Jutras Benoît
Université de Montréal, Sainte-Justine Hospital Research Centre, Montreal, Quebec, Canada.
Am J Audiol. 2006 Jun;15(1):57-65. doi: 10.1044/1059-0889(2006/007).
This study investigated serial position effects on auditory sequential organization among children with hearing loss and with normal hearing.
Forty-eight children were divided into 4 equally sized groups: 2 groups of 6-7-year-olds and 2 groups of 9-10-year-olds. Each age group had 12 children with normal hearing and 12 children with sensorineural hearing loss. Participants were asked to reproduce auditory sequences of verbal (syllables /ba/ and /da/) and nonverbal (1-kHz pure tone and a wideband noise) elements by pressing associated buttons.
No evidence of a recency effect was found, but a primacy effect was observed in the participants' performance under most experimental conditions. Normal hearing participants in the 6-7-year-old group were better at reproducing 3 to 5 verbal items than their counterparts with hearing loss, independent of item sequence position.
Results suggest that, regardless of hearing status, all children use similar mnemonic strategies.
本研究调查了听力损失儿童和听力正常儿童在听觉序列组织方面的系列位置效应。
48名儿童被分为4个同等规模的组：2组6至7岁儿童和2组9至10岁儿童。每个年龄组有12名听力正常的儿童和12名感音神经性听力损失的儿童。参与者被要求通过按下相关按钮来重现言语（音节/ba/和/da/）和非言语（1千赫纯音和宽带噪声）元素的听觉序列。
未发现近因效应的证据，但在大多数实验条件下，参与者的表现中观察到了首因效应。6至7岁组的听力正常参与者在重现3至5个言语项目方面比听力损失的同龄人更好，与项目序列位置无关。
结果表明，无论听力状况如何，所有儿童都使用类似的记忆策略。
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