Fine-grained discrimination deficits in language-learning impaired children are specific neither to the auditory modality nor to speech perception.
Fine-grained discrimination deficits in language-learning impaired children are specific neither to the auditory modality nor to speech perception.
复制标题
语言学习障碍儿童的细粒度辨别缺陷既不特定于听觉模式也不特定于言语感知。
DOI：
10.1044/jshr.3303.616
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发表时间：
1990
期刊：
影响因子：
--
通讯作者：
Tallal,P
中科院分区：
文献类型：
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作者：
Tallal,P
在1989年3月的JSHR（pp. 112-119），埃利奥特，哈默和肖尔报告了一项大型群体研究的结果，该研究评估了在学校正常发展的儿童与表现出语言学习问题的儿童相比的细粒度听觉辨别能力。细粒度的听觉辨别任务要求儿童使用一个连续的合成辅音-元音音节，代表不同的发音或语音起始时间（VOT）的地方停止辅音的小声学差异作出反应。结果证实了先前报道的研究结果，即语言学习障碍的儿童和成人在区分塞音元音音节方面存在明显困难（Tallal & Piercy，1974; Tallal & Newcombe，1978; Blumstein，库珀，Alfref，& Caramazza，1977; Elliott & Busse，1987）。判别分析程序也被用来确定是否听觉辨别任务可以正确地分类儿童根据他们的学校安置（正常与语言学习障碍类）。年龄较小的儿童（6-7岁）79%的儿童仅根据听觉辨别变量正确分类，而64%的年龄较大的儿童（8-11岁）。根据这些变量进行正确分类。分类精度增加到87%，年龄较小的儿童和75%的年龄较大的儿童纳入接收语言变量和子测试从WISC-R智力测试。Elliott等人的结论是，这些发现表明听觉辨别力对学校的成功具有特殊的重要性，虽然本研究的数据与我们以前关于听觉辨别缺陷与接受性语言之间关系的研究结果完全一致，但是，对于听觉辨别缺陷的儿童来说，听觉辨别缺陷的儿童在学习语言时会遇到更多的困难虽然我们已经报道了这些缺陷（Tallal & Stark，1981; Tallal，Stark，& Mellits，1985 a），但我们也报道了一些数据，表明这些缺陷既不局限于言语刺激，也不局限于听觉模态（Tallal & Piercy，1973; Tallal，Stark，& Mellits，1985 b）。1985年，Tallal、Stark和Mellits报告了一项研究的结果，该研究的设计与Elliott等人1989年的报告非常相似。在我们的研究中，26名5-8.5岁的语言障碍儿童和33名年龄、表现、智商和SES匹配的正常对照儿童接受了大量的非语言和言语知觉和运动测试。测试包括对非语言音调、视觉无意义符号的检测、联想、时间分辨、排序、速率处理和序列记忆能力的评估
In the March 1989 issue of JSHR (pp. 112-119), Elliott, Hammer, and Scholl reported the results of a large group study evaluating the fine-grained auditory discrimination abilities of children progressing normally in school compared to those exhibiting language-learning problems. The fine-grained auditory discrimination tasks required children to respond to small acoustic differences using a continuum of synthesized consonant-vowel syllables that represented stop consonants differing in place of articulation or voice-onset-time (VOT). Results confirmed the findings of previously reported studies that demonstrated that language-learning-impaired children and adults have significant difficulty discriminating between stop-consonant vowel syllables (Tallal & Piercy, 1974; Tallal & Newcombe, 1978; Blumstein, Cooper, Zurif, & Caramazza, 1977; Elliott & Busse, 1987). Discriminant analysis procedures also were used to determine whether the auditory discrimination tasks could correctly classify children according to their school placement (normal vs. language-learning-impaired classes). Of the younger children (6-7 yrs.) 79% were correctly classified based on auditory discrimination variables alone, while 64% of the older children (8-11 yrs.) in the study were correctly classified based on these variables. Classification precision increased to 87% for younger children and 75% for older children with the inclusion of reception language variables and subtests from the WISC-R intelligence test. Elliott et al. concluded that these findings demonstrate that auditory discrimination has special importance for school success and that the child with difficulty with fine-grained auditory discrimination will have more difficulty learning language than the child without auditory discrimination deficits.Although the data published in this report are entirely consistent with our previous reports concerning the relationship between auditory discrimination deficits and receptive language deficits (Tallal & Stark, 1981; Tallal, Stark, & Mellits, 1985a), we have also reported data that demonstrate that these deficits are neither specific to speech stimuli nor confined to the auditory modality (Tallal & Piercy, 1973; Tallal, Stark, & Mellits, 1985b). In 1985 Tallal, Stark, and Mellits reported the results of a study quite similar in design to the Elliott et al. 1989 report. In, our study, twenty-six 5-8.5-yr-old language-impaired children and thirty-three age-, performance IQ-and SES-matched normal controls were given a large battery of nonverbal and speech perception and motor tests. Tests included the assessment of detection, association, temporal resolution, sequencing, rate processing and serial memory abilities for nonverbal tones, visual nonsense symbols