听障儿童情绪能力发展的研究进展

马谐; 邓婷; 陶云

doi:10.16835/j.cnki.1000-9817.2021.12.037

听障儿童情绪能力发展的研究进展

doi: 10.16835/j.cnki.1000-9817.2021.12.037

云南师范大学教育学部, 昆明 650500

基金项目:

国家自然科学基金 31660282

云南省哲学社会科学规划项目 QN2017043

详细信息

作者简介:
马谐(1984-), 女, 云南昆明人, 博士, 副教授, 主要研究方向为音乐情绪、音乐治疗、音乐训练与儿童康复

通讯作者:
陶云, E-mail: taoyun2011@126.com

中图分类号: B844.1 R764.5
计量
- 文章访问数: 828
- HTML全文浏览量: 295
- PDF下载量: 64
- 被引次数: 0
出版历程
- 收稿日期: 2021-04-17
- 修回日期: 2021-05-12
- 网络出版日期: 2021-12-23
- 刊出日期: 2021-12-25

Research update on emotion ability development of hearing-impaired children

Department of Education, Yunnan Normal University, Kunming (650500), China

摘要

摘要: 情绪能力可直接影响个体的生存发展和心理健康。情绪能力发展障碍已成为听障儿童的突出表现, 引发了国内外众多研究者的关注。从情绪识别、情绪理解、情绪表达和情绪调节4个方面, 对以往研究进行梳理与述评, 结合发展存在的具体问题提出干预措施, 并针对现有研究不足提出建议, 为推进听障儿童情绪能力的发展提供参考依据。
- 听力障碍 /
- 情绪 /
- 精神卫生 /
- 儿童
Abstract: Emotion ability has substantial influence on individual's survival and development as well as mental health. Emotion ability development disorder has become a prominent performance of hearing-impaired children, which has attracted the attention of researchers at home and abroad. From the four aspects of emotion recognition, emotion understanding, emotion expression and emotion regulation, this paper sorts out and comments on the previous studies, puts forward the intervention measures in the light of the concrete problems existing in the development, and proposes some suggestions for the curtent study limitations, in order to provide fundamental evidance for promotion of emotion ability of hearing-impaired children.
- Hearing disorders /
- Emotions /
- Mental health /
- Child

HTML全文

参考文献(55)

