摘要
本文选择了聋哑右利儿童113人和正常右利儿童133人,用八种书写方式书写八个汉字和阿拉伯数字1-10。结果表明;聋哑一年级学生出现的镜像书写人均人次比正常幼儿园儿童少,而其它年级间的比较则无显著性差异;聋哑9—10岁儿童比同年龄组的正常儿童所出现的镜像书写人次多,而在11—12岁组则无显著性差异。通过分析,提出了镜像书写可能存在两个关键期的假说,一是字体熟练程度的关键期,一般在受教育的最初1—2年;另一个是大脑对镜像书写的调节和控制关键期,一般在6岁左右。
133 normal children and 113 deaf-mutes in Kindergarten, primary schooland deaf-mute school were asked to write Arabic numerals 1--10 and eightChinese words with eight writing patterns. The result reveals that firstgrade deaf-mute school childen wrote less mirror-words than normal Kin-dergarten children, but in the other compared grade groups there were nosignificant differances. In the age group of 8--10 the deaf-mutes wrotemore mirror-words than normal children, but in the other compared agegroups there were no significant dtfferances. Through analysis we proposetwo key periods of the development of mlrror-writing: 1. development ofthe regulation and control of the brain of 5--6 year olds, 2.first two yearsof education due to the development of writing-skill.
出处
《心理学报》
CSSCI
CSCD
北大核心
1990年第4期28-33,共6页
Acta Psychologica Sinica
