Listening comprehension,a long-neglected area in English language teaching,was not taught as a separate course in our schools until the early 1980s.“Yet ithas been estimated that of the time adults spend in communica...Listening comprehension,a long-neglected area in English language teaching,was not taught as a separate course in our schools until the early 1980s.“Yet ithas been estimated that of the time adults spend in communication activities 45per cent is devoted to listening,only 30 per cent to speaking,16 per cent to read-ing,and a mere 9 per cent to writing.”Listening can and ought to be taughtapart from speaking;it has its peculiar problems.There’s just as much activity展开更多
目的:探讨视听感觉统合训练对颅脑损伤患者工作记忆和执行功能障碍的影响。方法:采用随机数字表法将85例认知障碍的颅脑损伤患者随机分为对照组(42例)和视听统合训练组(43例)。对照组给予认知康复指导;视听统合训练组给予视听感觉统合训...目的:探讨视听感觉统合训练对颅脑损伤患者工作记忆和执行功能障碍的影响。方法:采用随机数字表法将85例认知障碍的颅脑损伤患者随机分为对照组(42例)和视听统合训练组(43例)。对照组给予认知康复指导;视听统合训练组给予视听感觉统合训练,1次/d,5次/周。治疗3个月后,分别采用修订的韦氏记忆量表(WMS-CR)评定记忆功能和执行缺陷综合征的行为评价测验(BADS)评定执行功能。结果:治疗前,两组WMS-CR评测和BADS评测无显著性意义(P>0.05)。与对照组比较,视听统合训练组WMS-CR评测中的故事理解、背数和积累分测验得分显著增高(8.63±2.77 vs 6.85±2.50;7.77±1.57 vs 6.74±1.45;11.40±2.80vs 9.58±2.46),差异有显著性意义(P<0.05);BADS评测中转换卡片测验、动作计划测验、找钥匙测验、修订的六元素评测(3.64±0.37 vs 3.12±0.36;3.68±0.38 vs 3.14±0.40;3.48±0.36 vs 3.16±0.35;3.36±0.36 vs 2.98±0.36)显著改善,差异有显著性意义(P<0.05);而时间判断测验、动物园分布图测验项目评分及总分变化不明显,差异无显著性意义(P>0.05)。结论:视听感觉统合训练可提高颅脑损伤患者的工作记忆,但对部分与日常生活相关的执行功能障碍的改善作用不明显。展开更多
目的评价伴有Waardenburg综合征患者人工耳蜗植入术后的效果。方法用青少年儿童及婴幼儿听说能力评估问卷家长观察记录表(parients′evaluation of aural/oral performance of children,PEACH)对16例在北京协和医院行人工耳蜗植入术的Wa...目的评价伴有Waardenburg综合征患者人工耳蜗植入术后的效果。方法用青少年儿童及婴幼儿听说能力评估问卷家长观察记录表(parients′evaluation of aural/oral performance of children,PEACH)对16例在北京协和医院行人工耳蜗植入术的Waardenburg综合征患者进行术后效果调查,并与非综合征且无明显病因的人工耳蜗植入患者比较。结果经统计学分析,Waardenburg综合征患者组PEACH安静下得分、噪声下得分、总得分以及电话交流能力与对照组相应得分比较,差异均无统计学意义(P>0.05),两组患者安静下得分明显高于噪声下得分(P<0.05)。结论伴有重度或极重度感音神经性聋的Waardenburg综合征患者人工耳蜗植入术后的听觉感知及言语效果与正常耳蜗的重度或极重度感音神经性聋患者相同,安静下听觉感知及言语效果好于噪声下听觉感知及言语效果。展开更多
文摘Listening comprehension,a long-neglected area in English language teaching,was not taught as a separate course in our schools until the early 1980s.“Yet ithas been estimated that of the time adults spend in communication activities 45per cent is devoted to listening,only 30 per cent to speaking,16 per cent to read-ing,and a mere 9 per cent to writing.”Listening can and ought to be taughtapart from speaking;it has its peculiar problems.There’s just as much activity
文摘目的:探讨视听感觉统合训练对颅脑损伤患者工作记忆和执行功能障碍的影响。方法:采用随机数字表法将85例认知障碍的颅脑损伤患者随机分为对照组(42例)和视听统合训练组(43例)。对照组给予认知康复指导;视听统合训练组给予视听感觉统合训练,1次/d,5次/周。治疗3个月后,分别采用修订的韦氏记忆量表(WMS-CR)评定记忆功能和执行缺陷综合征的行为评价测验(BADS)评定执行功能。结果:治疗前,两组WMS-CR评测和BADS评测无显著性意义(P>0.05)。与对照组比较,视听统合训练组WMS-CR评测中的故事理解、背数和积累分测验得分显著增高(8.63±2.77 vs 6.85±2.50;7.77±1.57 vs 6.74±1.45;11.40±2.80vs 9.58±2.46),差异有显著性意义(P<0.05);BADS评测中转换卡片测验、动作计划测验、找钥匙测验、修订的六元素评测(3.64±0.37 vs 3.12±0.36;3.68±0.38 vs 3.14±0.40;3.48±0.36 vs 3.16±0.35;3.36±0.36 vs 2.98±0.36)显著改善,差异有显著性意义(P<0.05);而时间判断测验、动物园分布图测验项目评分及总分变化不明显,差异无显著性意义(P>0.05)。结论:视听感觉统合训练可提高颅脑损伤患者的工作记忆,但对部分与日常生活相关的执行功能障碍的改善作用不明显。
文摘目的评价伴有Waardenburg综合征患者人工耳蜗植入术后的效果。方法用青少年儿童及婴幼儿听说能力评估问卷家长观察记录表(parients′evaluation of aural/oral performance of children,PEACH)对16例在北京协和医院行人工耳蜗植入术的Waardenburg综合征患者进行术后效果调查,并与非综合征且无明显病因的人工耳蜗植入患者比较。结果经统计学分析,Waardenburg综合征患者组PEACH安静下得分、噪声下得分、总得分以及电话交流能力与对照组相应得分比较,差异均无统计学意义(P>0.05),两组患者安静下得分明显高于噪声下得分(P<0.05)。结论伴有重度或极重度感音神经性聋的Waardenburg综合征患者人工耳蜗植入术后的听觉感知及言语效果与正常耳蜗的重度或极重度感音神经性聋患者相同,安静下听觉感知及言语效果好于噪声下听觉感知及言语效果。
