Rhythm and Expression in The Cat in the Hat
Rhythm and Expression in The Cat in the Hat
复制标题
《戴帽子的猫》中的节奏和表情
DOI：
--
复制
发表时间：
2014
期刊：
影响因子：
--
通讯作者：
Katharine F. Guarino
中科院分区：
文献类型：
--
作者：
Mara Breen;Sarah Weidman;Katharine F. Guarino
近年来，人们对节奏干预是否支持幼儿识字发展越来越感兴趣。为了开始探索这种联系，我们评估了苏斯博士（Dr. Seuss）创作的以节奏和押韵著称的儿童读物《戴帽子的猫》（the Cat in the Hat）的节奏和表现力的几个方面。参与者从大声朗读的录音中主观地对说话的节奏或表现力进行评分。这些知觉评分与节律性和表现力的声学测量相关。此外，我们观察到节律性和表达性的知觉评级之间令人惊讶地缺乏一致性。然而，我们观察到第一对联和第二对联的感知评分之间存在一致的关系，这表明读者在对联的节奏和表现力方面表现出自我娱乐。这些发现可以为我们对节奏在识字发展中的作用的研究提供信息，并为进一步研究说话者之间的节奏干扰奠定基础。
In recent years, there has been increasing interest in whether rhythmic interventions support young children’s literacy development [1]. To begin to explore this connection, we assessed several aspects of rhythmicity and expressivity of productions of the notably rhythmic and rhyming children’s book, The Cat in The Hat by Dr. Seuss. Participants subjectively rated either the rhythmicity or expressivity of speech taken from recordings of the book read aloud. These perceptual ratings were correlated with acoustic measures of rhythmicity and expressivity. Moreover, we observed a surprising lack of consistency between perceptual ratings of rhythmicity and expressivity. However, we observed a consistent relationship between the perceptual ratings of the first couplet of verses and the second, suggesting that readers showed self-entrainment in rhythmicity and expressivity between verse couplets. These findings can inform our investigation of the role of rhythm in literacy development and set the stage for further investigation into rhythmic entrainment across speakers.