The influence of prosodic and gestural cues on novel word acquisition by children with specific language impairment.
The influence of prosodic and gestural cues on novel word acquisition by children with specific language impairment.
复制标题
韵律和手势提示对特定语言障碍儿童新词习得的影响。
DOI：
10.1044/jshr.3605.1013
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发表时间：
1993
期刊：
影响因子：
--
通讯作者：
Hesketh,LJ
中科院分区：
文献类型：
--
作者：
Weismer,SE;Hesketh,LJ
本研究旨在探讨韵律线索和手势线索对儿童词汇学习的影响。新词的习得是在不同的语言输入条件下进行的，这些输入条件包括语速、重音和补充视觉线索(即手势)的使用。本研究以16名幼儿园儿童为研究对象，包括8名语言正常儿童和8名特殊语言障碍儿童。采用重复测量设计，使两组中的所有受试者都参与三个实验条件(速率、压力和视觉条件)。结果表明，NL组和SLI组的新词习得受到语速变化和口语手势使用的显著影响。尽管SLI受试者倾向于正确地产生新词，这些新词在训练期间受到强调重音的次数比呈现中性重音的单词更频繁，但对重读操作没有统计上的显著影响。这些发现的意义在于考虑语言符号的呈现方式如何影响语言的处理和习得的重要性。
The purpose of this study was to investigate the effects of prosodic and gestural cues on children’s lexical learning. Acquisition of novel words was examined under linguistic input conditions that varied in terms of rate of speech, stress, and use of supplemental visual cues i.e., gestures). Sixteen kindergarten children served as subjects in this study, including 8 children with normal language (NL) and 8 children with specific language impairment (SLI). A repeated-measures design was used such that all subjects in both groups participated in each of the three experimental conditions (the Rate, Stress, and Visual Condition). Results indicated that acquisition of novel words by the groups with NL and SLI was significantly affected by alterations in speaking rate and by the use of gestures accompanying spoken language. There were no statistically significant effects for the stress manipulations, although subjects with SLI tended to correctly produce novel words that had received emphatic stress during training more often than words presented with neutral stress. Implications of these findings are discussed with respect to the importance of considering how the manner of presentation of the linguistic signal influences the processing and acquisition of language.