[1]	张春晓, 刘文, 邵姝姮. 幼儿情绪能力发展与母亲气质、教养方式的关系[J]. 学前教育研究, 2015(3): 10-16. https://www.cnki.com.cn/Article/CJFDTOTAL-XQJY201503004.htm ZHANG C X, LIU W, SHAO S H. The relationship between child emotional competence and mother's temperament and parenting style[J]. Stud Early Childhood Educ, 2015(3): 10-16. https://www.cnki.com.cn/Article/CJFDTOTAL-XQJY201503004.htm
[2]	王志毅. 听力障碍儿童的心理与教育[M]. 天津: 天津教育出版社, 2007: 1. WANG Z Y. Psychology and education of children with hearing impairment[M]. Tianjin: Tianjin Education Press, 2007: 1.
[3]	孙喜斌, 于丽玫, 曲成毅, 等. 中国听力残疾构成特点及康复对策[J]. 中国听力语言康复科学杂志, 2008(2): 21-24. doi: 10.3969/j.issn.1672-4933.2008.02.004 SUN X B, YU L M, QU C Y, et al. An epidemiological study on the hearing-impaired population identified in China and proposed intervention strategies[J]. Chin Sci J Hear Speech Rehabil, 2008(2): 21-24. doi: 10.3969/j.issn.1672-4933.2008.02.004
[4]	GENEID A, KUKKONEN T, MYKKANEN S, et al. Vocal emotion identification by children using cochlear implants, relations to voice quality, and musical interests[J]. J Speech Lang Hear Res, 2018, 61(4): 973-985. doi: 10.1044/2017_JSLHR-H-17-0054
[5]	WANG H, WANG Y, HU Y. Emotion understanding in children with a cochlear implant[J]. J Deaf Stud Deaf Educ, 2019, 24(2): 65-73. doi: 10.1093/deafed/eny031
[6]	METCALFE T. Perception of speech, music and emotion by hearing-impaired listeners[D]. Sheffield: The University of Sheffield, 2017.
[7]	THEUNISSEN S C, RIEFFE C, KOUWENBERG M, et al. Depression in hearing-impaired children[J]. Int J Pediatr Otorhinolaryngol, 2011, 75(10): 1313-1317. doi: 10.1016/j.ijporl.2011.07.023
[8]	YIGIDER A P, YILMAZ S, ULUSOY H, et al. Emotion and behavioral problems in children and adolescents with hearing loss and their effects on quality of life[J]. Int J Pediatr Otorhinolaryngol, 2020, 137(10): 110245.
[9]	王娟, 王维宇, 沈秋苹, 等. 学前聋童和健听儿童情绪理解能力的比较研究[J]. 中国特殊教育, 2018(4): 32-39. doi: 10.3969/j.issn.1007-3728.2018.04.006 WANG J, WANG W Y, SHEN Q P, et al. A comparative study of the emotion comprehension between hearing-impaired preschoolers and normal-hearing preschoolers[J]. Chin J Spec Educ, 2018(4): 32-39. doi: 10.3969/j.issn.1007-3728.2018.04.006
[10]	WIEFFERINK C H, RIEFFE C, KETELAAR L, et al. Emotion understanding in deaf children with a cochlear implant[J]. J Deaf Stud Deaf Educ, 2013, 18(2): 175-186. doi: 10.1093/deafed/ens042
[11]	简淑真. 幼儿情绪能力量表之编制[C]//全国教育与心理统计与测量学术年会暨第八届海峡两岸心理与教育测验学术研讨会. 昆明, 2008. JIAN S Z. Compilation of the Children's emotion Ability Scale[C]//National education and psychological statistics and measurement academic annual conference and the 8th cross-strait psychology and educational test seminar. Kunming, 2008.
[12]	赵迎春, 张劲松. 7~14岁儿童情绪识别特点初步分析[J]. 上海交通大学学报(医学版), 2009, 29(7): 778-781. doi: 10.3969/j.issn.1674-8115.2009.07.005 ZHAO Y C, ZHANG J S. Preliminary analysis of emotion recognition in children aged 7-14 years[J]. J Shanghai Jiaotong Univ(Med Sci), 2009, 29(7): 778-781. doi: 10.3969/j.issn.1674-8115.2009.07.005
[13]	LUDLOW A, HEATON P, ROSSET D, et al. Emotion recognition in children with profound and severe deafness: do they have a deficit in perceptual processing?[J]. J Clin Exp Neuropsychol, 2010, 32(9): 923-928. doi: 10.1080/13803391003596447
