听力障碍的3-5岁普通话儿童的声学技能和执行功能
1School of Chinese Language and Literature, Nanjing Normal University, Nanjing, Jiangsu, China.
Clinical linguistics & phonetics
|March 9, 2026
概括
听力障碍的学龄前儿童在语音技能和执行功能 (EF) 中表现出延迟. 这些认知和语言能力是相互关联的,这表明早期干预应该针对两者.
科学领域:
- 发展心理学 发展心理学
- 语音和听力科学 语言和听力科学
- 认知神经科学 认知神经科学
背景情况:
- 语言前听力障碍 (HI) 儿童经常面临语言和认知发展方面的挑战.
- 执行功能 (EF) 和语音技能对于早期学习和沟通至关重要.
- 了解HI儿童的EF和声学技能之间的相互作用对于有针对性的支持至关重要.
研究的目的:
- 调查学龄前HI儿童的声学技能和执行功能 (EF).
- 检查声学技能,EF和听力状况和年龄等相关因素之间的关联.
- 探索HI儿童的声学处理和EF之间的相互关系.
主要方法:
- 将75名HI学龄前儿童与75名3-5岁的典型发育 (TD) 同龄人进行了比较.
- 评估EF的工作记忆,抑制控制和认知灵活性.
- 使用标准化尺度评估语音识别和生产.
主要成果:
- 与TD同龄人相比,HI儿童在语音技能和EF方面表现出显著的延迟.
- 声学技能与听力状况和年龄有关;EF主要与年龄有关.
- 声学生产显示出与多个EF组件的显著关联,特别是工作记忆和抑制控制.
结论:
- 学前年龄的HI儿童在语音处理和执行功能方面表现出同时出现的缺陷.
- 这些领域是密切和相互关联,突出一个共享的发展路径.
- 这些发现支持了针对HI儿童的语音和认知技能的早期,综合干预的价值.
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