Relationship Between Deaf Students' Working Memory And Language Comprehension On Video Presentation

The aim of this research was to investigate the relationship between working memory and language comprehension on Video Presentation of deaf students. The subjects included 39 preschool profound hearing loss students of Grade 7, 8 and 9 from the deaf school. The software designed by the researcher was used to measure reading span and language comprehension of the deaf students and also to explore the relations between working memory and language comprehension of the deaf students.The results showed as follows:1) The materials used in working memory and language comprehension both had high homogeneity, and had high internal consistency in both correction and speed dimensions.2) The working memory varied widely across individuals. Both in the process of measuring and evaluating, working memory processing speed and accuracy should be both taken into account. Working memory processing speed, processing accuracy and capacity should be independent evaluating indicators.3) When the materials were presented via speech reading with voice, Chinese sign language and written language, the scores and speed of the language comprehensions differed notably. Written language was found to be most effective. Sign language's effectiveness ranked second, and speech reading with speech was the least effective way. There was no notable correlation between scores and speed. When evaluating language comprehension, macroscopic vies and microcosmic view should be independent points of view. There was a significant interaction among appearance conditions, text types and points of view.4) The three indicators of working memory had different predictability of language comprehension scores and speed. The predictability was independent of the appearance conditions and text types. The results supported that deaf students' working memory is domain-general.The research approved that the way in which the deaf students' working memory works was similar to the hearing ones'. The relationship between processing and storage components matched the Processing Overlap Theory. The deaf students' central executive subsystem had the same effect on language comprehension with the hearing ones'. Besides, the research put forward some proposals on the measurement and evaluation of working memory and language comprehension. This made great contribution to further researches on the relationship between working memory and high-level cognition of the deaf students.