FINE-GRAINED AUDITORY-DISCRIMINATION IN NORMAL-CHILDREN AND CHILDREN WITH LANGUAGE-LEARNING PROBLEMS
FINE-GRAINED AUDITORY-DISCRIMINATION IN NORMAL-CHILDREN AND CHILDREN WITH LANGUAGE-LEARNING PROBLEMS
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DOI：
10.1044/jshr.3201.112
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发表时间：
1989-03-01
期刊：
影响因子：
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通讯作者：
SCHOLL, ME
中科院分区：
文献类型：
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作者：
ELLIOTT, LL;HAMMER, MA;SCHOLL, ME
两大组在学校正常进步，另一组表现出语言学习问题，进行了一系列细粒度的听觉辨别任务的测试，这些任务需要对微小的声学差异做出反应。children.sbd.one判别分析程序，只使用结果的听觉任务，正确分类近80%的6- 7岁和近65%的8- 11岁的孩子根据他们的学校位置。当接受性词汇（PPVT-R），接受性语言（儿童令牌测试）和数字广度，编码和WISC-R的块设计子测试的措施也包括在判别函数中时，正确分类的识别率增加到87%和75%。研究结果表明，细粒度的听觉辨别对语言学习做出了重大贡献，特别是在小学早期。
Two large groups of children.sbd.one progressing normally in school and the other exhibiting language-learning problems.sbd.were tested on a set of fine-grained auditory discrimination tasks that required responding to small acoustic differences. Discriminant analysis procedures, using only results for the auditory tasks, correctly classified nearly 80% of the 6- and 7-year-olds and nearly 65% of the 8- to 11-year-olds according to their school placements. Percentages of correct classifications increased to 87% and 75% when measures of receptive vocabulary (PPVT-R), receptive language (the Token Test for Children), and the Digit Span, Coding, and Block Design subtests of the WISC-R were also included in the discriminant functions. Results suggested that fine-grained auditory discrimination makes a major contribution to language learning, particularly in the early elementary school years.