我记得合唱团的合唱! 具有和没有声学障碍的儿童的单词学习能力
Stephanie Hearnshaw1, Elise Baker2,3,4, Ron Pomper5
1The University of Sydney, Camperdown, NSW, Australia.
International journal of language & communication disorders
|October 30, 2023
概括
语音障碍儿童有效地学习新词,词汇知识是比语音生产能力更强的预测因素. 这凸显了评估这些孩子的词汇量的重要性.
科学领域:
- 儿童语言获取 儿童语言获取
- 语音语言病理学 语言病理学
- 发展心理学 发展心理学
背景情况:
- 儿童的语音障碍涉及基于模式的语音错误,但其确切的性质和对单词学习的影响尚不清楚.
- 词汇发育与语音发育密切相关,使得单词学习成为研究语音障碍的关键领域.
- 现有的关于声学障碍儿童的单词学习研究得出了各种结论,需要进一步调查.
研究的目的:
- 为了研究4-5岁儿童的单词学习.
- 检查单词学习,语音感知,语音产生和词汇知识之间的关系.
- 为了比较典型语音障碍儿童与典型语音障碍儿童的单词学习,以及典型词汇与高级词汇的儿童.
主要方法:
- 49名澳大利亚英语儿童 (48-69个月) 通过故事来学习新的非单词.
- 暴露后一周,通过对抗命名和故事重述命名来评估词语学习.
- 用独立样本t测试,曼-惠特尼U测试和多重线性回归来分析数据.
主要成果:
- 在有声学障碍和没有声学障碍的儿童之间,没有发现单词学习的显著差异.
- 词汇量高于平均水平的孩子比词汇量平均水平的孩子学习单词要好得多,不论语音群体.
- 多重线性回归分析确定词汇是单词学习能力差异的唯一显著预测因素.
结论:
- 声学障碍的孩子可以表现出先进的词汇和学习新词相对同龄人的新词.
- 词汇知识,而不是表达性语音能力,显著预测幼儿的词汇学习.
- 这些发现挑战了在语音障碍中低规格语音表现的假设,并强调了受影响儿童之间的异质性.
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