题名

發展性語言障礙兒童的音韻促發效應

并列篇名

Phonological Priming in Children with Developmental Language Disorder

DOI

10.53106/207455832022120056003

作者

游子儀(Zi-Yi You)；羊蕙君(Hui-Chun Yang)

关键词

發展性語言障礙兒童 ； 音韻促發 ； 音韻表徵 ； 音韻編碼 ； developmental language disorder ； phonological priming ； phonological representation ； phonological encoding

期刊名称

特殊教育學報

卷期/出版年月

56期（2022 / 12 / 01）

页次

81 - 114

内容语文

繁體中文;英文
中文摘要

本研究利用跨模式圖字干擾作業探討與比較習華語發展性語言障礙兒童（DLD）和典型發展兒童（TD）在音節、聲調與次音節單位（聲母及韻母）的音韻促發效應，以更深入了解兒童音韻表徵的型態及處理歷程。共有16名4至6歲11個月的DLD兒童和16名與其性別和年齡配對的TD兒童。促發項之音韻類型包括同音節、同聲母、同韻母、同聲調及無關項；促發項相對於目標項所呈現的時間為前150毫秒（SOA-150）、同時（SOA0）及後150毫秒（SOA+150）。研究結果指出：（1）TD兒童的反應速度和正確率優於DLD兒童；（2）兩組兒童皆呈現同音節促進效應，且均無同聲調促進效應，代表華語兒童詞彙提取歷程中已具有音節框架的存在，而聲調對於詞彙提取的貢獻有限；（3）兩組主要的差異在次音節單位，DLD兒童在SOA-150和SOA+150時均呈現同韻母促進效應，而TD兒童僅在SOA0呈現同聲母抑制效應。據此推論DLD兒童在次音節單位的處理方式與TD兒童不同，TD兒童可能是採用Cohort model的處理模式，而DLD兒童則未使用或尚未發展成熟到能使用此處理模式，其依賴語音知覺顯著性較高的韻母協助詞彙提取。整體而言，DLD兒童音韻處理歷程較無效率，顯現出詞彙提取困難。綜上推論，建議教學與臨床治療需重視DLD兒童詞彙提取與音韻處理能力之評估與訓練。
英文摘要

