Resistance of grammatical impairment to computerized comprehension training in children with specific and non-specific language impairments
Resistance of grammatical impairment to computerized comprehension training in children with specific and non-specific language impairments
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DOI：
10.1080/13682820500144000
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发表时间：
2006-01-01
影响因子：
2.4
通讯作者：
Rosen, S
中科院分区：
文献类型：
--
作者：
Bishop, DVM;Adams, CV;Rosen, S
背景：学龄儿童接受性语言障碍的预后较差，但缺乏有效干预措施的研究。目的：评估儿童对计算机化语法训练计划的反应，以考虑重复回应具有可变语义内容和相同句法结构的口语句子是否会导致一致和流利的理解。方法和程序：8至13岁接受性语言障碍儿童被随机分为三组：S组（n = 12）在计算机游戏中使用带有停顿的语音刺激来对计算机游戏中的可逆句子做出反应。 M 组（n = 12）接受相同的声学刺激，以延长和放大信号的动态部分。 U 组（n = 9）是未经训练的对照组。平均而言，S 组和 M 组的儿童完成了超过 1000 次训练试验，重点是训练对可逆句子的理解。 结果与结果：尽管在训练过程中反应速度加快，并且大多数儿童的表现远高于偶然性，但对于诸如上方/下方和可逆主动/被动等结构的准确率通常仍低于 95%。受过训练的儿童与未经训练的儿童在语言或听觉结果上没有差异。没有证据表明经过声学修改的语音输入可以增强理解能力。结论：可逆句子理解的死记硬背训练似乎并不是解决此类问题的有效方法。对于大多数孩子来说，表现模式表明问题不是缺乏句法知识，而是有限的处理能力导致在线计算意义的失败。
Background: Receptive language impairments in school-age children have a poor prognosis, yet there is a dearth of research on effective interventions.Aims: Children's responses to a computerized grammatical training program were evaluated to consider whether repeated responding to spoken sentences with variable semantic content and the same syntactic structure would lead to consistent and fluent comprehension.Methods & Procedures: Children with receptive language impairments aged from 8 to 13 years were randomly assigned to three groups: Group S (n = 12) responded to reversible sentences in a computerized game, using speech stimuli with pauses before critical phrases. Group M (n = 12) had the same stimuli acoustically modified to lengthen and amplify dynamic portions of the signal. Group U (n = 9) was an untrained control group. On average, children in groups S and M completed over 1000 training trials, focusing on training comprehension of reversible sentences.Outcomes & Results: Although responses speeded up over the course of training, and most children performed well above chance, accuracy typically remained below 95% correct for constructions such as above/below and reversible active/passive. Trained groups did not differ from untrained children on language or auditory outcomes. There was no evidence that acoustically modified speech input enhanced comprehension.Conclusions: Rote training of comprehension of reversible sentences does not seem to be an effective approach to remediating such problems. For most children, the pattern of performance suggested that the problem was not a lack of syntactic knowledge, bur rather limited processing capacity that led to failures of on-line computation of meaning.