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      Memory Strategies for Visual Linguistic Information of Hearing Impaired Children: Analysis of Eye Movements and Recall

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      https://www.riss.kr/link?id=A103927572

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      다국어 초록 (Multilingual Abstract)

      This study aims to investigate memory characteristics of hearing impaired children regarding visual information. The characteristics of memory of hearing impaired students for two visual information types, words and pictures, was examined and aspects of recall strategies and eye movements were compared with students of the same age without hearing impairment.
      The results show that hearing impaired children demonstrate an increasing developmental feature in recall frequency. However, unlike children without hearing impairment, hearing impaired children tend to adopt visual coding strategies more actively than phonological coding strategies as they get older. From the result of eye movement of hearing impaired students, we found that fixation points were decreased and average fixation duration was increased as grades rise in both memory tasks. We also found that hearing impaired students use strategies which have many fixation points in short fixation duration, which is different from students without hearing impairment.
      In summary, this study provides three points of analysis regarding memory strategies of hearing impaired children. First, in the relationship between fixation duration and recall there was no correlation between the length of fixation duration and the recall item, however, hearing impaired children demonstrate a memory feature of using short fixation duration when they memorize visual information like words. Next, in the relationship between sequential time and recall, both children with and without hearing impairment did not show any time sequential effecting in the two memory tasks in this study. Lastly, in the relationship between meanings of memory tasks and recall, hearing impaired children tend to adopt meaningful categorizing strategies to memorize like their peers without hearing impairment. Furthermore, these categorizing strategies become more sophisticated as they grow older.
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      This study aims to investigate memory characteristics of hearing impaired children regarding visual information. The characteristics of memory of hearing impaired students for two visual information types, words and pictures, was examined and aspects ...

      This study aims to investigate memory characteristics of hearing impaired children regarding visual information. The characteristics of memory of hearing impaired students for two visual information types, words and pictures, was examined and aspects of recall strategies and eye movements were compared with students of the same age without hearing impairment.
      The results show that hearing impaired children demonstrate an increasing developmental feature in recall frequency. However, unlike children without hearing impairment, hearing impaired children tend to adopt visual coding strategies more actively than phonological coding strategies as they get older. From the result of eye movement of hearing impaired students, we found that fixation points were decreased and average fixation duration was increased as grades rise in both memory tasks. We also found that hearing impaired students use strategies which have many fixation points in short fixation duration, which is different from students without hearing impairment.
      In summary, this study provides three points of analysis regarding memory strategies of hearing impaired children. First, in the relationship between fixation duration and recall there was no correlation between the length of fixation duration and the recall item, however, hearing impaired children demonstrate a memory feature of using short fixation duration when they memorize visual information like words. Next, in the relationship between sequential time and recall, both children with and without hearing impairment did not show any time sequential effecting in the two memory tasks in this study. Lastly, in the relationship between meanings of memory tasks and recall, hearing impaired children tend to adopt meaningful categorizing strategies to memorize like their peers without hearing impairment. Furthermore, these categorizing strategies become more sophisticated as they grow older.

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      다국어 초록 (Multilingual Abstract)

      This study aims to investigate memory characteristics of hearing impaired children regarding visual information. The characteristics of memory of hearing impaired students for two visual information types, words and pictures, was examined and aspects of recall strategies and eye movements were compared with students of the same age without hearing impairment.
      The results show that hearing impaired children demonstrate an increasing developmental feature in recall frequency. However, unlike children without hearing impairment, hearing impaired children tend to adopt visual coding strategies more actively than phonological coding strategies as they get older. From the result of eye movement of hearing impaired students, we found that fixation points were decreased and average fixation duration was increased as grades rise in both memory tasks. We also found that hearing impaired students use strategies which have many fixation points in short fixation duration, which is different from students without hearing impairment.
      In summary, this study provides three points of analysis regarding memory strategies of hearing impaired children. First, in the relationship between fixation duration and recall there was no correlation between the length of fixation duration and the recall item, however, hearing impaired children demonstrate a memory feature of using short fixation duration when they memorize visual information like words. Next, in the relationship between sequential time and recall, both children with and without hearing impairment did not show any time sequential effecting in the two memory tasks in this study. Lastly, in the relationship between meanings of memory tasks and recall, hearing impaired children tend to adopt meaningful categorizing strategies to memorize like their peers without hearing impairment. Furthermore, these categorizing strategies become more sophisticated as they grow older.
      번역하기

      This study aims to investigate memory characteristics of hearing impaired children regarding visual information. The characteristics of memory of hearing impaired students for two visual information types, words and pictures, was examined and aspects ...

