CAJ | 학술논문

目的:了解聋儿与正常儿童创造思维能力的差异,探讨相关因素对聋儿创造思维能力的影响.方法:在沈阳和大连两地,方便选取4所特殊教育学校,随机抽取年龄8～16周岁的听力残疾学生122名;方便选取2所普通小学和2所普通中学,随机抽取年龄8～16周岁正常听力学生122名.用新编创造思考测验和瑞文测验联合型进行测试.结果:①聋儿组的语文流畅力、语文变通力、语文独创力、图形变通力得分及IQ值均低于正常儿童组[如,IQ值(101.05±1.196)vs.(105.01±1.102),P=0.030],而图形精进力得分高于正常儿童组[(3.24±0.40)vs.(1.96±0.22),P=0.006].②聋儿语文流畅力、语文独创力均与年龄呈正相关(β=0.310,0.301;P<0.001或0.01),语文变通力与双语教育年限呈正相关(β=0.308,P<0.001),图形流畅力、图形变通力、图形独创力、图形精进力均与手语使用年限呈正相关(β=0.321,0.308,0.228,0.456;P<0.01或0.05).结论:聋儿的语文创造思维能力和图形变通力差于正常儿童,图形精进力好于正常儿童,而图形流畅力、独创力与正常儿童无差异;手语是聋儿图形创造思维能力的主要相关因素.
목적:료해롱인여정상인동창조사유능력적차이,탐토상관인소대롱인창조사유능력적영향.방법:재침양화대련량지,방편선취4소특수교육학교,수궤추취년령8～16주세적은력잔질학생122명;방편선취2소보통소학화2소보통중학,수궤추취년령8～16주세정상은역학생122명.용신편창조사고측험화서문측험연합형진행측시.결과:①롱인조적어문류창력、어문변통력、어문독창력、도형변통력득분급IQ치균저우정상인동조[여,IQ치(101.05±1.196)vs.(105.01±1.102),P=0.030],이도형정진력득분고우정상인동조[(3.24±0.40)vs.(1.96±0.22),P=0.006].②롱인어문류창력、어문독창력균여년령정정상관(β=0.310,0.301;P<0.001혹0.01),어문변통력여쌍어교육년한정정상관(β=0.308,P<0.001),도형류창력、도형변통력、도형독창력、도형정진력균여수어사용년한정정상관(β=0.321,0.308,0.228,0.456;P<0.01혹0.05).결론:롱인적어문창조사유능력화도형변통력차우정상인동,도형정진력호우정상인동,이도형류창력、독창력여정상인동무차이;수어시롱인도형창조사유능력적주요상관인소.
Objective：To explore the difference in creative thinking and the related factors between deaf children and normal children.Methods：Observation group(n=122)with the hearing disability students were selected from 4 special education schools.Control group(n=122)was come from 2 ordinary primary schools and 2 ordinary middle schools.The two groups were given both the New Creativity Test and the Combined Raven's Test.Results：(1)Deaf children got lower scores than normal children in verbal fluency[(7.76±0.75)vs.(12.98±0.59),P<0.001],verbal flexibility[(4.28±0.33)vs.(7.87±0.28),P<0.001],verbal originality [(7.16±0.89)vs.(11.35±0.72),P<0.001],figural flexibility[(9.69±0.35)vs.(11.10±0.31),P=0.003]and IQ[(101.05±1.196)vs.(105.01±1.102),P=0.030].Deaf children got higher scores than normal children in figural elaboration[(3.24±0.40)vs.(1.96±0.22),P=0.006].There was no significant difference in fluency and originality of figural task between the two groups.(2)Deaf children's scores of verbal fluency and verbal originality were positively correlated with their age(β=0.310,0.301;Ps<0.01).Deaf children's scores of verbal flexibility were positively correlated with length of bilingual education(β=0.308,P<0.001).Deaf children's scores of figural fluency,figural flexibility,figural originalityand figural elaboration were correlated positively with their age of sign language(β=0.321,0.308,0.228,0.456;Ps<0.05).Conclusions:(1)Deaf children are lower than normal children in verbal fluency,verbal flexibility,verbal originality,figural flexibility,and are higher in figural elaboration.There is no difference in figural fluency and originality between them.(2)Sign language is a major related factor to deaf children's figural creative thinking.