制作中的Prosodic特征反映了高中学生的阅读理解能力
Mara Breen1, Julie Van Dyke2, Jelena Krivokapić2
1Department of Psychology and Education, Mount Holyoke College.
概括
高中学生的阅读理解技能与代流性有关. 较好的读者使用更明确的前音线索来指示句子结构,突出说明语音和阅读能力之间的联系.
科学领域:
- 语言学的语言学.
- 心理学 心理学 心理学
- 语音科学 语言科学
背景情况:
- 在幼儿中,口语流与阅读能力相关.
- 有限的研究存在于熟练的青少年读者之间的这种相关性.
研究的目的:
- 在高中学生中调查体生产的声学指数.
- 检查青少年阅读理解能力和表情流之间的关系.
- 评估话语连贯性对prosodic信号的影响.
主要方法:
- 分析了40名高中生 (年龄13-19岁) 大声阅读的声学线索 (持续时间,基本频率,强度).
- 包括各种各样的句子结构 (陈述,问题,引号,多句子句子).
- 通过在规范或随机顺序呈现句子来操纵话语连贯性.
主要成果:
- 高中读者通常使用表达式来指示语法和语义结构.
- 阅读理解技能与表达式流性有显著的相关性,更好的理解者表现出更强的表达式线索.
- 话语的一致性没有对prosody产生一致的影响.
结论:
- 在老年,熟练的读者中,Prosodic流利性和阅读理解性是相关的.
- 阅读理解技巧有助于超越基本阅读能力的前性生产.
- 在青少年如何处理和理解复杂的句子中,prosody起着至关重要的作用.
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