I remembered the chorm! Word learning abilities of children with and without phonological impairment.
I remembered the chorm! Word learning abilities of children with and without phonological impairment.
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我记住了合唱！
DOI：
10.1111/1460-6984.12967
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发表时间：
2023
影响因子：
2.4
通讯作者：
Munro,Natalie
中科院分区：
文献类型：
--
作者：
Hearnshaw,Stephanie;Baker,Elise;Pomper,Ron;McGregor,KarlaK;Edwards,Jan;Munro,Natalie
有语音障碍的儿童在他们的语言产生中存在基于模式的错误。虽然有些儿童在言语感知和/或建立健全的潜在语音表征方面存在困难，但儿童语音障碍的性质仍未得到很好的理解。考虑到语音和词汇的发展是密切相关的，更好地理解语音障碍问题的本质的一种方法是检查儿童的单词学习能力。目的探讨4-5岁儿童词汇学习及其与言语感知、言语产生和词汇知识的关系。有两个感兴趣的变量：语音产生能力，从语音障碍到典型语音；词汇能力从一般到高于平均水平（“词汇早熟”）。研究对象为49名年龄在48-69个月的澳大利亚-英语儿童。每个孩子通过故事学习四个新颖的非单词（从八个选择中），单词学习在初次接触后一周进行评估。单词学习使用两种方法进行评估：对峙命名和故事复述命名。采用独立样本检验和mann - whitneu检验对数据进行分组分析，并连续使用多元线性回归。结果有语音障碍儿童与无语音障碍儿童的词汇学习能力差异无统计学意义，但在不同的言语组中，词汇量高于平均水平儿童的词汇学习能力明显优于词汇量平均水平儿童。在多元线性回归中，词汇量是词汇学习能力方差的唯一显著预测因子。结论与意义语音障碍儿童与非语音障碍儿童一样具有词汇性早熟和词汇学习能力。与预期相反，词汇知识而不是表达语音能力解释了词汇学习测量的差异。这些发现质疑了一个假设，即有语音障碍的儿童有不明确的语音表征。他们还强调了语音障碍儿童之间的异质性，以及需要更好地了解他们学习环境语言语音系统困难的本质。本文补充的内容：关于这个问题的已知内容：关于语音障碍儿童的单词学习能力的研究有限。大多数先前的研究集中在词的性质上，如语音趋同概率和邻域密度。在现有的文献中，关于语音障碍儿童的单词学习能力以及他们的单词学习是否与正常语言发育儿童不同，有不同的报道和结论。这项研究对现有知识的补充这项研究发现，词汇量是有和没有语音障碍的儿童单词学习的最强预测指标。有语音障碍和无语音障碍儿童的单词学习能力无显著差异。然而，词汇能力早熟的儿童在词汇学习方面明显优于词汇能力一般的儿童。这项工作的潜在或实际临床意义是什么？这项研究的发现支持了在与语音障碍儿童一起工作时评估和考虑单词学习方法（包括词汇）的重要性。这项研究……
BackgroundChildren with phonological impairment present with pattern‐based errors in their speech production. While some children have difficulties with speech perception and/or the establishment of robust underlying phonological representations, the nature of phonological impairment in children is still not well understood. Given that phonological and lexical development are closely linked, one way to better understand the nature of the problem in phonological impairment is to examine word learning abilities in children.AimsTo examine word learning and its relationship with speech perception, speech production and vocabulary knowledge in children aged 4–5 years. There were two variables of interest: speech production abilities ranging from phonological impairment to typical speech; and vocabulary abilities ranging from typical to above average (‘lexically precocious’).Methods & ProceduresParticipants were 49 Australian‐English‐speaking children aged 48–69 months. Children were each taught four novel non‐words (out of a selection of eight) through stories, and word learning was assessed at 1 week post‐initial exposure. Word learning was assessed using two measures: confrontation naming and story retell naming. Data were analysed by group using independent‐samplest‐tests and Mann–WhitneyU‐tests, and continuously using multiple linear regression.Outcomes & ResultsThere was no significant difference in word learning ability of children with and without phonological impairment, but regardless of speech group, children with above average vocabulary had significantly better word learning abilities than children with average vocabulary. In multiple linear regression, vocabulary was the only significant predictor of variance in word learning ability.Conclusions & ImplicationsChildren with phonological impairment can be lexically precocious and learn new words like their peers without phonological impairment. Contrary to expectations, vocabulary knowledge rather than expressive phonological ability explained variance in measures of word learning. These findings question an assumption that children with phonological impairment have underspecified phonological representations. They also highlight the heterogeneity among children with phonological impairment and the need to better understand the nature of their difficulty learning the phonological system of the ambient language.WHAT THIS PAPER ADDSWhat is already known on the subjectThere is limited research examining the word learning abilities of children with phonological impairment. Most previous research focuses on word properties such as phonotactic probability and neighbourhood density. Within the existing literature there are different reports and conclusions regarding the word learning abilities of children with phonological impairment and whether their word learning differs from that of children with typically developing speech.What this study adds to existing knowledgeThis study found that vocabulary was the strongest predictor of word learning across children with and without phonological impairment. There was no significant difference in word learning ability between children with and without phonological impairment. However, children with lexically precocious vocabulary abilities were significantly better at word learning than children with average vocabulary abilities.What are the potential or actual clinical implications of this work?Findings from this study support the importance of assessing and considering measures of word learning—including vocabulary—when working with children with phonological impairment. This study …