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带有耳植入器的普通话说话的学前儿童可以使用持续时间和音调来标记prosodic边界

Feng Xu¹, Ping Tang², Katherine Demuth¹

¹Department of Linguistics, Macquarie University, Sydney, Australia.

Ear and hearing

|February 20, 2026

概括

带有耳植入器 (CI) 的学龄前儿童可以使用表音来区分单词含义,但他们的语音模式与典型的听力同龄人不同. 这项研究探讨了他们发展的沟通技巧.

科学领域:

语言学的语言学.
语音语言病理学语音语言病理学
听力学听力学是指听力学.

背景情况:

语音在区分像普通话这样的音调语言中的含义方面发挥着至关重要的作用.
了解耳植入物 (CI) 的儿童如何发展成形能力,对于他们的语言学习至关重要.
之前的研究已经探讨了患有智商障碍的儿童的前性发育,但人们对其消除词汇含义的能力知之甚少.

研究的目的:

调查是否有CI的普通话学前儿童可以为词语边界标记产生明显的前线索.
为了确定这些prosodic产品是否可以从列表中分辨化合物.
为了比较患有CIs的儿童与他们的典型听力 (TH) 同龄人进行的前性制作.

主要方法:

一个诱导的生产实验进行了42个普通话说的学龄前儿童与CI和64个TH同龄人 (年龄4-6岁).
参与者在载体句子中生成组合和列表.
声学分析检查了音节持续时间,暂停插入,暂停持续时间和音调范围.

主要成果:

具有CI的学龄前儿童表现出产生持续和音调线索的能力,以区分化合物和列表.
然而,与TH同行相比,在列表的音节持续时间和音调范围上观察到显著的差异.
患有CI的儿童表现出增加的暂停插入和更长的暂停持续时间.

结论:

患有智商障碍的儿童可以产生前性线索,以传达后词语意义,这表明他们正在发展沟通能力.
尽管有这种能力,但他们的表现还没有完全与他们的TH同行保持一致.
这些发现突出了有针对性的听觉语音干预的潜力,以改进CI儿童的口头技巧.

关键词:

持续时间持续时间这是普通话的普通话.投球投球投球投球幼儿园幼儿具有CI的知识产权词语的界限词语的界限

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