[14]	谭千保, 蔡蓉. 聋童与听力正常儿童的情绪理解及其比较[J]. 当代教育理论与实践, 2009, 1(3): 145-148. doi: 10.3969/j.issn.1674-5884.2009.03.054 TAN Q B, CAI R. Emotion understanding and comparison between deaf children and normal hearing children[J]. Theory Pract Contemp Educ, 2009, 1(3): 145-148. doi: 10.3969/j.issn.1674-5884.2009.03.054
[15]	DYCK M J, FARRUGIA C, SHOCHET I M, et al. Emotion recognition/understanding ability in hearing or vision-impaired children: do sounds, sights, or words make the difference?[J]. J Child Psychol Psychiatry, 2004, 45(4): 789-800. doi: 10.1111/j.1469-7610.2004.00272.x
[16]	HOPYAN-MISAKYAN T M, GORDON K A, DENNIS M, et al. Recognition of affective speech prosody and facial affect in deaf children with unilateral right cochlear implants[J]. Child Neuropsychol, 2009, 15(2): 136-146. doi: 10.1080/09297040802403682
[17]	宋文霞, 李娜, 张福娟. 听障儿童外部情绪理解研究[J]. 应用心理学, 2010, 16(1): 80-88. doi: 10.3969/j.issn.1006-6020.2010.01.011 SONG W X, LI N, ZHANG F J. A comparative study on external emotion understanding with hearing disorder children[J]. Chin J Appl Psychol, 2010, 16(1): 80-88. doi: 10.3969/j.issn.1006-6020.2010.01.011
[18]	SIDERA F, AMADO A, MARTINEZ L. Influences on facial emotion recognition in deaf children[J]. J Deaf Stud Deaf Educ, 2017, 22(2): 164-177. doi: 10.1093/deafed/enw072
[19]	WANG Y, SU Y, FANG P, et al. Facial expression recognition: can preschoolers with cochlear implants and hearing aids catch it?[J]. Res Dev Disabil, 2011, 32(6): 2583-2588. doi: 10.1016/j.ridd.2011.06.019
[20]	WANG Y, SU Y, YAN S. Facial expression recognition in children with cochlear implants and hearing aids[J]. Front Psychol, 2016, 7(12): 1989.
[21]	李娜. 听力障碍儿童情绪理解研究[D]. 上海: 华东师范大学, 2009. LI N. Research on emotion understanding of children with hearing disability[D]. Shanghai: East China Normal University, 2009.
[22]	MEMISEVIC H, MUJKANOVIC E, IBRALIC-BISCEVIC I. Facial emotion eecognition in edolescents eith disabilities: the effects of type of disability and gender[J]. Percept Mot Skills, 2016, 123(1): 127-137. doi: 10.1177/0031512516660781
[23]	祝一靖. 听障儿童自我意识情绪的认知发展研究[D]. 昆明: 云南师范大学, 2018. ZHU Y J. A study on the cognitive development of self-consciousness in hearing impaired children[D]. Kunming: Yunnan Normal University, 2018.
[24]	GRAY C, HOSIE J, RUSSELL P, et al. Attribution of emotions to story characters by severely and profoundly deaf children[J]. J Dev Phys Disabil, 2007, 19(2): 145-159. doi: 10.1007/s10882-006-9029-1
[25]	李娜, 张福娟, 吴季令. 听力障碍幼儿情绪理解研究[J]. 中国特殊教育, 2009, 17(12): 22-27. doi: 10.3969/j.issn.1007-3728.2009.12.005 LI N, ZHANG F J, WU J L. A study on emotion understanding of hearing-impaired children[J]. Chin J Spec Educ, 2009, 17(12): 22-27. doi: 10.3969/j.issn.1007-3728.2009.12.005
[26]	GU H, CHEN Q, XING X, et al. Facial emotion recognition in deaf children: evidence from event-related potentials and event-related spectral perturbation analysis[J]. Neurosci Lett, 2019, 703(6): 198-204.
[27]	BAUMINGER N, EDELSZTEIN H S, MORASH J. Social information processing and emotion understanding in children with LD[J]. J Learn Disabil, 2005, 38(1): 45-61. doi: 10.1177/00222194050380010401
[28]	LAUGEN N J, JACOBSEN K H, RIEFFE C, et al. Emotion understanding in preschool children with mild-to-severe hearing loss[J]. J Deaf Stud Deaf Educ, 2017, 22(2): 155-163. doi: 10.1093/deafed/enw069
[29]	郑裴, 马伟娜. 聋哑儿童情绪理解的发展[J]. 中国临床心理学杂志, 2009, 17(5): 584-587. https://www.cnki.com.cn/Article/CJFDTOTAL-ZLCY200905021.htm ZHENG P, MA W N. Development of deaf children's emotion understanding[J]. Chin J Clin Psychol, 2009, 17(5): 584-587. https://www.cnki.com.cn/Article/CJFDTOTAL-ZLCY200905021.htm
