Vocabulary Acquisition as a By-Product of Meaning-Oriented Auditory Training for Children Who Are Deaf or Hard of Hearing.
Vocabulary Acquisition as a By-Product of Meaning-Oriented Auditory Training for Children Who Are Deaf or Hard of Hearing.
复制标题
词汇习得是聋哑儿童以意义为导向的听觉训练的副产品。
DOI：
10.1044/2021_lshss-21-00040
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Tye-Murray,Nancy
中科院分区：
文献类型：
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作者：
Barcroft,Joe;Grantham,Heather;Mauzé,Elizabeth;Spehar,Brent;Sommers,MitchellS;Spehar,Colleen;Tye-Murray,Nancy
PurposeA的意思为导向的听觉训练计划的儿童谁是聋人或听力困难（d/hh）进行了评估，其有效性方面，促进新的单词learning.MethodWhile管理的听觉训练计划，作者之一（伊丽莎白Mauzé）观察到，儿童学习的话，他们以前不知道。因此，我们系统地评估了16名儿童的词汇量增长。大多数人完成了前测，后测和保留版本的图片命名任务，其中他们试图口头识别199个彩色图片的话，将出现在培训期间。后测和保留版本包括在训练过程中使用和不使用的图片，以测试词和它们的所指之间的关联的泛化。重要的是，每个培训课程涉及的意义为导向的，虽然简单，活动/游戏在computer.ResultsAt后测，字增益的百分比为27.3%（SD= 12.5;置信区间[CI]的平均值：24.2-30.4）使用训练的图片作为线索和25.9%（CI的平均值：22.9-29.0）使用未经训练的图片作为线索。保留分数的分析（为13个参与者谁完成了它几周后）表明惊人的高水平的保留的话，已经learned.ConclusionsThese研究结果有利于听觉训练，是面向意义的，当涉及到收购不同的语言子系统，词汇在这种情况下。我们还扩大了讨论，包括其他基于证据的建议，关于词汇如何呈现（基于输入的效果）和学习者被要求做什么（基于任务的效果），作为整体努力的一部分，以帮助儿童谁是d/hh增加他们的词汇知识。
PurposeA meaning-oriented auditory training program for children who are deaf or hard of hearing (d/hh) was assessed with regard to its efficacy in promoting novel word learning.MethodWhile administering the auditory training program, one of the authors (Elizabeth Mauzé) observed that children were learning words they previously did not know. Therefore, we systematically assessed vocabulary gains among 16 children. Most completed pretest, posttest, and retention versions of a picture-naming task in which they attempted to verbally identify 199 color pictures of words that would appear during training. Posttest and retention versions included both pictures used and not used during training in order to test generalization of associations between words and their referents. Importantly, each training session involved meaning-oriented, albeit simple, activities/games on a computer.ResultsAt posttest, the percentage of word gain was 27.3% (SD= 12.5; confidence interval [CI] of the mean: 24.2–30.4) using trained pictures as cues and 25.9% (CI of the mean: 22.9–29.0) using untrained pictures as cues. An analysis of retention scores (for 13 of the participants who completed it weeks later) indicated strikingly high levels of retention for the words that had been learned.ConclusionsThese findings favor auditory training that is meaning oriented when it comes to the acquisition of different linguistic subsystems, lexis in this case. We also expand the discussion to include other evidence-based recommendations regarding how vocabulary is presented (input-based effects) and what learners are asked to do (task-based effects) as part of an overall effort to help children who are d/hh increase their vocabulary knowledge.