Auditory Processing of Non-speech Stimuli by Children in Dual-Language Immersion Programs.
Auditory Processing of Non-speech Stimuli by Children in Dual-Language Immersion Programs.
复制标题
DOI：
10.3389/fpsyg.2021.687651
复制
发表时间：
2021
影响因子：
3.8
通讯作者：
Hoeft F
中科院分区：
文献类型：
--
作者：
Jones C;Collin E;Kepinska O;Hancock R;Caballero J;Zekelman L;Vandermosten M;Hoeft F
频率调制（FM）和上升时间（RT）等低级听觉线索的感知对于音位表征、词边界分割和语言韵律模式的协调发展至关重要。在学习一门额外的语言时，孩子们可能会对这些线索变得更加敏感，从而从多种语言输入中提取相关信息。然而，学习另一种语言的儿童在这些听觉处理任务上的表现，如FM和RT，是未知的。本文研究了92名说英语的美国7 - 8岁儿童，并比较了他们在粤语或西班牙语双语浸泡中第二年末在FM和RT感知任务中的表现，并与普通英语教育项目的儿童进行了比较。结果表明，在控制各种因素的情况下，沉浸式课程的儿童对FM的敏感度更高，而对RT的敏感度不高。浸入式课程的学生也有更好的语音意识表现。然而，调频敏感度的个体差异与语音意识无关，这是单语者通常观察到的模式。这些初步研究结果表明，形式语言沉浸可能对低水平听觉加工产生影响。有必要进行进一步的研究，以了解多语言者的语言技能的因果关系和最终影响。
Perception of low-level auditory cues such as frequency modulation (FM) and rise time (RT) is crucial for development of phonemic representations, segmentation of word boundaries, and attunement to prosodic patterns in language. While learning an additional language, children may develop an increased sensitivity to these cues to extract relevant information from multiple types of linguistic input. Performance on these auditory processing tasks such as FM and RT by children learning another language is, however, unknown. Here we examine 92 English-speaking 7–8-year-olds in the U.S. and their performance in FM and RT perceptual tasks at the end of their second year in Cantonese or Spanish dual-language immersion compared to children in general English education programs. Results demonstrate that children in immersion programs have greater sensitivity to FM, but not RT, controlling for various factors. The immersion program students were also observed to have better phonological awareness performance. However, individual differences in FM sensitivity were not associated with phonological awareness, a pattern typically observed in monolinguals. These preliminary findings suggest a possible impact of formal language immersion on low-level auditory processing. Additional research is warranted to understand causal relationships and ultimate impact on language skills in multilinguals.
登录
查看更多内容
影响因子：
3
作者：
Corriveau, Kathleen H.;Goswami, Usha;Thomson, Jennifer M.
通讯作者：
Thomson, Jennifer M.
影响因子：
4.3
作者：
Leong, Victoria;Hamalainen, Jarmo;Goswami, Usha
通讯作者：
Goswami, Usha
影响因子：
3.8
作者：
Cabrera, Laurianne;Tsao, Feng-Ming;Bertoncini, Josiane
通讯作者：
Bertoncini, Josiane
影响因子：
2.9
作者：
Law JM;Vandermosten M;Ghesquiere P;Wouters J
通讯作者：
Wouters J
影响因子：
3.4
作者：
Iliadou VV;Ptok M;Grech H;Pedersen ER;Brechmann A;Deggouj N;Kiese-Himmel C;Śliwińska-Kowalska M;Nickisch A;Demanez L;Veuillet E;Thai-Van H;Sirimanna T;Callimachou M;Santarelli R;Kuske S;Barajas J;Hedjever M;Konukseven O;Veraguth D;Stokkereit Mattsson T;Martins JH;Bamiou DE
通讯作者：
Bamiou DE