本研究旨在觀察使用手語、口語不同溝通方式的高中聽障學生與耳聰學生，分別以讀字及手語作為回憶方式時，對不同類型中文字之序列記憶的能力，並分析音碼、形碼及手語碼所扮演的角色，以了解是否有語音轉錄或手語轉錄的歷程，期能探討高中聽障學生在缺乏口語經驗的情形下，是以何種方式來收綠及維持視覺的短期序列記憶訊息。
研究對象包括學習語言前失聰之高中重度聽障學生84名，耳聰學生27名，根據溝通方式分為手語組、口語組及耳聰組。研究工具為自編之「一般字列表」及「手語字列表」，分別操弄了「字音、字形」及「手形、字形」。所得資料以平均數分配曲線圖、三因子變異數分析及二因子變異數分析等統計方法進行處理。本研究主要的發現如下：
一、耳聰組以讀字回憶時，會受到「字音相似」及「字形相似」的干擾，在中文字序列記憶中採用了音碼及形碼的消息，有語音轉錄的現象。
二、手語組及口語組以讀字回憶時，均未受到「字音相似」及「字形相似」的干擾。
三、耳聰組以讀字回憶時，在「形似音異」及「音形皆異」中的序列位置前半段，皆顯著高於手語組及口語組，推論是語音編碼策略較有效率的結果。
四、手語組以手語回憶時，未受到「手形相似」的干擾。
五、手語組以手語回憶時，受到「字形相似」的干擾，採用了形碼的消息。推論以手語的回憶方式，可能會增強視覺形碼的運用。
六、手語組以手語回憶時，序列末端的時近效應，推論是來自字形消息，而非語音或手語消息。
本研究除對研究發現加以討論外，並提出對未來研究進一步的建議。

This study was try to understand different communication modes in manual and oral art of hearing-impaired and hearing-regulated students in senior high school. To realize the differences of above two kinds students, which use read articulatory and manual art to remind their memory; as well as to obtain the differences of phonetic coding, visual coding and manual coding, to point out the importance of ordered recall of Chinese words in the memory. Moreover, to know if there are phonological recoding or manual recoding process; the hearing-impaired students are lack of oral experiences, under this condition, how can they register and maintain a short visual ordered information in their memory.
Subjects consisted of 84 prelingually and profoundly hearing-impaired students of senior high school, and 27 hearing students, adopted communication modes. to divide into 3 groups, namely manuals, orals and hearing students groups. The self-developed test lectures are: (1)"General Words List,"(2)"Manual Words List."The two words lists were separate into "phonetic similarity words;visual similarity words," and "manual similarity words;visual similarity words" to test.The data obtained were analyzed by of "average figure curve," "three-way analysis of variance " and "two-way analysis of variance " to observe and compare.
The main finding of this study were as follows:
1.In the reading articulatory test process,hearing group has been disturbed by the "phonetic similarity " and "visual similarity", used the phonetic and visual information delivery, happened phonetic recoding effects.
2.In the reading articulatroy test process, manual and oral groups have not been disturbed by "phonetic similarity" and "visual similarity" effects.
3.In the reading articulatroy test process, hearing group has better remember ability than manual and oral groups in the "visual similarity with phonetic difference" and "difference in phonetic and visual", because of the phonetic coding effects probably.
4.In the manual test process, manual group has not disturbed by manual similarity effects.
5.In the manual test process, manual group nave disturbed by "visual similarity". It is speculated manual test process which effects the visual coding increasingly.
6.In the manual test process of the manual group, the serial recency effects speculated from visual coding not from phonetic or manual coding probably.
Further discussion were made on the basis of present research findings and some suggestions on future studies were proposed.