词汇压力模式是否会影响学习和产生新词的希腊语对于带有耳植入物的儿童?
Christina Adamidou1, Areti Okalidou1, Marios Fourakis2
1Department of Educational & Social Policy, University of Macedonia, Thessaloniki, Greece.
概括
与听力同龄人相比,带有耳植入器 (CI) 的儿童表现较低的单词学习表现. 词汇压力影响了单词的产生,因子语单词被更准确地产生,但不太准确地强调了儿童的CI.
科学领域:
- 语言学的语言学.
- 听力学 听力学是指听力学.
- 发展心理学 发展心理学
背景情况:
- 词汇压力对于单词的学习和生成至关重要.
- 带有耳植入器 (CI) 的儿童经常在语音感知和发音方面面临挑战.
研究的目的:
- 调查词汇压力 (trochaic vs. iambic) 对希腊语儿童的词汇学习的影响.
- 为了比较具有智商的儿童与正常听觉的同龄人之间的词语学习和生产能力.
主要方法:
- 采用了一种单词学习范式,包括单词生成和识别任务.
- 参与了22名希腊语儿童的CI和22名年龄相匹配的正常听力对照.
- 使用了具有对比的词汇压力模式的非单词.
主要成果:
- 在所有单词学习任务中,CI儿童的表现明显低于对照组.
- 词汇压力影响了单词的产生,但不影响CI儿童的识别.
- 患有CI的孩子更准确地产生了词,但强调它们的准确性不如 trochaic 词.
结论:
- 与正常听觉的同龄人相比,有智商障碍的希腊儿童在词汇学习方面表现出缺陷.
- 在患有CI的儿童中观察到感知和生产机制之间的分离.
- 在字中赋值压力可能表明CI儿童的言语和语言发育.
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