较少对比较多:重构长度在处理语法错误时的影响
Lucia Sweeney1, Elena Plante1, Heidi M Mettler1
1Department of Speech, Language, and Hearing Sciences, The University of Arizona, Tucson.
Language, speech, and hearing services in schools
|December 1, 2023
概括
临床医生重制长度在对话重制治疗期间不会显著影响孩子的语言学习. 这项研究发现,无论复制是短暂还是延长,都会有类似的改善,这支持了治疗的有效性.
科学领域:
- 语音语言病理学 语言病理学
- 发展心理学 发展心理学
- 语言学的语言学.
背景情况:
- 谈话重制治疗对儿童语言发展是有效的.
- 治疗方式的变化可能会影响学习成果.
- 重制长度对儿童学习的具体影响尚未得到充分证实.
研究的目的:
- 为了研究临床医生重制长度对儿童在治疗期间语言学习的影响.
- 为了确定更短或更长的重复是否提高了语法形式的学习.
主要方法:
- 26名学龄前儿童接受了增强的对话重播治疗.
- 参与者被分配到一个短重写 (≤4个单词) 或扩展重写 (≥5个单词) 条件.
- 测量结果包括语法概括,自发使用和平均发言长度的变化.
主要成果:
- 与未经处理的形式相比,在经过处理的语法形式中观察到显著的改善.
- 临床重制长度对语法进步或平均发言长度的影响很小.
- 20名儿童获得了临床上有意义的反应,11名儿童进行了短暂的重塑,9名儿童进行了扩展的重塑.
结论:
- 增强的对话重写治疗对于改善儿童语法是有效的.
- 有有限的证据表明,临床医生必须调节重制长度,以获得最佳的儿童学习.
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