使用结构化输入的训练是否能改善聋子或听障儿童对绑定形态的感知和理解?
Mitchell S Sommers1, Brent Spehar2, Joe Barcroft3
1Department of Psychological and Brain Sciences, Washington University in St. Louis, St. Louis, Missouri.
Seminars in hearing
|October 2, 2025
概括
结构化输入培训改善了聋子或听力障碍 (D/HH) 的儿童的形态语法理解. 虽然感知表现出最小的收益,但对绑定的形态词的理解显著改善,有助于语言的发展.
科学领域:
- 语言学的语言学.
- 发展心理学 发展心理学
- 听力学 听力学是指听力学.
背景情况:
- 聋子或听力障碍儿童 (D/HH) 通常会在语言发育方面出现延迟,特别是在获取形态表达时.
- 对于D/HH儿童来说,获得字末结合的形态表征是一个重大挑战.
- 第二语言 (L2) 获取研究为语法形式提供了有效的培训方法,例如结构化输入.
研究的目的:
- 调查结构化输入培训计划的有效性,以改善D/HH儿童对字末绑定形态的感知和理解.
- 评估培训对四个特定绑定形态的影响:收缩,复数,过去式和占有式.
- 探索对语言学习培训和听力康复方案的影响.
主要方法:
- 实施了16个会议的结构化输入培训计划,与77名5-12岁的D/HH儿童进行了培训.
- 该计划的重点是提高四个绑定形态的感知和理解.
- 使用最近开发的评估程序,获得了独立的感知和理解度.
主要成果:
- 绑定形态体的基线感知得分超过了80%,在培训后获得的非显著收益.
- 对于复数,过去时代和占有词的基线理解得分低于天花板.
- 培训计划在理解这三个绑定形态的过程中取得了显著的改进.
结论:
- 结构化输入训练有效地提高了D/HH儿童的形态语法理解能力,尽管对感知的影响有限.
- 这些发现支持使用L2获取培训方法来应对D/HH人群的语言发展挑战.
- 结果对开发个性化的听力康复策略有影响,以提高语言技能.
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