聴覚障害児における作動記憶と文章理解 : 文章検証課題の使用

概要

論文の詳細を見る
The purpose of the present study was to examine the influence of working memory (WM) capacity on text comprehension in children with hearing impairments. Participants were 31 students enrolled in junior high classes at a school for students who are deaf. They were classified into high and low working memory groups on the basis of their working memory span, as assessed by the Counting Span Test. Sentence Verification Technique (SVT) tests were administered to assess the children's comprehension of text, and then the performance of the two working-memory groups on the Sentence Verification Technique tests was compared. The performance on Sentence Verification Technique tests of the children in the high working memory group was higher than that of those in the low working memory group. Although differences were found among the scores for each type of test sentence, no significant interaction was found between working-memory group and type of sentence. These results suggest that working memory capacity is related to text comprehension in children with hearing impairments. On the other hand, differences in working memory capacity should not be reflected in the text processing level of children with hearing impairments.
2011-03-31