抑制训练对听障学生汉语唇读理解能力的影响

doi:10.12139/j.1672-0628.2026.03.003

摘要/Abstract

摘要：

为探究抑制训练对听障学生汉语唇读的影响，将57名听障学生随机分为抑制训练组、镜前模仿组和对照组，对抑制训练组被试进行四周计算机自适应训练、镜前模仿组被试进行四周唇读训练。其中，抑制训练是在沿用经典Stroop、Go/No-go范式基础上，采用改编版Stroop任务、Go/No-go任务，对被试干扰、反应抑制能力进行训练。研究发现：(1)抑制训练组Stroop测试前测干扰效应显著大于后测；(2)抑制训练组后测唇读语句理解显著优于前测，词语边缘显著优于对照组；镜前模仿组后测汉字和词语理解显著优于前测。研究表明，听障学生抑制能力具有可塑性；两种训练均能提升听障学生汉语唇读理解能力，但提升效果受语言级别影响。

关键词: 抑制训练, 镜前模仿训练, 听障学生, 汉语唇读理解能力

Abstract:

To explore the effect of inhibition training on Chinese speechreading abilities of hearing-impaired students, 57 participants were randomly divided into an inhibition training group, a mirror self-imitation group, and a control group. Results showed that the inhibition training group exhibited stronger Stroop interference effects in the pre-test than in the post-test, with better post-test sentence speechreading performance and marginally higher phrase speechreading accuracy than the control group. The mirror self-imitation group, by contrast, achieved significant pre-to-post improvements in word and phrase speechreading. These findings demonstrate that hearing-impaired students’ interference inhibition is trainable, and that the two interventions enhance Chinese speechreading abilities differentially depending on linguistic complexity: inhibition training benefits complex (sentence) tasks, while mirror self-imitation favors simple (word/phrase) tasks.

Key words: inhibition training, mirror self-imitation training, students with hearing impairment, Chinese speechreading abilities

中图分类号:

B842

宫慧娜, 王齐双, 李丹丹, 彭秦, 段泠西, 雷江华. 抑制训练对听障学生汉语唇读理解能力的影响[J]. 心理与行为研究, 2026, 24(3): 303-311.

Huina GONG, Qishuang WANG, Dandan LI, Qin PENG, Lingxi DUAN, Jianghua LEI. An Intervention Study of Inhibition Training on Chinese Speechreading Performance for Students with Hearing Impairment[J]. Studies of Psychology and Behavior, 2026, 24(3): 303-311.

图/表 7

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类别	IT组(n=18)	MT组(n=18)	NT组(n=17)	F/χ²	p
性别(男；女)	6; 12	10; 8	10; 7	2.73	0.255
非言语智力(M±SD)	44.17±6.23	42.94±6.69	44.49±7.32	0.15	0.863
听力损失年龄(M±SD)	1.59±0.94	1.47±0.74	2.07±1.34	1.43	0.248
佩戴助听设备情况(有；无)	13; 5	14; 4	12; 5	0.26	0.879
随班就读经历(有；无)	14; 4	17; 1	16; 1	3.22	0.199

类别	IT组(n=18)	MT组(n=18)	NT组(n=17)	F/χ²	p
性别(男；女)	6; 12	10; 8	10; 7	2.73	0.255
非言语智力(M±SD)	44.17±6.23	42.94±6.69	44.49±7.32	0.15	0.863
听力损失年龄(M±SD)	1.59±0.94	1.47±0.74	2.07±1.34	1.43	0.248
佩戴助听设备情况(有；无)	13; 5	14; 4	12; 5	0.26	0.879
随班就读经历(有；无)	14; 4	17; 1	16; 1	3.22	0.199

序号	词语	序号	词语	序号	词语	序号	材料	序号	材料
1	踢足球	10	热水瓶	19	手电筒	28	唱歌	37	知了
2	穿衣	11	碗筷	20	自行车	29	女孩	38	绿色
3	背心	12	小草	21	天安门	30	熊猫	39	黄瓜
4	布鞋	13	大蒜	22	缝纫机	31	皮带	40	西红柿
5	人头	14	衣柜	23	电冰箱	32	短裤	41	菠萝
6	围巾	15	沙发	24	太阳	33	划船	42	扫地
7	脸盆	16	照相	25	月亮	34	下雨	43	开车
8	牙刷	17	耳朵	26	钟表	35	摩托车	44	圆圈
9	茶杯	18	书架	27	母鸡	36	擦桌子	45	解放军

序号	词语	序号	词语	序号	词语	序号	材料	序号	材料
1	踢足球	10	热水瓶	19	手电筒	28	唱歌	37	知了
2	穿衣	11	碗筷	20	自行车	29	女孩	38	绿色
3	背心	12	小草	21	天安门	30	熊猫	39	黄瓜
4	布鞋	13	大蒜	22	缝纫机	31	皮带	40	西红柿
5	人头	14	衣柜	23	电冰箱	32	短裤	41	菠萝
6	围巾	15	沙发	24	太阳	33	划船	42	扫地
7	脸盆	16	照相	25	月亮	34	下雨	43	开车
8	牙刷	17	耳朵	26	钟表	35	摩托车	44	圆圈
9	茶杯	18	书架	27	母鸡	36	擦桌子	45	解放军

任务	组别	指标	前测	后测	差值
抑制能力	IT组	干扰抑制	35.52±42.51	1.36±16.06	−31.32±50.77
	IT组	反应抑制	0.43±0.22	0.39±0.19	−0.05±0.29
	MT组	干扰抑制	21.91±44.80	5.72±32.76	−5.57±81.25
	MT组	反应抑制	0.38±0.15	0.35±0.10	−0.03±0.20
	NT组	干扰抑制	14.27±48.45	6.98±28.55	−6.58±47.31
	NT组	反应抑制	0.44±0.17	0.45±0.18	0.01±0.29