文献类型：期刊文献

中文题名：中度智力障碍儿童接受性词汇的发展趋势:知觉推理的作用

英文题名：Longitudinal Study of Receptive Vocabulary in Children with Moderate Intellectual Disabilities:The Role of Perceptual Reasoning

作者：牛悦[1];刘艳春[1];王亚平[2];徐菲[3];吴南[4];宋兵[1]

第一作者：牛悦

机构：[1]湖北师范大学教育科学学院,黄石435002;[2]北京师范大学教育学部,北京100875;[3]黄石市特殊教育学校,黄石435001;[4]北京联合大学师范学院,北京100011

第一机构：湖北师范大学教育科学学院,黄石435002

年份：2025

期号：10

起止页码：54-61

中文期刊名：中国特殊教育

外文期刊名：Chinese Journal of Special Education

收录：;北大核心:【北大核心2023】；

语种：中文

中文关键词：中度智力障碍儿童;接受性词汇;知觉推理

外文关键词：children with moderate intellectual disabilities;receptive vocabulary;perceptual reasoning

摘要：为探究中度智力障碍儿童接受性词汇随时间的发展变化及其影响因素,本研究采用追踪设计构建潜变量增长模型考察知觉推理对接受性词汇发展的作用。研究选取四所特殊教育学校的57名中度智力障碍儿童为被试,对其接受性词汇进行了三次测试,每次时间间隔为一年。采用韦氏儿童智力量表第四版评估被试的智商和知觉推理,用皮博迪图片词汇测试修订版评估被试的接受性词汇。结果显示,儿童接受性词汇呈逐年增长趋势;词汇初始水平存在显著的个体差异;知觉推理显著预测了接受性词汇的发展速度。本研究丰富了卡特尔-霍恩-卡罗尔理论在智力障碍儿童群体中的适用性,为理解该群体接受性词汇的发展提供了实证依据,有助于教育工作者准确把握儿童的词汇发展特点与个体差异,从而制定科学有效的教学策略、设计有针对性的干预方案。
This study aims to investigate the developmental changes in receptive vocabulary over time among children with moderate intellectual disabilities,and to explore the effects of perceptual reasoning on the developmental trend of receptive vocabulary using a latent growth model.Fifty-seven children with moderate intellectual disabilities were recruited from four special education schools.Their receptive vocabulary was assessed three times at one-year intervals.The Chinese Version of the Wechsler Intelligence Scale for Children-Fourth Edition(WISC-IV)was used to measure the intelligence and perceptual reasoning of the subjects,and the Peabody Picture Vocabulary Test-Revised(PPVT-R)was used to evaluate the receptive vocabulary.Results indicated that children's receptive vocabulary showed a significant increasing trend over time;there were significant individual differences in the initial level of vocabulary;and perceptual reasoning significantly predicted the growth rate of receptive vocabulary.This study deepens the theoretical understanding of the CHC theory in children with intellectual disabilities by providing empirical evidence on their receptive vocabulary development.The results can directly guide educators in creating effective,evidence-based teaching strategies and individualized interventions that are responsive to the children's developmental profiles and individual differences.