Story Generation and Narrative Retells in Children Who Are Hard of Hearing and Hearing Children.
Story Generation and Narrative Retells in Children Who Are Hard of Hearing and Hearing Children.
复制标题
听力障碍儿童和听力儿童的故事生成和叙述重述。
DOI：
10.1044/2023_jslhr-23-00084
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发表时间：
2023
期刊：
影响因子：
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通讯作者：
McCreery,RyanW
中科院分区：
文献类型：
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作者：
Walker,ElizabethA;Harrison,Melody;Baumann,Rachel;Moeller,MaryPat;Sorensen,Eldon;Oleson,JacobJ;McCreery,RyanW
本研究的主要目的是比较重听儿童和听力正常儿童的故事生成和叙事复述的表现。第二个目标是确定影响叙事表现的因素。关于这一主题的研究是重要的，因为叙事语言能力是一个必不可少的沟通functions.MethodParticipants包括86 CHH和53 7岁的听力儿童谁完成了测试电池组成的词汇，语法，语音处理，故事生成，和叙事复述任务。对听力状态不知情的编码者使用评分标准来判断故事生成和叙事复述中叙事宏观结构的质量。数据进行了分析，使用方差分析，以确定组的差异和相关模型，以检查个体differentiations.ResultsAt 7岁，CHH表现出显着的赤字相比，听力儿童的叙事宏观结构，叙事复述比故事产生更大的延迟。词汇、语法和语音记忆在听力状态和故事生成之间起着中介作用;语法在听力状态和叙事复述之间起着中介作用。听觉访问变量占一个显着比例的共享方差的故事生成技能CHH.ConclusionsSchool-age CHH是在叙事生产延迟的风险，特别是与复述故事。这项研究的结果突出了一个叙事编码的方法和任务程序，是敏感的语言水平的差异，并可能是临床上有用的专业人员与学龄前儿童。
PurposeThe primary goal for this study was to compare story generation and narrative retell performance in children who are hard of hearing (CHH) and hearing children. A secondary goal was to determine factors that influence narrative performance. Research on this topic is important because narrative language competency is an essential communication function.MethodParticipants included 86 CHH and 53 seven-year-old hearing children who had completed a test battery composed of vocabulary, grammar, phonological processing, story generation, and narrative retell tasks. Coders who were blind to hearing status used a scoring rubric to judge the quality of narrative macrostructure in story generation and narrative retells. Data were analyzed using analysis of variance to determine group differences and correlational models to examine individual differences.ResultsAt 7 years of age, CHH demonstrated significant deficits in narrative macrostructure compared to hearing children, with larger delays in narrative retell than story generation. Vocabulary, grammar, and phonological memory acted as mediators in the relationship between hearing status and story generation; grammar acted as a mediator between hearing status and narrative retell. Auditory access variables accounted for a significant proportion of shared variance in story generation skills for CHH.ConclusionsSchool-age CHH are at risk for delays in narrative production, particularly with retelling stories. The results of this study highlight a narrative coding approach and task procedures that are sensitive to differences in language levels and may be clinically useful for professionals working with early school-age children.