特定型语言障碍儿童新异名词快速附带性学习能力研究
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摘要
目的探讨特定型语言障碍儿童快速附带性学习新异名词的能力。方法采用快速附带性学习范式,考察特定型语言障碍儿童在故事背景下对6个新异名词的理解与表达与对照组儿童的差异。结果特定型语言障碍儿童与生理年龄、语言能力匹配组儿童快速附带性学习新异名词的理解与表达得分均不存在显著差异(P>0.05)。结论特定型语言障碍儿童接触新词的形式并与指称物进行配对的能力与普通儿童无异,其在新异名词的理解与表达学习与普通儿童具有一致的发展模式。
Objective To explore the ability of children with specific language impairments to learn novel word quickly and incidentally.Methods A quick incidental learning paradigm is used to examine the differences in the learning of six novel words in a story background between children with specific language impairments and children in the control group.Results There is no significant difference in the reception and expression scores of novel words for fast compulsive learning among children with specific language impairment, the matched age group and language ability matching group(P>0.05).Conclusion Children with specific language impairment have the same ability to interact with a novel word and match the referents as the control group. Children with specific language impairment have consistent development with normal children in reception and expressing novel word.
Objective To explore the ability of children with specific language impairments to learn novel word quickly and incidentally.Methods A quick incidental learning paradigm is used to examine the differences in the learning of six novel words in a story background between children with specific language impairments and children in the control group.Results There is no significant difference in the reception and expression scores of novel words for fast compulsive learning among children with specific language impairment, the matched age group and language ability matching group(P>0.05).Conclusion Children with specific language impairment have the same ability to interact with a novel word and match the referents as the control group. Children with specific language impairment have consistent development with normal children in reception and expressing novel word.
引文
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[11]Oetting JB,Rice ML,Swank LK.Quick Incidental Learning(QUIL)of words by school-age children with and without SLI[J].Journal of Speech&Hearing Disorders,1995,38(2):434-445.
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[15]Dollaghan CA.Fast mapping in normal and languageimpaired children[J].Journal of Speech&Hearing Disorders,1987,52(3):218-222.
[2]许瑾,刘小燕,吴德,等.4~5岁普通话特定型语言障碍儿童的筛检与诊断[J].中国听力语言康复科学杂志,2012,10(6):430-431.
[3]张敬贤.典型发展、特定型语言障碍、唐氏症、与自闭症幼儿早期沟通行为之比较[D].国立台北护理学院听语障碍科学研究所.2007.1-7.
[4]周玉凤.基于语音短时记忆的词汇习得探究[J].北华大学学报(社会科版),2012,13(6):159-160.
[5]桑标,缪小春.皮博迪图片词汇测验修订版(PPVT-R)-上海市区试用常模的修订[J].心理科学通讯,1990,(5):22-27.
[6]李丹,胡克定,陈国鹏,等.瑞文测验联合型(CRT)上海市区试测报告[J].心理科学,1988,(4):29-33.
[7]骞心曼.3-6岁台湾特定型语言障碍儿童的辞汇习得-以图片命名作业为例[D].中原大学.2006.1-95.
[8]郑振宇.2267名2-6岁儿童汉语单音节词语音发展状况调查[D].华中科技大学.2007.
[9]王丹.自闭症儿童线索指向注意能力的实验研究[D].华东师范大学.2016.
[10]陈昱君.学龄前特定型语言障碍儿童新词学习与音韵处理能力之探究[D].台湾师范大学.2012.1-30.
[11]Oetting JB,Rice ML,Swank LK.Quick Incidental Learning(QUIL)of words by school-age children with and without SLI[J].Journal of Speech&Hearing Disorders,1995,38(2):434-445.
[12]Chen Y,Liu HM.Novel-word learning deficits in Mandarin-speaking preschool children with specific language impairments[J].Research in Developmental Disabilities,2014,35(1):10-20.
[13]Brackenbury T,Fey ME.Quick Incidental Verb Learning in4-Year-Olds:Identification and Generalization[J].Journal of Speech Language and Hearing Research,2003,46(2):313-327.
[14]Rice ML,Woodsmall L.Lessons from television:Children's word learning when viewing[J].Child Development,1988,59(2),420-429.
[15]Dollaghan CA.Fast mapping in normal and languageimpaired children[J].Journal of Speech&Hearing Disorders,1987,52(3):218-222.