Memory Strategies for Visual Linguistic Information of Hearing Impaired Children: Analysis of Eye Movements and Recall
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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 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.
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.
참고문헌 (15)
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