Development of spoken word recognition and phoneme awareness in young children

建议的研究计划探讨了发展机制，推动儿童的口语单词识别走向成熟的状态。成人文学中的口语词识别被认为是一个有区别的过程。语音输入激活收听者词典（相似性邻域）中所有发音相似的单词，并且单词竞争识别。位于密集邻域中的单词（即，具有许多相似发音的邻居）比那些位于稀疏邻域中的邻居识别得更慢且更不准确。词汇表征和词汇组织是基于片段或音素的，这不随单词邻域的大小或单词内信息的位置而变化。对儿童早期到中期口语识别的发展知之甚少。儿童的词汇量比成年人小，而且随着词汇知识的持续增长，他们的词汇量也比成年人更有活力。拟议的研究计划的目的是探讨增加邻里密度的作用，在驱动段表示，处理和组织在幼儿的口语单词识别。邻里密度增加的作用也检查有关儿童的语音意识能力的发展，包括训练实验，以测试这种关系的因果关系。密度和语音定位概率对幼儿的口语单词识别和词汇习得的影响进行了研究，以更好地了解这些影响，并测试是否可以区分，如在成年人的行为数据。拟议的研究计划还探讨是否不同的措施，旨在评估质量的语音表征形成一个单一的结构，是稳定的，随着时间的推移和预测的增长，语音意识和阅读。从拟议的研究结果有更好地理解语言发展及其在阅读习得中的作用的影响，并将感兴趣的领域的语言发展和障碍，阅读收购，和阅读障碍。

The proposed research program examines the developmental mechanisms which drive children's spoken word recognition toward a mature state. Spoken word recognition in the adult literature is presumed to be a discriminative process. The speech input activates all similarly sounding words in a listener's lexicon (a similarity neighborhood) and words compete for recognition. Words that reside in dense neighborhoods (i.e., have many similarly sounding neighbors) are recognized more slowly and less accurately than those residing in sparse neighborhoods. Lexical representations and lexical organization are based on segments or phonemes, and this does not vary with the size of a word's neighborhood or the position of information within a word. Less is known about the development of spoken word recognition in early through middle childhood. Children's lexicons are smaller than adults and more dynamic as vocabulary knowledge continues to grow substantially past the initial vocabulary growth spurt. The proposed program of research aims to explore the role of increased neighborhood density in driving segmental representation, processing, and organization in young children's spoken word recognition. The role of increasing neighborhood density is also examined in relation to the development of children's phonological awareness abilities, and a training experiment is included to test the causal nature of this relationship. The effects of density and phonotactic probabilities on young children's spoken word recognition and vocabulary acquisition are examined toward a better understanding of these influences and to test if each can be differentiated, as in the adult behavioral data. The proposed program of research also examines whether different measures purporting to evaluate the quality of phonological representations form a unitary construct that is stable over time and predictive of growth in phonological awareness and reading. The findings from the proposed studies have implications for better understanding language development and its role in reading acquisition and will be of interest to those in the fields of language development and impairments, reading acquisition, and reading disabilities.