Kelly R R, Mousley K
Department of Research, Center for Research, Teaching, and Learning, National Technical Institute for the Deaf (NTID), Rochester Institute of Technology, Rochester, NY, USA.
Am Ann Deaf. 2001 Jul;146(3):251-62. doi: 10.1353/aad.2012.0088.
Deaf and hearing college students were given 30 mathematics problems to solve. The initial 15 were presented as numeric/graphic problems, followed by 15 corresponding word problems, with both conditions sequenced for a progressive increase in problem complexity. Each word problem described the kind of shape and measurement information that was presented in its corresponding numeric/graphic problem. The results showed that the deaf college students, regardless of reading level, were comparable in performance to the hearing college students when solving the numeric/graphic problems and the initial, least complex set of corresponding word problems. However, as the complexity of the descriptive information in the word problems increased along with the complexity of the problem situations, the performance scores of the deaf students decreased. No comparable decrease was observed in the hearing students' scores. While reading ability level was associated with the deaf students' lower scores when solving word problems, the analyses show that other factors also contributed.
聋人和听力正常的大学生被要求解决30道数学题。最初的15道题为数字/图形题，随后是15道相应的文字题，两种题型均按问题复杂度逐步增加的顺序排列。每道文字题都描述了其相应数字/图形题中呈现的形状和测量信息类型。结果显示，在解决数字/图形题以及最初一组最不复杂的相应文字题时，聋人大学生无论阅读水平如何，其表现与听力正常的大学生相当。然而，随着文字题中描述信息的复杂度以及问题情境的复杂度增加，聋人学生的成绩得分下降。听力正常的学生的分数没有出现类似的下降。虽然阅读能力水平与聋人学生解决文字题时的较低分数有关，但分析表明其他因素也有影响。