      This study aims to investigate memory characteristics of hearing impaired children regarding visual information. The characteristics of memory of hearing impaired students for two visual information types, words and pictures, was examined and aspects of recall strategies and eye movements were compared with students of the same age without hearing impairment.
      The results show that hearing impaired children demonstrate an increasing developmental feature in recall frequency. However, unlike children without hearing impairment, hearing impaired children tend to adopt visual coding strategies more actively than phonological coding strategies as they get older. From the result of eye movement of hearing impaired students, we found that fixation points were decreased and average fixation duration was increased as grades rise in both memory tasks. We also found that hearing impaired students use strategies which have many fixation points in short fixation duration, which is different from students without hearing impairment.
      In summary, this study provides three points of analysis regarding memory strategies of hearing impaired children. First, in the relationship between fixation duration and recall there was no correlation between the length of fixation duration and the recall item, however, hearing impaired children demonstrate a memory feature of using short fixation duration when they memorize visual information like words. Next, in the relationship between sequential time and recall, both children with and without hearing impairment did not show any time sequential effecting in the two memory tasks in this study. Lastly, in the relationship between meanings of memory tasks and recall, hearing impaired children tend to adopt meaningful categorizing strategies to memorize like their peers without hearing impairment. Furthermore, these categorizing strategies become more sophisticated as they grow older.

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      참고문헌 (Reference)

      1 Sakamoto, S, "Visual short term memory of hearing impaired children" 25 (25): 37-48, 1983

      2 Paul, P. V, "Toward a psychology of deafness: Theoretical and Empirical Perspectives" ALLYN and BACON 1993

      3 Radach, R, "Theoretical perspectives on eye movements in reading : past controversies, current issue, and an agenda for future research" 16 (16): 3-26, 2004

      4 Conrad. R, "Short-term memory in the deaf;a test for speech coding" 63 : 173-180, 1972

      5 Chung, I, "Reading comprehension strategies for hearing impaired children: analysis of eye movements in silent reading in Final Report for Grant-in-Aid for Scientific Research" 2004

      6 Minamide, Y, "Processes of word math problem-solving and eye-movement in hearing impaired children" 24 (24): 81-88, 1995

      7 Paivio, A, "Mental representations:a dual coding approach" Oxford University Press 1989

      8 Tsuzuki, S, "Memory processing in the hearing impaired" 19 (19): 47-58, 1982

      9 Hanson, V. I, "Linguistic coding by children in relation to beginning reading success" 37 : 378-393, 1984

      10 Mackworth. N.H, "How adults and children search and recognize pictures?" 13 : 149-177, 1970

      1 Sakamoto, S, "Visual short term memory of hearing impaired children" 25 (25): 37-48, 1983

      2 Paul, P. V, "Toward a psychology of deafness: Theoretical and Empirical Perspectives" ALLYN and BACON 1993

      3 Radach, R, "Theoretical perspectives on eye movements in reading : past controversies, current issue, and an agenda for future research" 16 (16): 3-26, 2004

      4 Conrad. R, "Short-term memory in the deaf;a test for speech coding" 63 : 173-180, 1972

      5 Chung, I, "Reading comprehension strategies for hearing impaired children: analysis of eye movements in silent reading in Final Report for Grant-in-Aid for Scientific Research" 2004

      6 Minamide, Y, "Processes of word math problem-solving and eye-movement in hearing impaired children" 24 (24): 81-88, 1995

      7 Paivio, A, "Mental representations:a dual coding approach" Oxford University Press 1989

      8 Tsuzuki, S, "Memory processing in the hearing impaired" 19 (19): 47-58, 1982

      9 Hanson, V. I, "Linguistic coding by children in relation to beginning reading success" 37 : 378-393, 1984

      10 Mackworth. N.H, "How adults and children search and recognize pictures?" 13 : 149-177, 1970

      11 Sumi, K, "Hearing impaired and language" 14 (14): 17-34, 1985

      12 Mori, T, "Graphic cognitive psychology" Science-sha 1995

      13 Liben , L.S, "Free recall by deaf and hearing children : semantic clustering and recall in trained and untrained groups" 27 : 105-119, 1979

      14 Yoshida, N, "Cognitive process and eye movement-a review of recent studies about eye movement" 26 : 117-145, 1979

      15 Yoshida, N, "A Study on the developmental retardation of eye movement-a comparison of deaf and hearing children" 8 : 58-66, 1986

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      학술지 이력

      학술지 이력
      연월일 이력구분 이력상세 등재구분
      2027 평가예정 재인증평가 신청대상 (재인증)
      2021-01-01 평가 등재학술지 유지 (재인증) KCI등재
      2018-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2015-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2011-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2008-01-01 평가 등재학술지 선정 (등재후보2차) KCI등재
      2007-07-06 학회명변경 영문명 : Kacsn: Korean Association Of The Child With Special Need -> Kacsn: Korean Association Of The Children With Special Need KCI등재후보
      2007-01-01 평가 등재후보 1차 PASS (등재후보1차) KCI등재후보
      2006-01-01 평가 등재후보학술지 유지 (등재후보1차) KCI등재후보
      2005-06-14 학술지등록 한글명 : 특수아동교육연구
      외국어명 : The Journal of Special Children Education
      KCI등재후보
      2004-01-01 평가 등재후보학술지 선정 (신규평가) KCI등재후보
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      학술지 인용정보

      학술지 인용정보
      기준연도 WOS-KCI 통합IF(2년) KCIF(2년) KCIF(3년)
      2016 1.22 1.22 1.14
      KCIF(4년) KCIF(5년) 중심성지수(3년) 즉시성지수
      1.11 1.15 1.374 0.38
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