造成听觉障碍原因有很多，对于不同程度的听力损失应采用不同的辅助性仪器。
The reason of causing the sense of hearing barrier is so much, Regarding the different degree, hearing damage should be cured by different assistance instrument.
本研究主要依据社会控制理论、般化紧张理论以及社会学习理论之观点为基础，探讨家庭、校及同侪因素与国中听觉障碍学生偏差行为之关联性。
Control Theory, General Strain Theory and Social Learning Theory, this quantitative study explored the effects of family, school, and peers on the deviant behavior of deaf junior high school students.
所有实验的结果说明听觉障碍被试与听力正常被试空间注意调节机制的会随着任务需求的不同发生变化，听觉障碍被试的注意调节能力更具有效性和策略性。
Those results suggest that spatial attention adjust mechanism of deaf subjects may be influenced by different task needs, and is more affective and tactic than hearing subjects.
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