國小聽損學生視覺和聽覺注意力與聽覺記憶的相關研究

Abstract

本研究旨在探討國小階段聽損學生的視覺注意力和聽覺注意力與聽覺記憶之間的關係。聽覺障礙對學生的學習和認知發展有顯著影響，尤其是注意力和記憶能力。研究對象為33名具有特殊教育身份之聽損學生，年齡介於8至13歲，使用工具包括康納斯持續度表現測驗第三版、康納斯注意力持續聽覺測試以及聽覺記憶廣度測驗，所蒐集之資料涵蓋視覺與聽覺注意力多項指標與聽覺記憶表現。研究結果顯示，在視覺注意力指標中，「視覺階段反應時間變化」與聽覺記憶廣度呈顯著負相關，亦即研究參與者在測驗過程中若反應速度變化幅度越大（分數越高，表示反應越不穩定），其聽覺記憶廣度表現則越差。在聽覺注意力部分，「聽覺錯誤率」與「聽覺辨識力」同樣與聽覺記憶廣度呈顯著負相關。最後通過迴歸模型發現視覺注意力和聽覺注意力對於聽覺記憶廣度都具有顯著的獨特預測力，在排除年齡和聽閾以及另外一個感官注意力的解釋力後后，兩類注意力對於聽覺記憶廣度的預測力無明顯差別。此外，年齡對注意力持續性具有正向影響，而聽力損失程度則可能影響視覺注意力的部分指標，不同性別在聽覺注意力的衝動性指標具顯著差異。本研究發現指出，聽損學生視覺注意與聽覺注意力對其聽覺記憶表現均具有預測力。建議未來研究可納入智力與語言能力等變項進行控制，以提升注意力的獨特預測解釋力。This study aims to explore the relationship between visual attention, auditory attention and auditory memory of hearing-impaired students in primary school. Hearing impairment has a significant impact on students' learning and cognitive development, especially their attention and memory abilities. The research subjects were 33 hearing-impaired students with special educational status, aged between 8 and 13. The tools used included the third Edition of the Connors Duration Performance Test, the Connors Attention Span Auditory Test, and the Auditory Memory Span Test. The collected data covered multiple indicators of visual and auditory attention as well as auditory memory performance. The research resultsshow that in the visual attention index,"changes in reaction time during the visual stage" are significantly negatively correlated with auditory memory span. That is to say, the greater the change in reaction speed of the research participants during the test (the higher the score, the more unstable the reaction), the worse their performance in auditory memory span. In the auditory attention section, both "auditory error rate" and "auditory discrimination ability" are significantly negatively correlated with auditory memory span. Finally, through the regression model, it was found that both visual attention and auditory attention have significant predictive power for auditory memory span. After excluding age, hearing threshold and the explanatory power of another sensory attention, there is no significant difference in the predictive power of the two types of attention for auditory memory span.In addition, age has a positive impact on the persistence of attention, while the degree of hearing loss may affect some indicators of visual attention. There are significant differences in the impulsivity indicators of auditory attention between different genders.This study finding indicates that visual attention and auditory attention of students with hearing loss have predictive power for their auditory memory performance. It is suggested that future research could incorporate variables such as intelligence and language ability for control to enhance the unique predictive explanatory power of attention.