Auditory sequence analysis and phonological skill
Auditory sequence analysis and phonological skill
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DOI：
10.1098/rspb.2012.1817
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发表时间：
2012-11-07
影响因子：
4.7
通讯作者：
Griffiths, Timothy D.
中科院分区：
文献类型：
--
作者：
Grube, Manon;Kumar, Sukhbinder;Griffiths, Timothy D.
这项工作测试了238名11岁在校学生的听觉技能和语音技能之间的关系，他们的具体假设是，声音序列分析与语音技能的相关性要比对基本单音的分析更相关。听觉处理在音高、时间和音色领域进行了评估；识字和语言能力的六项标准测试的组合被用来评估语音技能。一般听觉技能和语音技能之间存在显著的相关性，另外，语音技能的测量与短序列在音高和时间上的听觉分析之间也存在显著的特定相关性。这些数据支持了听觉能力和语音能力之间有限但重要的联系，以及对声音序列分析的特定作用，并为帮助青春期早期语言发展的听觉训练策略提供了可能的新焦点。
This work tests the relationship between auditory and phonological skill in a non-selected cohort of 238 school students (age 11) with the specific hypothesis that sound-sequence analysis would be more relevant to phonological skill than the analysis of basic, single sounds. Auditory processing was assessed across the domains of pitch, time and timbre; a combination of six standard tests of literacy and language ability was used to assess phonological skill. A significant correlation between general auditory and phonological skill was demonstrated, plus a significant, specific correlation between measures of phonological skill and the auditory analysis of short sequences in pitch and time. The data support a limited but significant link between auditory and phonological ability with a specific role for sound-sequence analysis, and provide a possible new focus for auditory training strategies to aid language development in early adolescence.