The development of language-specific and language-independent talker processing.
The development of language-specific and language-independent talker processing.
复制标题
DOI：
10.1044/1092-4388(2012/12-0095
复制
发表时间：
2013-06
期刊：
影响因子：
--
通讯作者：
S. Levi;R. Schwartz
中科院分区：
文献类型：
--
作者：
S. Levi;R. Schwartz
在这项研究中，作者的目的是通过比较不同年龄和语言障碍组的表现，研究语言能力的差异如何与母语和不熟悉的语言处理谈话者信息的差异有关。方法3组具有典型语言发育的英语母语者（7-9岁，10-12岁，成人）和2组具有特殊语言障碍的英语母语者（7-9岁，10-12岁，成人）参加了本研究。听众听到英语和德语（不熟悉的语言）的成对单词，并被要求确定这些单词是由同一个还是不同的说话者产生的。结果：在英语中，说话者辨别力随年龄增长而提高。在德语中，学龄儿童的表现随着年龄的增长而提高，但成年听众的表现更差。SLI儿童与正常儿童之间无差异。结论这些结果表明，作为听众的语言技能的发展，有一个权衡之间的更一般的感知能力有用的处理说话者的信息，在任何语言和那些相关的日常语言经验，因此，绑定到语音。有语言障碍和没有语言障碍的儿童之间缺乏差异表明，至少在一些SLI儿童中，一般的听觉处理可能是完整的。
PURPOSE In this study, the authors aimed to investigate how differences in language ability relate to differences in processing talker information in the native language and an unfamiliar language by comparing performance for different ages and for groups with impaired language. METHOD Three groups of native English listeners with typical language development (TLD; ages 7-9, ages 10-12, adults) and 2 groups with specific language impairment (SLI; ages 7-9, ages 10-12) participated in the study. Listeners heard pairs of words in both English and German (unfamiliar language) and were asked to determine whether the words were produced by the same or different talkers. RESULTS In English, talker discrimination improved with age. In German, performance improved with age for the school-age children but was worse for adult listeners. No differences were found between TLD and SLI children. CONCLUSION These results show that as listeners' language skills develop, there is a trade-off between more general perceptual abilities useful for processing talker information in any language and those that are relevant to their everyday language experiences and, thus, tied to the phonology. The lack of differences between the children with and without language impairments suggests that general auditory processing may be intact in at least some children with SLI.