The Study On The Cognitive Style And Executive Function Of Students With The Hearing Impairment And The Relationship Between Them

It's a basic research about the cognitive of students with hearing impairment (a special education group). The paper is divided into four parts:the literature review and research designs, research methods and processes, results and analyses, and discussions and conclusions. Each part lays the foundation for the following part.The review part emphasizes that cognitive style is a relatively stable cognitive psychological characteristic and an information processing method that an individual prefers; executive function belongs to a senior cognitive process. In different contexts, cognitive style will affect the efficiency of information processing, and the individual with different cognitive style tendencies will perform differently in the executive function. The part of the methods and processes expounds on the design and implement of a test and three experiments. Specifically, the research firstly divides the subjects,145 high school students with hearing loss, into three cognitive style tendency groups:field independent, field middle and field dependent by the embedded figure test (a kind of cognitive style test); and then all of them complete the color word stroop task, digital size-parity conversion task and 1-back updating task; finally, the paper studies the characteristics or rules of the cognitive style and executive function of the students with hearing impairment, and also discusses the relationship between the cognitive style and executive function, according to the test scores and the data obtained from the experiment.The results show that:(1) the distribution of the scores on the field cognitive style tendency test of the students with hearing impairment is the normal distribution, so the number of the students belong to the field-middle is the largest, while the number of the students of the other two types is relatively small. (2) the score of cognitive style test has significant correlation with the math score and the English score, but has no significant 'correlation with the Chinese score; there are significant differences in math, English and the overall academic score among students with different field cognitive style tendencies, but no significant difference in Chinese score; the maths, English and overall academic scores of the students with the field-independent and field-middle tendencies are significantly higher than the deaf students with the field-dependent tendency. (3) There are no significant differences in the cognitive style test scores among the students with different genders, in different grades and with different hearing loss degrees. However, there are significant differences among different majors; compared to students with the major of computer or cooking, the average score in the cognitive style test of the students majoring in arts is the higher. (4) There are no significant correlation among the three executive function index (inhibiting, switiching and updating), the score of cognitive style test and courses of the deaf student. (5) There are no significant differences between the three executive function indexes (inhibiting, switching and updating) of the students with hearing impairment in different gender groups or with different field cognitive style tendencies; there are no significant differences in inhibiting and updating function indexes among different hearing loss degree groups, while significant difference exists in switching function index between them; there are no significant differences in inhibiting and switching function indexes among students with different majors and among different grade groups, while there is a significant difference in updating function index between the groups of the students majoring in computer and cooking, and also significant differences in updating function index among the graduating grade group respectively with other groups.According to the results of the test and three experiments, this study deems that the number of population distribution on the cognitive style tendency of the group of the deaf student is basically the same as the general. The cognitive style tendency of the deaf students has a certain influence on the learning outcomes on some subjects (such as mathematics), while the learning on some majors (such as arts) will also have some influences on the formation of cognitive style tendency. The different field cognitive style tendencies of the deaf student do not significantly affect their executive function. In the teaching process in the deaf school, the teachers should fully consider the cognitive style tendency of different deaf students, organize the diversified teaching activities in order to meet the needs of the students with the different field cognitive style tendencies; for example, the student with the field-independent tendency fits to the explaining teaching, while the student with the field-dependent tendency fits to the discuss teaching.