Developmental effects of multiple looks in speech sound discrimination.
Developmental effects of multiple looks in speech sound discrimination.
复制标题
DOI：
10.1044/1092-4388(2007/098
复制
发表时间：
2007-12
期刊：
影响因子：
--
通讯作者：
R. Holt;A. Carney
中科院分区：
文献类型：
--
作者：
R. Holt;A. Carney
改变/不改变程序（J. E. Sussman & A. E. Carney, 1989）是在假设刺激呈现的数量不影响表现的情况下使用的，用于评估言语歧视。在多重外观假说（N. F. Viemeister & G. H. Wakefield, 1991）的原则的推动下，R. F. Holt和A. E. Carney（2005）的工作对这一假设提出了质疑（至少对成年人来说）：无意义音节的辨别能力随着更多的刺激呈现而提高。本研究探讨了改变/不改变过程中多种刺激呈现的发展差异的本质和影响。方法对30例年龄在4.0 ~ 5.9岁的正常听力儿童进行不同信噪比下的3个辅音-元音对比测试，采用2、4标准刺激和比较刺激组合重复。结果尽管在大多数情况下，识别能力低于多视假设的预测，但在1个语音对比的刺激重复次数越多，识别能力就越强。标准刺激和比较刺激重复的相对影响在言语对比中不同于成人。结论多次刺激重复虽然没有提供额外的感官信息，但却增强了儿童对1组无意义音节的辨别能力。研究结果对儿童言语知觉发展模型和言语歧视评估具有启示意义。
PURPOSE The change/no-change procedure (J. E. Sussman & A. E. Carney, 1989), which assesses speech discrimination, has been used under the assumption that the number of stimulus presentations does not influence performance. Motivated by the tenets of the multiple looks hypothesis (N. F. Viemeister & G. H. Wakefield, 1991), work by R. F. Holt and A. E. Carney (2005) called this assumption into question (at least for adults): Nonsense syllable discrimination improved with more stimulus presentations. This study investigates the nature of developmental differences and the effects of multiple stimulus presentations in the change/no-change procedure. METHOD Thirty normal-hearing children, ages 4.0-5.9 years, were tested on 3 consonant-vowel contrasts at various signal-to-noise ratios using combinations of 2 and 4 standard and comparison stimulus repetitions. RESULTS Although performance fell below that which is predicted by the multiple looks hypothesis in most conditions, discrimination was enhanced with more stimulus repetitions for 1 speech contrast. The relative influence of standard and comparison stimulus repetitions varied across the speech contrasts in a manner different from that of adults. CONCLUSION Despite providing no additional sensory information, multiple stimulus repetitions enhanced children's discrimination of 1 set of nonsense syllables. The results have implications for models of developmental speech perception and assessing speech discrimination in children.