The effect of a music program on phonological awareness in preschoolers.
The effect of a music program on phonological awareness in preschoolers.
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音乐节目对学龄前儿童语音意识的影响。
DOI：
10.3389/fpsyg.2011.00124
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发表时间：
2011
影响因子：
3.8
通讯作者：
Schwarzer G
中科院分区：
文献类型：
--
作者：
Degé F;Schwarzer G
本实验旨在探讨音乐课程对学前儿童语音意识的影响。特别是，音乐节目和语音技能计划对语音意识的影响进行了比较。如果语言和音乐共享基本的处理机制，这两个程序对增强语音意识的效果应该是相似的。41名学龄前儿童（22名男孩）被随机分配到语音技能计划，音乐计划和接受体育训练的对照组（预计没有效果）。学龄前儿童每天训练10分钟，为期20周。在前测中，没有发现三组之间的年龄，性别，智力，社会经济地位和语音意识的差异。语音技能组和音乐组的儿童从测试前到测试后都表现出语音意识的显著提高。运动组的儿童从测试前到测试后没有显着增加。语音意识的提高主要是由音乐课程和语音技能课程对大语音单位语音意识的积极影响所驱动的。这些数据表明，语音意识可以通过语音技能计划和音乐计划来训练。这些结果可以被解释为学前儿童语言和音乐的共享声音类别学习机制的证据。
The present experiment investigated the effect of a music program on phonological awareness in preschoolers. In particular, the effects of a music program and a phonological skills program on phonological awareness were compared. If language and music share basic processing mechanisms, the effect of both programs on enhancing phonological awareness should be similar. Forty-one preschoolers (22 boys) were randomly assigned to a phonological skills program, a music program, and a control group that received sports training (from which no effect was expected). Preschoolers were trained for 10 min on a daily basis over a period of 20 weeks. In a pretest, no differences were found between the three groups in regard to age, gender, intelligence, socioeconomic status, and phonological awareness. Children in the phonological skills group and the music group showed significant increases in phonological awareness from pre- to post-test. The children in the sports group did not show a significant increase from pre- to post-test. The enhancement of phonological awareness was basically driven by positive effects of the music program and the phonological skills program on phonological awareness for large phonological units. The data suggests that phonological awareness can be trained with a phonological skills program as well as a music program. These results can be interpreted as evidence of a shared sound category learning mechanism for language and music at preschool age.
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影响因子：
1.8
作者：
Bolduc, Jonathan
通讯作者：
Bolduc, Jonathan
影响因子：
1.4
作者：
Gromko, JE
通讯作者：
Gromko, JE
影响因子：
2.1
作者：
Trainor, LJ
通讯作者：
Trainor, LJ
影响因子：
4
作者：
BRUCK, M
通讯作者：
BRUCK, M
影响因子：
4
作者：
Masataka, N
通讯作者：
Masataka, N