在有或没有发育性语言障碍的俄语儿童中测试连续/频谱模型.
Militina Gomozova1, Valeriia Lezzhova1, Olga Dragoy1,2
1Center for Language and Brain, HSE University, Moscow, Russia.
概括
连续/频谱模型解释了发育性语言障碍 (DLD) 和典型发育 (TD) 同龄儿童的语言发展. 结果显示混合群体,支持所有儿童的各种语言技能.
科学领域:
- 语言学的语言学.
- 发展心理学 发展心理学
- 语音语言病理学 语言病理学
背景情况:
- 发育性语言障碍 (DLD) 在症状呈现方面存在显著的异质性.
- 以前的研究表明,连续性/频谱模型最能解释DLD症状的变化.
- 这种模式也可能包括具有不同语言学习模式的典型发育 (TD) 儿童.
研究的目的:
- 测试一个连续/频谱方法可以解释DLD和TD儿童的语言获取的假设.
- 在一个频谱框架内调查个别的语言特征和缺陷.
- 用标准化评估电池分析俄语儿童的语言能力.
主要方法:
- 评估了53名患有DLD的俄语儿童 (4-7岁) 和53名年龄/性别匹配的TD同龄人.
- 使用俄罗斯儿童语言评估电池 (RuCLAB) 进行了11个子测试,涉及四个语言水平 (生产/理解).
- 雇佣k-means集群在RuCLAB得分上,以识别不同的儿童群体.
主要成果:
- 两个混合集群出现了:第一组 (较高分数:45 TD,24 DLD) 和第二组 (较低分数:8 TD,29 DLD).
- 1组儿童通常在一个语言层面上表现出缺陷,而2组儿童在多个层面上表现出困难.
- 在这两组中,DLD儿童与TD儿童相比,对语言特征 (如单词长度和名词大小) 的敏感度更高.
结论:
- 该研究证实,被诊断为DLD儿童的表现与TD儿童相似,一些TD儿童可能表现得类似于DLD.
- 结果强烈支持连续/频谱模型,表明语言技能在学龄前儿童的频谱上有所不同.
- 跨各级的全面语言评估对于准确描述孩子的语言特征至关重要.
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