Fang Yanhong, Yin Guanhai
Faculty of Education, Guangxi Normal University, Guilin, Guangxi, China.
School of Education, Jinggangshan University, Ji'an, Jiangxi, China.
Front Psychol. 2025 Oct 1;16:1623713. doi: 10.3389/fpsyg.2025.1623713. eCollection 2025.
An experiment was conducted by temporal sequencing, selection, and judgment tasks to investigate the developmental characteristics of temporal cognition in hearing-impaired children and propose targeted educational strategies. Participants included 79 hearing-impaired students (aged 11-17) from special education schools, grouped into lower- (11-13 years), middle- (14-15 years) and upper-grade (16-17 years) cohorts. All participants had bilateral sensorineural hearing loss, used hearing aids regularly, and received structured auditory rehabilitation. Tasks assessed both concrete short-term sequences (e.g., water flowing in funnels) and integrated long-term sequences (e.g., seasonal cycles, abstract time concepts). Results revealed three key findings including: (1) Age-Related Progression. Temporal cognition in hearing-impaired children exhibited a clear developmental trajectory, with performance improving steadily with age. A rapid growth phase was observed in the middle-grade group (14-15 years), indicating a critical period for intervention; (2) Concrete vs. Integrated Temporal Cognition. Children demonstrated superior performance in short-term, concrete temporal tasks (e.g., daily routines) compared to long-term, integrated tasks (e.g., abstract time concepts or seasonal cycles); (3) Future-Oriented Bias: Future-oriented temporal cognition significantly outperformed past-oriented cognition, suggesting unique compensatory mechanisms in temporal reasoning. Time span, temporal representation, children's life experiences, and event complexity were important factors that affected the temporal cognitive development of hearing-impaired children. These findings underscore the need for tailored educational approaches that leverage visual-spatial strengths and experiential learning and inform auditory rehabilitation practices.
通过时间排序、选择和判断任务进行了一项实验，以研究听力障碍儿童的时间认知发展特征，并提出有针对性的教育策略。参与者包括79名来自特殊教育学校的听力障碍学生（年龄在11 - 17岁之间），分为低年级组（11 - 13岁）、中年级组（14 - 15岁）和高年级组（16 - 17岁）。所有参与者均患有双侧感音神经性听力损失，定期使用助听器，并接受结构化听觉康复训练。任务评估了具体的短期序列（如漏斗中的水流）和综合的长期序列（如季节循环、抽象时间概念）。结果揭示了三个关键发现，包括：（1）与年龄相关的进展。听力障碍儿童的时间认知呈现出清晰的发展轨迹，表现随着年龄稳步提高。在中年级组（14 - 15岁）观察到快速增长阶段，表明这是一个干预的关键时期；（2）具体时间认知与综合时间认知。与长期的综合任务（如抽象时间概念或季节循环）相比，儿童在短期的具体时间任务（如日常活动）中表现更优；（3）面向未来的偏向：面向未来的时间认知显著优于面向过去的认知，表明在时间推理中存在独特的补偿机制。时间跨度、时间表征、儿童的生活经历和事件复杂性是影响听力障碍儿童时间认知发展的重要因素。这些发现强调了需要采用量身定制的教育方法，利用视觉空间优势和体验式学习，并为听觉康复实践提供参考。