[30]	刘烛烛. 听障儿童与正常儿童内疚情绪理解能力发展的比较研究[D]. 杭州: 杭州师范大学, 2016. LIU Z Z. A Comparative study of hearing-impaired children and normal children's development of guilt emotion understanding[D]. Hangzhou: Hangzhou Normal University, 2016.
[31]	王异芳, 何曲枝, 苏彦捷. 2~5岁儿童情绪理解能力发展及其与语言能力的关系[J]. 幼儿教育, 2010(Z3): 70-74. https://www.cnki.com.cn/Article/CJFDTOTAL-YEJY2010Z3018.htm WANG Y F, HE Q Z, SU Y J. Development of 2-5-year-old children's emotion understanding and its relation with linguistic ability[J]. Early Childhood Educ, 2010(Z3): 70-74. https://www.cnki.com.cn/Article/CJFDTOTAL-YEJY2010Z3018.htm
[32]	BOONS T, DE RAEVE L, LANGEREIS M, et al. Narrative spoken language skills in severely hearing impaired school-aged children with cochlear implants[J]. Res Dev Disabil, 2013, 34(11): 3833-3846. doi: 10.1016/j.ridd.2013.07.033
[33]	王娟, 刘鑫. 学前聋童口语叙事的特征及预测因素研究[J]. 中国特殊教育, 2017(3): 38-45. doi: 10.3969/j.issn.1007-3728.2017.03.007 WANG J, LIU X. Hearing-impaired preschool children's oral narratives: characteristics and predictive factors[J]. Chin J Spec Educ, 2017(3): 38-45. doi: 10.3969/j.issn.1007-3728.2017.03.007
[34]	钟庆. 听障学生与健听学生情绪理解的比较[J]. 安顺学院学报, 2014, 16(4): 44-46. doi: 10.3969/j.issn.1673-9507.2014.04.019 ZHONG Q. Deaf and hearing students comparative study of emotion understanding[J]. J Anshun Univ, 2014, 16(4): 44-46. doi: 10.3969/j.issn.1673-9507.2014.04.019
[35]	王小英, 张玉梅, 王丽娟, 等. 3~6岁儿童情绪理解过程: 情绪表现、归因和调节[J]. 心理科学, 2010, 33(4): 985-987. https://www.cnki.com.cn/Article/CJFDTOTAL-XLKX201004061.htm WANG X Y, ZHANG Y M, WANG L J, et al. The development of 3-6 years old children's emotion understanding process emotion expression, emotion attribution, emotion regulation[J]. J Psychol Sci, 2010, 33(4): 985-987. https://www.cnki.com.cn/Article/CJFDTOTAL-XLKX201004061.htm
[36]	HAO J, WU C. Deaf children's moral behavior, moral reasoning and emotion attribution[J]. J Deaf Stud Deaf Educ, 2019, 24(2): 95-103. doi: 10.1093/deafed/eny047
[37]	PETERSON C, SLAUGHTER V, MOORE C, et al. Peer social skills and theory of mind in children with autism, deafness, or typical development[J]. Dev Psychol, 2016, 52(1): 46-57. doi: 10.1037/a0039833
[38]	NETTEN A P, RIEFFE C, THEUNISSEN S C, et al. Early identification: language skills and social functioning in deaf and hard of hearing preschool children[J]. Int J Pediatr Otorhinolaryngol, 2015, 79(12): 2221-2226. doi: 10.1016/j.ijporl.2015.10.008
[39]	PETERSON C C, O'REILLY K, WELLMAN H M. Deaf and hearing children's development of theory of mind, peer popularity, and leadership during middle childhood[J]. J Exp Child Psychol, 2016, 149(9): 146-158.
[40]	尚金梅. 情境的社会属性对大学生情绪表达的影响[D]. 重庆: 西南大学, 2007. SHANG J M. The effect of sociality of context on undergradutes emotional expression[D]. Chongqing: Southwest University, 2007.
[41]	赵欣. 听觉障碍小学生情绪表达规则认知能力研究[D]. 大连: 辽宁师范大学, 2014. ZHAO X. A Study on the cognitive ability of hearing impaired pupils' emotional expression rules[D]. Dalian: Liaoning Normal University, 2014.
[42]	侯瑞鹤, 俞国良. 儿童对情绪表达规则的理解与策略的使用[J]. 心理科学, 2006, 29(1): 18-21. doi: 10.3969/j.issn.1671-6981.2006.01.005 HOU R H, YU G L. Children's understanding of emotional display rules and use of strategies[J]. J Psychol Sci, 2006, 29(1): 18-21. doi: 10.3969/j.issn.1671-6981.2006.01.005
