The Characteristics Of Chinese Character Associative Memory Of Hearing-Impaired Students And Educational Suggestions

As a kind of ideographic writing,Chinese characters have their own characteristics,which are different from the corresponding characteristics of sound and shape in English.Near-form characters and near-sound characters have always been the focus and difficulty in literacy teaching,especially for hearing-impaired students.The effect of impaired auditory channel on the associative memory of hearing-impaired students is related to their academic performance.Investigating the influence of pronunciation and form on the associative memory of hearing-impaired students can further understand the characteristics of the associative memory of hearing-impaired students.In this study,the associative recognition experimental paradigm was used to explore the associative memory characteristics of hearing-impaired students on near-form words and near-sound words,and compared with hearing students.On this basis,feasible education suggestions are put forward for the literacy teaching of hearing-impaired students.There are two experiments in this study.In study 1,a mixed experimental design of 2(subject type : hearing-impaired students /hearing students)× 2(material type : similar characters / non-similar characters)× 3(response type : new / old / recombinant)was used to explore the characteristics of the associative memory of hearing-impaired students.Study 2 used a 2(subject type : hearing-impaired students /hearing students)× 2(material type : near-sound words / non-near-sound words)× 3(response type : new / old / recombined)mixed experimental design to investigate the characteristics of near-sound word associative memory of hearing-impaired students.The dependent variables were accuracy and reaction time under different reaction types.The results showed that :(1)The accuracy of associative recognition of similar-shaped characters was significantly higher than that of non-similar-shaped characters.(2)There was no significant difference in the correct rate of associative recognition between phonetic and non-phonetic characters.(3)The correct rate of associative recognition of hearing-impaired students was significantly lower than that of hearing-impaired students,but there was no significant difference in response speed between subjects.(4)The main effect of reaction type was significant.The correct rate was the lowest and the reaction time was the longest under the ’ recombination ’type.There was no significant difference in the correct rate and reaction time between the ’ new ’ and ’ old ’ types.(5)The interaction between subject type and material type is not significant;(6)The interaction between material type and reaction type was significant.In summary,this study draws the following conclusions :(1)Hearing-impaired students have better associative memory of similar characters.(2)Hearing-impaired students do not have the advantage of associative memory.(3)Hearing-impaired students have the advantage of old item association in associative memory of similar characters,which is close to the level of hearing students.Based on the above conclusions,the following suggestions are put forward for the literacy teaching of hearing-impaired students :(1)Make full use of the connection law to optimize the literacy teaching strategies for hearing-impaired students,especially words with similar fonts,but pay attention to the comparison and distinction of words with similar pronunciation.(2)Appropriate use of centralized literacy,classified teaching of Chinese characters to improve the efficiency of hearing-impaired students literacy.(3)Carry out language rehabilitation training for hearing-impaired children as soon as possible to improve their speech recognition ability.