Blom Helen C, Marschark Marc
Radboud University Nijmegen and Royal Dutch Kentalis Academy, Research and Development, Sint-Michielsgestel, The Netherlands.
Center for Education Research Partnerships, National Technical Institute for the Deaf, Rochester, NY, USA.
Deafness Educ Int. 2015 Sep;17(3):123-131. doi: 10.1179/1557069X14Y.0000000045.
This study was designed to evaluate the potential of simultaneous communication (sign and speech together) to support classroom learning by college students who use cochlear implants (CIs). Metacognitive awareness of learning also was evaluated. A within-subjects design involving 40 implant users indicated that the student participants learned significantly more when material was presented via simultaneous communication than spoken language overall, but a statistical interaction indicated that the difference held only with more difficult material. Learning in the speech-only condition was positively related to the students' spoken language skills, their confidence with spoken language, and their receptive simultaneous communication skills. Learning in that condition was negatively related to the age at which the participants learned to sign. Findings were interpreted to indicate that simultaneous communication can be beneficial for classroom learning by college students with CIs, at least with more complex material or when information redundancy is otherwise important. Further research is needed to determine who is likely to benefit in what settings.
本研究旨在评估同时交流（手语和口语同时使用）对使用人工耳蜗（CI）的大学生课堂学习的支持潜力。同时还评估了学习的元认知意识。一项涉及40名人工耳蜗使用者的受试者内设计表明，总体而言，当通过同时交流呈现材料时，学生参与者学到的内容比仅通过口语呈现时显著更多，但统计交互作用表明，这种差异仅在材料更难时才成立。仅使用口语条件下的学习与学生的口语技能、他们对口语的信心以及他们的接受性同时交流技能呈正相关。在该条件下的学习与参与者学习手语的年龄呈负相关。研究结果表明，至少在处理更复杂的材料或信息冗余很重要的情况下，同时交流对使用人工耳蜗的大学生的课堂学习可能有益。需要进一步研究以确定谁在何种环境中可能受益。