[43]	周姊毓. 聋生消极情绪影响因素分析及教育对策[J]. 南京特教学院学报, 2011, 24(3): 19-21. ZHOU Z Y. Analysis of influencing factors of deaf students negative emotions and education countermeasures[J]. J Nanjing Teach Coll Spec Educ, 2011, 24(3): 19-21.
[44]	刘文, 张妮, 于增艳, 等. 情绪调节与儿童青少年心理健康关系的元分析[J]. 中国临床心理学杂志, 2020, 28(5): 1002-1008. https://www.cnki.com.cn/Article/CJFDTOTAL-ZLCY202005029.htm LIU W, ZHANG N, YU Z Y, et al. Emotion regulation and mental health in children and adolescents: a meta-analysis[J]. Chin J Clin Psychol, 2020, 28(5): 1002-1008. https://www.cnki.com.cn/Article/CJFDTOTAL-ZLCY202005029.htm
[45]	CAROLIEN R, MARK M T. Anger communication in deaf children[J]. Cogn Emot, 2006, 20(8): 1261-1273. doi: 10.1080/02699930500513502
[46]	周姊毓. 聋校初中生情绪调节策略特点研究[D]. 大连: 辽宁师范大学, 2012. ZHOU Z Y. Research on the characteristics of emotion regulation strategies of junior high school students for the deaf[D]. Dalian: Liaoning Normal University, 2012.
[47]	CAROLIEN R, EVELIEN B, ADVA E, et al. Friendship and emotion control in pre-adolescents with or without hearing loss[J]. J Deaf Stud Deaf Educ, 2018, 23(3): 3.
[48]	王媛, 陈芳, 黎小伯. 聋生情绪智力的调查研究[J]. 中国健康心理学杂志, 2011, 19(1): 81-83. https://www.cnki.com.cn/Article/CJFDTOTAL-JKXL201101034.htm WANG Y, CHEN F, LI X B. Research on the emotional intelligence of deaf students[J]. Chin J Health Psychol, 2011, 19(1): 81-83. https://www.cnki.com.cn/Article/CJFDTOTAL-JKXL201101034.htm
[49]	肖运华, 曾海辉, 苏文婷, 等. 孤独谱系障碍患儿情绪能力及其相关因素研究[J]. 中国康复医学杂志, 2018, 33(5): 535-538. doi: 10.3969/j.issn.1001-1242.2018.05.008 XIAO Y H, ZENG H H, SU W T, et al. Emotional competence and related research of children with autism spectrum disorder[J]. Chin J Rehabil Med, 2018, 33(5): 535-538. doi: 10.3969/j.issn.1001-1242.2018.05.008
[50]	伍新春, 赵英. 听障儿童情绪发展的特点及促进[J]. 中国听力语言康复科学杂志, 2018, 16(3): 170-173. doi: 10.3969/j.issn.1672-4933.2018.03.003 WU X C, ZHAO Y. The characteristics and intervention of emotional development in deaf and hard-of-hearing children[J]. Chin Sci J Hear Speech Rehabil, 2018, 16(3): 170-173. doi: 10.3969/j.issn.1672-4933.2018.03.003
[51]	冯霞, 胡永斌. 虚拟现实技术在聋童言语训练中的应用初探[J]. 现代教育技术, 2009, 19(3): 50-53. doi: 10.3969/j.issn.1009-8097.2009.03.012 FENG X, HU Y B. The preliminary study to the application of virtual reality speech training for listening disabled children[J]. Modern Educ Technol, 2009, 19(3): 50-53. doi: 10.3969/j.issn.1009-8097.2009.03.012
[52]	杨艳. 培养幼儿情绪表达能力的策略[J]. 早期教育(教师版), 2014(7): 86-87. https://www.cnki.com.cn/Article/CJFDTOTAL-ZQJY2014Z1060.htm YANG Y. Strategies for cultivating children's emotional expression Ability[J]. Early Educ (Teacher ed), 2014(7): 86-87. https://www.cnki.com.cn/Article/CJFDTOTAL-ZQJY2014Z1060.htm
[53]	王琴, 王媛丽, 张日昇. 箱庭疗法在聋哑学校暨特殊教育中的应用[C]//第十五届全国心理学学术会议. 广州, 2012. WANG Q, WANG Y L, ZHANG R S. The application of box court therapy in schools for the deaf and special education[C]//The 15th National Conference on Psychology. Guangzhou, 2012.
[54]	KAM C, GREENBERG M, KUSCHÉ C. Sustained effects of the PATHS curriculum on the social and psychological adjustment of children in special education[J]. J Emot Behav Disord, 2004, 12(2): 66-78. doi: 10.1177/10634266040120020101
[55]	DYCK M J, DENVER E. Can the emotion recognition ability of deaf children be enhanced: a pilot study[J]. J Deaf Stud Deaf Educ, 2003, 8(3): 348-356. doi: 10.1093/deafed/eng019