Development of verbal memory in children with hearing loss

difficulties in the development of verbal memory in children with hearing impairment due to the fact that even in the conditions of the special education and training there is a serious lag in the development of verbal speech.As a consequence, it does not form a verbal memory.

Features of verbal memory of deaf children have been studied by many psychologists.They found both similarities and differences in the formation process of deaf and normally hearing children.

The similarity lies in the fact that all children memorize the incoming information meaningfully.However, if the hearing children all items intended to be defined by their symbols words, the concept of deaf children passed three varieties of verbal substitution:

  • replacing one word with another (eg, angle - the angle, trembling - holds);
  • semantic substitution, among which the highest value obtained by replacing the unity of the type of situation (eg, brush - paint, window sill - a window);
  • replacements that combine sounds and the unity
    of the situation (for example, chose - collected).

Memorizing words deaf children

The success of memorizing words deaf children has a significant impact is to a grammatical form they relate.

Nouns, specifically naming items stored deaf children is much easier than verbs or adjectives.

This is due to the fact that abstract thinking is required, and you need to memorize verbs generalization, that is, to store other categories of words, except for nouns, you need a complex thought process for memorizing adjectives.

By adolescence memorizing nouns between deaf and hearing peers is almost the same, but in the preservation of other forms of words difference exists throughout the training period.

Similar difficulties associated with the mastery of deaf children verbal memory, associated with underdevelopment of their verbal speech that occurs for several reasons:

  • individual words represent for a deaf child is not a semantic unit for teaching the verbal speech and a set of sounds, letters,syllables to memorize that it is necessary to expend considerable effort;
  • not achieved the required difference in the meaning of words, which can be attributed to one and the same situation;
  • deaf children are less likely to use indirect methods of memorization, such a grouping within the meaning of the words.

Memorizing sentences and connected text

When memorizing deaf children suggestions and connected texts were also found specific features.

offer deaf children are not always perceived as a holistic system of meaning, as a unit of verbal speech.It depends on the level and depth of understanding of the proposals and the texts.Therefore, deaf children can play deals with missing words.

children can often remember only part of the sentence, moving and replacing words.For example, the sentence "The builders were working close to home" deaf student can play as "The builders were working near the floor."

Deaf students try to reproduce the words in sentences in the same order in which they were brought to them, so they forget the words that makes an offer meaningless.

Deaf children can not establish a connection between the words in a sentence, which prevents quality memorization.Deaf children the proposal is not perceived as a single integrated system, they do not use its grammatical structure.

Deaf can not convey the content of texts in their own words, and therefore tend to reproduce it verbatim.This is due not only to insufficient vocabulary, but also so that a deaf child words may be represented by only one grammatical form, they are static and can not be changed for him.

Often, deaf children can not snatch the word of the usual combination of them and insert it into another in accordance with its meaning.

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