Aplin D Y, Rowson V J
Centre for Audiology, The University, Manchester, UK.
Br J Audiol. 1990 Apr;24(2):77-87. doi: 10.3109/03005369009077848.
The terminology used to describe functional hearing loss (FHL) and some explanations of the phenomenon are discussed briefly. Previous studies of FHL in children are reviewed. Characteristics of 30 children seen for psychological assessment following diagnosis of FHL are described. There were twice as many girls as boys in the sample. A large proportion of the children had experienced middle ear problems. The mean IQ for the sample was below average, but the range of intellectual ability was wide. Nine children showed serious educational retardation. The children were assigned to one of three psychological problem groups depending on whether they had minor, school-based, or deeper, psychological problems. Those with deeper psychological problems tended to show greater hearing losses on pure tone audiometry. FHL seemed to be related to attentional factors in those with only minor or school-based problems but not for those with deeper psychological problems. These findings are discussed with reference to the need for psychological assessment of children with FHL.
本文简要讨论了用于描述功能性听力损失（FHL）的术语以及对该现象的一些解释。回顾了以往关于儿童FHL的研究。描述了30名在被诊断为FHL后接受心理评估的儿童的特征。样本中女孩的数量是男孩的两倍。很大一部分儿童曾经历过中耳问题。样本的平均智商低于平均水平，但智力能力范围较广。九名儿童表现出严重的教育迟缓。根据儿童是否有轻微、基于学校的或更严重的心理问题，将他们分为三个心理问题组之一。那些有更严重心理问题的儿童在纯音听力测试中往往表现出更大的听力损失。对于只有轻微或基于学校问题的儿童，FHL似乎与注意力因素有关，但对于有更严重心理问题的儿童则不然。本文结合对FHL儿童进行心理评估的必要性对这些发现进行了讨论。
