The rhyming skills of deaf children educated with phonetically augmented speechreading
The rhyming skills of deaf children educated with phonetically augmented speechreading
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DOI：
10.1080/027249800390529
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发表时间：
2000-05-01
期刊：
影响因子：
--
通讯作者：
Leybaert, J
中科院分区：
文献类型：
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作者：
Charlier, BL;Leybaert, J
两项实验调查了重度聋哑儿童的押韵能力是否由他们在童年时期接触到的语言输入决定。将接受提示语音（CS）教育的儿童与其他接受口头或手语教育的聋哑儿童进行比较。在计算机科学中，语音朗读与消除歧义的手动提示相结合。核心假设是，CS 可以让聋哑儿童发展出准确的语音表征，从而有助于准确押韵能力的出现。实验1表明，早期接受CS教育的聋哑儿童在韵律判断方面比其他聋哑儿童表现得更好。早期 CS 用户的表现不受单词拼写的影响。实验 2 在押韵生成任务中证实了这一结果。总而言之，结果支持这样的假设：押韵能力取决于早期接触指定所有语音对比的语言输入，独立于感知该输入的模态（视觉或听觉）。
Two experiments investigated whether profoundly deaf children's rhyming ability was determined by the linguistic input that they were exposed to in their early childhood. Children educated with Cued Speech (CS) were compared to other deaf children, educated orally or with sign language. In CS, speechreading is combined with manual cues that disambiguate it. The central hypothesis is that CS allows deaf children to develop accurate phonological representations, which, in turn, assist in the emergence of accurate rhyming abilities. Experiment 1 showed that the deaf children educated early with CS performed better at rhyme judgement than did other deaf children. The performance of early CS-users was not influenced by word spelling. Experiment 2 confirmed this result in a rhyme generation task. Taken together, results support the hypothesis that rhyming ability depends on early exposure to a linguistic input specifying all phonological contrasts, independently of the modality (visual or auditory) in which this input is perceived.