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本文采用1:1配对调查方法,对南京市聋哑学生(12～19岁)和普通中学学生(共133对,男80,女53)进行了智力与人格度特征的对比研究。结果表明,聋哑学生男女智力差异不显,各年龄组总智商均显著低于同龄正常学生,但操作智商两组差异较小。逐步回归分析影响智力发展的因素,提示聋哑学生早期入学有利于智力开发,年龄、父母文化水平、学习成绩、人格类型、喂养方式等对智力发展均有重要影响。在人格类型方面,聋哑学生精神质型和内向稳定型所占比例远高于正常学生,而正常学生以外向稳定型占优势。在情绪反应方面,聋哑学生的焦急、抑郁情绪明显增多。作者认为对聋哑学生也应做好早期教育,形象教育,加强作业能力训练,积极开发“言语”智能,扬长避短。社会、学校、家庭都应努力创造条件,关心他们身心健康,积极培养他们成为有用之才。
This paper uses a 1: 1 matching survey method to compare the intellectual and personality characteristics of deaf-mute students in Nanjing (12-19 years old) and ordinary middle school students (133 pairs, male 80, female 53). The results showed that there was no significant difference in intelligence between deaf and dumb students, and the total IQ of all age groups was significantly lower than that of the normal students of the same age. However, there was no significant difference between the two groups. Stepwise regression analysis of factors that affect the development of intelligence, suggesting that deaf students early enrollment is conducive to intellectual development, age, parental literacy, academic performance, personality types, feeding patterns and other important implications for intellectual development. In terms of personality types, the proportion of dementia students in spiritual type and introverted stable type is much higher than that in normal students, while the normal students are dominated by outward-oriented stable type. In emotional reaction, the anxiety and depression of deaf and dumb students increased significantly. The author believes that deaf students should also be good at early education, image education, to enhance homework training, and actively develop “language ” intelligence, avoid weaknesses. The society, schools and families should strive to create conditions, care for their physical and mental health, and actively train them to become useful talents.