AUDITORY, VISUAL, AND AUDITORY-VISUAL RECOGNITION OF CONSONANTS BY CHILDREN WITH NORMAL AND IMPAIRED HEARING
AUDITORY, VISUAL, AND AUDITORY-VISUAL RECOGNITION OF CONSONANTS BY CHILDREN WITH NORMAL AND IMPAIRED HEARING
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DOI：
10.1044/jshr.1502.413
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发表时间：
1972-01-01
期刊：
影响因子：
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通讯作者：
ERBER, NP
中科院分区：
文献类型：
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作者：
ERBER, NP
通过听觉、视觉和视听结合的方式将辅音/b、d、g、k、m、n、p、t/呈现给听力正常、重度聋儿和重度聋儿。仅通过读唇，所有三组都能够区分发音位置（双唇音、肺泡音和舌瓣音），但不能区分每个发音位置类别。当他们只接收声学信息时，正常听力的儿童几乎完全识别出辅音，而严重听力受损的儿童则准确地区分出不发音的爆破音、浊音爆破音和鼻辅音。然而，重度失聪组的得分很低，他们甚至对声音和鼻音的感知也不可靠。虽然正常听力组和严重听力受损组都通过同时进行视听接收获得了近乎完美的识别分数，但深度失聪儿童的表现只比只通过唇读的儿童好一点点。
The consonants /b, d, g, k, m, n, p, t/ were presented to normal-hearing, severely hearing-impaired, and profoundly deaf children through auditory, visual, and combined auditory-visual modalities. Through lipreading alone, all three groups were able to discriminate between the places of articulation (bilabial, alveolar, velar) but not within each place category. When they received acoustic information only, normal-hearing children recognized the consonants nearly perfectly, and severely hearing-impaired children distinguished accurately between voiceless plosives, voiced plosives, and nasal consonants. However, the scores of the profoundly deaf group were low, and they perceived even voicing and nasality cues unreliably. Although both the normal-hearing and the severely hearing-impaired groups achieved nearly perfect recognition scores through simultaneous auditory-visual reception, the performance of the profoundly deaf children was only slightly better than that which they demonstrated through lipreading alone.