing Research, 1991.6, v34, n3, P621-627
27.Kerr, Andrew S, Meunier, Clement P., "Administration and Socioeconomic Level Effects on Auditory Discrimination of Elementary School Children", Journal of Learning Disabilities, 1981.12, v14, n10, P591-593
28.Polizer, Robert L, McMahon, Sheila, "Auditory Discrimination Performance of Pupils from English- and Spanish-Speaking Homes", ERIC数据库
29.Arnold, Richard D., Wist, Anne H., " Auditory Discrimination Abilities of Disadvantaged Anglo- and Mexican-American Children", Elem Sch J 70, 6, 295-299, 70 Mar, ERIC数据库
30．沈家英，陈云英，彭霞光(编著)，《视觉障碍儿童的心理与教育》，华夏出版社，1993年2月，P100-113
31．贺荟中，方俊明，“视觉障碍儿童的认知特点与教育对策”，中国特殊教育，2003年第2期，P41-43
32．张增修，余凌，“盲童与智力残疾盲童的记忆广度研究”，心理科学，1997年第4期，P369-370
33．余冰，张卫，“8-16岁全盲儿童动觉特点研究”，心理科学，1992年第4期，P24-27
34．叶阁蔚，“先天全盲与明眼儿童长度辨别力与动机水平的初步比较研究”，心理科学，1992年第2期，P53-54
35．徐通锵，《基础语言学教程》，北京大学出版社，2001年2月，P47-53
36．彭霞光，《视力障碍儿童的教育理论与实践》，华夏出版社，1997年10月，P66
37．方俊明，“视障教育理论初探”，中国特殊教育，2002年第1期，P9-13
38．杨治良(主编)，《基础实验心理学》，甘肃人民出版社，1993年11月第三次印刷，P111-130
39．张敏强(主编)，《教育与心理统计学》，人民教育出版社，2001年5月第9次印刷，P165-196
40．卢纹岱(主编)，《SPSS for Windows统计分析(第2版)》，电子工业出版社，2003年6月第2次印刷，P146-180