The development of distinct speaking styles in preschool children.
The development of distinct speaking styles in preschool children.
复制标题
学龄前儿童独特说话风格的发展。
DOI：
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复制
发表时间：
2009
期刊：
影响因子：
--
通讯作者：
C. Gildersleeve
中科院分区：
文献类型：
--
作者：
Melissa A. Redford;C. Gildersleeve
目的
探讨社会条件下不同的说话风格在学龄前儿童言语发育中的出现时间和方式。
方法
30名学龄前儿童，年龄为3，4，5岁，产生目标单音节单词与单元音元音在不同的社会功能的背景下，旨在引起明确和随意的说话风格。30名成年听众被用来评估是否以及在什么年龄风格的差异是可察觉的。儿童的讲话进行了声学分析，以评估如何风格依赖的差异产生。
结果
评级表明，听众不能辨别风格的差异，在3岁的讲话，但可以听到不同的风格，在4岁的，特别是在5岁的讲话。声学测量结果与这些结果是一致的：风格依赖的差异，在4- 5岁的孩子的话，包括较短的元音持续时间和较低的基本频率在明确的相比，休闲讲话的话。五岁奥尔兹的清晰语音单词也有更多的最后停止释放和最初的咝咝声与更高的频谱能量比他们的随意语音单词。频率测量显示，在任何年龄的元音生产没有风格依赖的差异，也没有任何差异，在初始停止语音开始时间。
结论
总的来说，研究结果表明，不同的风格发展缓慢，早期风格依赖的差异，儿童的讲话是不同于成人清晰和随意的讲话中观察到的。儿童可能不会发展成人风格，直到他们获得了专家发音控制和能力，突出的内部结构的发音计划，为听众。
PURPOSE
To examine when and how socially conditioned distinct speaking styles emerge in typically developing preschool children's speech.
METHOD
Thirty preschool children, ages 3, 4, and 5 years old, produced target monosyllabic words with monophthongal vowels in different social-functional contexts designed to elicit clear and casual speaking styles. Thirty adult listeners were used to assess whether and at what age style differences were perceptible. Children's speech was acoustically analyzed to evaluate how style-dependent differences were produced.
RESULTS
The ratings indicated that listeners could not discern style differences in 3-year-olds' speech but could hear distinct styles in 4-year-olds' and especially in 5-year-olds' speech. The acoustic measurements were consistent with these results: Style-dependent differences in 4- and 5-year-olds' words included shorter vowel durations and lower fundamental frequency in clear compared with casual speech words. Five-year-olds' clear speech words also had more final stop releases and initial sibilants with higher spectral energy than did their casual speech words. Formant frequency measures showed no style-dependent differences in vowel production at any age nor any differences in initial stop voice onset times.
CONCLUSION
Overall, the findings suggest that distinct styles develop slowly and that early style-dependent differences in children's speech are unlike those observed in adult clear and casual speech. Children may not develop adultlike styles until they have acquired expert articulatory control and the ability to highlight the internal structure of an articulatory plan for a listener.
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10.1044/1092-4388(2002/090
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