Effects of input rate and age on the real-time language processing of children with specific language impairment.
Effects of input rate and age on the real-time language processing of children with specific language impairment.
复制标题
输入速率和年龄对特定语言障碍儿童实时语言处理的影响。
DOI：
10.1080/13682820400011069
复制
发表时间：
2005
影响因子：
2.4
通讯作者：
Montgomery,JamesW
中科院分区：
文献类型：
--
作者：
Montgomery,JamesW
背景：与同龄同龄人相比，有特殊语言障碍(SLI)的学龄儿童表现出较慢的实时(即即时)语言处理。当输入速度变慢时，SLI儿童的离线句子理解能力会得到提高。虽然这一发现表明较慢的输入传递促进了这些儿童的语言处理，但这样的解释还为时过早，因为没有直接解决这个问题的数据。此外，尽管典型的发展中(TD)儿童在语言处理方面表现出与年龄相关的改善(即他们变得更快的处理器)，但尚不清楚SLI儿童是否表现出同样的发展进步。目的：研究降低输入率是否可以提高SLI儿童的在线语言处理能力。如果是这样的话，他们识别低速句子中嵌入的单词的反应时间(RT)应该比正常和快速句子中的单词快。对于TD儿童，RT应该不受速率操作的影响，因为他们的语言处理系统足够强大，可以处理如此简单的输入操作。第二个目的是提供SLI儿童语言加工能力发展过程的初步数据。方法和程序：20名SLI学龄儿童和20名年龄匹配的TD儿童完成单词再认RT任务。儿童对目标词的简单句子进行监控，并在认出目标词后立即做出计时反应。句子以正常、慢、快三种语速呈现。结果与结果：存在显著的输入率交互作用。与TD同龄人相比，SLI儿童在正常语速和快语速句子中产生的反应时显著较慢，而在慢语速句子中产生的反应时较快。组内分析表明，SLI儿童在慢速句子中产生的反应时最快，在快语速句子中产生的反应时最慢。TD儿童呈现出相反的反应模式：快速句的反应时最快，慢速句的反应时最慢。年龄也有显著的影响。无论语言状态如何，年龄较大的儿童比年龄较小的儿童产生更快的反应时。有趣的是，即使是年龄最大的SLI儿童也比最小的TD儿童表现出显著的RT慢。结论：SLI儿童的实时语言加工可以在较慢的呈现速度下得到促进。较慢的速度显然允许这些儿童有时间更有效地将他们的注意力资源分配给支持理解的各种加工操作。此外，SLI儿童的语言熟练程度随着年龄的增长而提高。然而，年龄较大的SLI儿童仍然比他们最小的TD同龄人慢，这表明SLI儿童的语言处理机制的运行效率甚至比他们接受性语言知识可能预测的更低。
Background: School‐age children with specific language impairment (SLI) exhibit slower real‐time (i.e. immediate) language processing relative to same‐age peers. The offline sentence comprehension of children with SLI can be improved when the input is slowed down. Although this finding suggests that a slower input delivery facilitates these children's language processing, such an interpretation is premature, as there are no data directly addressing the issue. Additionally, while typically developing (TD) children demonstrate age‐related improvements in language processing (i.e. they become faster processors), it is unclear whether children with SLI show the same developmental improvement.Aims: It was investigated whether a reduced input rate can enhance the online language processing of children with SLI. If it does, their reaction time (RT) for recognizing words embedded in sentences delivered at a slow rate should be faster relative to words in normal‐ and fast‐rate sentences. For TD children, RT should be unaffected by rate manipulation, as their language‐processing system is sufficiently robust to handle such a simple input manipulation. A secondary aim was to provide preliminary data on the developmental course of language processing proficiency in children with SLI.Methods & Procedures: Twenty school‐age children with SLI and 20 age‐matched TD children completed a word recognition RT task. Children monitored simple sentences for a target word and made a timed response immediately upon recognizing the target. Sentences were presented at ‘normal’, ‘slow’ and ‘fast’ speaking rates.Outcomes & Results: There was a significant group by input rate interaction. Children with SLI, relative to TD peers, yielded significantly slower RT for normal‐ and fast‐rate sentences, but faster RT for slow‐rate sentences. Within‐group analyses showed the children with SLI produced the fastest RT for slow‐rate sentences and the slowest RT for fast‐rate sentences. The TD children showed the opposite response pattern: the fastest RT for fast‐rate sentences and the slowest RT for slow‐rate sentences. Age also had a significant effect. Regardless of language status, older children produced faster RT than younger children. Interestingly, even the oldest children with SLI still demonstrated significantly slower RT than the youngest TD children.Conclusions: The real‐time language processing of children with SLI can be facilitated when the material is presented at a slower rate. A slower rate apparently allows these children time to allocate their attentional resources more effectively to the various processing operations supporting comprehension. Additionally, the language proficiency of children with SLI improves with age. However, older children with SLI are still slower than their youngest TD peers, suggesting that the language‐processing apparatus of children with SLI operates even more inefficiently than what their receptive language knowledge might otherwise predict.