本研究的主要目的在瞭解聽障學生的圖形認知發展狀況，並進一步探討影響聽障學生認知發展之相關因素。以台灣地區啟聰學校和普通國小六歲至十二歲聽障學生241名，普通兒童878名為研究對象。使用「兒童認知發展測驗」為研究工具，所得資料以t考驗、相關分析、二因子變異數分析、單因子多變項分析、逐步迴歸等統計方法進行資料處理。茲將主要研究結果加以歸納如下： 一、本研究發現不同年齡兒童的圖形認知能力有顯著差異，且隨著年齡的增加而遞增，呈直線趨勢。 二、不同年級兒童的圖形認知能力有顯著差異，且隨著年級的增加而遞增，呈直線趨勢。 三、不同性別兒童的圖形認知能力沒有顯著差異。 四、不同教育安置兒童的圖形認知能力有顯著差異，啟聰班兒童的圖形認知能力優於啟聰學校的兒童。 五、不同社經地位的兒童的圖形認知能力沒有顯著差異。 六、普通班兒童的圖形認知能力和聽覺障礙兒童有顯著差異，普通班兒童的圖形認知能力優於聽覺障礙兒童。 七、本研究發現不同個人背景因素中僅年齡及年級與兒童認知發展測驗各分測驗之間，具有顯著相關。如以認知發展測驗為效標時，年齡、教育安置和年級三個變項可以進入迴歸模式內，以預測兒童的認知發展，各變項多元相關係數.52，達顯著水準。亦即以年齡、教育安置和年級三個變項來預測兒童的認知發展，三個變項合起來可以解釋總變異量的27%。

　　　　　The purpose of this study was to examine 241 children of hearing impairment from 6 to 12 years old in the cognition development abilities which were measured by the “Cognition Development Abilities Test for the Children” in Taiwan area. The major results of this study were as follows: 1.The mean scores of cognition development abilities of children from 6 to 12 were increased as their age/grade growing; There was significant difference between 6 to 12 in the scores of cognition development abilities. 2.There was not significant difference in the scores of pattern cognition abilities between boys and girls. 3.There was not significant difference in the scores of pattern cognition abilities of family's social economic status. 4.There was significant difference in the scores of pattern cognition abilities of education placement. 5.The performance of normal children on the “Cognition Development Abilities Test for the Children” was better than that of children with hearing impairment. 6.There were positive correlations between the children's personal background factors and the cognition abilities, and the former could predict 27% total variation of the latter.