Specific-language-impaired children's quick incidental learning of words: the effect of a pause.
Specific-language-impaired children's quick incidental learning of words: the effect of a pause.
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特定语言损害儿童快速偶然学习单词：停顿的影响。
DOI：
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发表时间：
1992
期刊：
影响因子：
--
通讯作者：
J. Oetting
中科院分区：
文献类型：
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作者：
M. Rice;Johanna Buhr;J. Oetting
据推测，特定语言障碍儿童的初始单词理解将通过在一个简短的最终新单词之前插入一个短暂的停顿来增强。三组儿童作为受试者：20名5岁，特殊语言障碍（SLI）的儿童，和两个对照组的正常发育的儿童，20匹配的平均话语长度（MLU）和32匹配的实足年龄（CA）。孩子们被随机分配到两个条件下观看视频节目。这些节目是动画故事，以五个新颖的客体词和五个新颖的属性词为特色，以画外音叙述的方式呈现。实验版本在目标词之前引入了停顿;除了正常的韵律而不是停顿之外，控制版本是相同的。与预测相反，对病情没有影响。插入一个停顿并没有提高SLI儿童的初步理解的新的话。有组主效应，CA匹配优于其他两组，SLI儿童和MLU匹配儿童之间没有差异。
It was hypothesized that the initial word comprehension of specific-language-impaired children would be enhanced by the insertion of a short pause just before a sentence-final novel word. Three groups of children served as subjects: twenty 5-year-old, specific-language-impaired (SLI) children, and two comparison groups of normally developing children, 20 matched for mean length of utterance (MLU) and 32 matched for chronological age (CA). The children were randomly assigned to two conditions for viewing video programs. The programs were animated stories that featured five novel object words and five novel attribute words, presented in a voice-over narration. The experimental version introduced a pause before the targeted words; the control version was identical except for normal prosody instead of a pause. Counter to the predictions, there was no effect for condition. Insertion of a pause did not improve the SLI children's initial comprehension of novel words. There were group main effects, with the CA matches better than either of the other two groups and no differences between the SLI children and the MLU-matched children.
影响因子：
4.6
作者：
Tracy H. Heibeck;E. Markman
通讯作者：
Tracy H. Heibeck;E. Markman