Phonological priming with cross-modal picture-word interference task was used to investigate the phonological processing in children with and without developmental language disorder (DLD). Sixteen children with DLD aged 4 to 6 years and 11 months, and 16 gender- and age-matched children with typical development (TD) were recruited. The target words were paired with 6 types of phonological primes (identical, syllable-related, onset-related, rhyme-related, tone-related, unrelated), and primes were presented 150ms before (SOA -150), simultaneously (SOA 0), or 150ms after (SOA +150) the target. Results showed that (1) the TD group performed faster and more accurately than the DLD group; (2) both groups demonstrated syllable priming and lack tone priming at all SOAs, which suggests children selected a syllable frame in the lexical access process and the contribution of tone is limited; (3) the primary differences between these two groups were at sub-syllabic level. The DLD group exhibited rhyme priming at SOA -150 and SOA +150, while the TD group only exhibited onset interference at SOA 0. Based on these results, the possible inference was that children with TD may apply Cohort model to perceive incoming phonological information, however, children with DLD may not utilize this manner or they were not mature enough to use it, and their word retrieval process depended on high-saliency rhyme. Overall, the phonological processing in children with DLD was inefficient, and they revealed word retrieval difficulty. Thus, it is recommended to evaluate and intervene word retrieval and phonological processing in children with DLD.
主题分类 社會科學 > 教育學
参考文献
  1. 羊蕙君, Hui-Chun(2017)。學前特定型語言障礙兒童執行功能之探討與支持。臺灣聽力語言學會雜誌，37，1-22。
    連結：
  2. 羊蕙君, Hui-Chun(2017)。學前特定型語言障礙兒童執行功能之探討與支持。臺灣聽力語言學會雜誌，37，1-22。
    連結：
  3. 陳昱君, Yu-Chun,劉惠美, Huei-Mei(2018)。華語學齡前特定型語言障礙兒童的非詞複誦表現與臨床診斷之應用。特殊教育研究學刊，43(3)，57-81。
    連結：
  4. 鐘榮富, Rong-Fu(2010)。華語的韻母結構的本質。台灣聽力語言學會雜誌，26，17-34。
    連結：
  5. Benasich, A. A.,Tallal, P.(2002).Infant discrimination of rapid auditory cues predicts later language impairment.Behavioural Brain Research,136(1),31-49.
  6. Bishop, D. V. M.,Snowling, M. J.,Thompson, P. A.,Greenhalgh, T.,CATALISE consortium(2016).CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children.PLoS ONE,11(7),Article e0158753.
  7. Bishop, D. V. M.,Snowling, M. J.,Thompson, P. A.,Greenhalgh, T.,CATALISE-2 consortium(2017).Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology.Journal of Child Psychology and Psychiatry,58(10),1068-1080.
  8. Boersma, P., & Weenink, D. (2018). Praat: Doing phonetics by computer (Version 6.0. 43.) [Computer software]. https://www.fon.hum.uva.nl/praat/
  9. Brooks, P. J.,MacWhinney, B.(2000).Phonological priming in children’s picture naming.Journal of Child Language,27(2),335-366.
  10. Brooks, P. J.,Seiger-Gardner, L.,Obeid, R.,MacWhinney, B.(2015).Phonological priming with nonwords in children with and without specific language impairment.Journal of Speech, Language, and Hearing Research,58(4),1210-1223.
  11. Chen, J. Y.,O’Séaghdha, P. G.,Chen, T. M.(2016).The primacy of abstract syllables in Chinese word production.Journal of Experimental Psychology: Learning, Memory & Cognition,42(5),825-836.
  12. Chen, J.-Y.,Chen, T.-M.(2007).Form encoding in Chinese word production does not involve morphemes.Language and Cognitive Processes,22(7),1001-1020.
  13. Claessen, M.,Leitão, S.(2012).Phonological representations in children with SLI.Child Language Teaching and Therapy,28(2),211-223.
  14. Constable, A.,Stackhouse, J.,Wells, B.(1997).Developmental word-finding difficulties and phonological processing: The case of the missing handcuffs.Applied Psycholinguistics,18(4),507-536.
  15. Criddle, M. J.,Durkin, K.(2001).Phonological representation of novel morphemes in children with SLI and typically developing children.Applied Psycholinguistics,22(3),363-382.
  16. Dell, G. S.(1986).A spreading-activation theory of retrieval in sentence production.Psychological Review,93(3),283-321.
  17. Dollaghan, C. A.(1987).Fast mapping in normal and language-impaired children.Journal of Speech and Hearing Disorders,52(3),218-222.
  18. Ferguson, M. A.,Hall, R. L.,Riley, A.,Moore, D. R.(2011).Communication, listening, cognitive and speech perception skills in children with auditory processing disorder (APD) or Specific Language Impairment (SLI).Journal of Speech, Language, and Hearing Research,54(1),211-227.
  19. Forster, K. I.,Forster, J. C.(2003).DMDX: A Windows display program with millisecond accuracy.Behavior Research Methods, Instruments, & Computers,35(1),116-124.
  20. Garon, N.,Bryson, S. E.,Smith, I. M.(2008).Executive function in preschoolers: A review using an integrative framework.Psychological Bulletin,134(1),31-60.
  21. Goswami, U.(2002).In the beginning was the rhyme? A reflection on Hulme, Hatcher, Nation, Brown, Adams, and Stuart (2002).Journal of Experimental Child Psychology,82(1),47-57.
  22. Gray, S.(2004).Word learning by preschoolers with specific language impairment: Predictors and poor learners.Journal of Speech, Language, and Hearing Research,47(5),1117-1132.
  23. Gray, S.,Reiser, M.,Brinkley, S.(2012).Effect of onset and rhyme primes in pre-schoolers with typical development and specific language impairment.Journal of Speech, Language, and Hearing Research,55(1),32-44.
  24. Gray, S.,Yang, H. C.,Schlesinger, N.,Weinhold, J.(2014).Strengths and weaknesses of phonological and semantic processing and word representations in preschoolers with Specific Language Impairment.Symposium on Research in Child Lan-guage Disorders Conference,Madison, WI, United States:
  25. Holm, S.(1979).A simple sequentially rejective multiple test procedure.Scandinavian Journal of Statistics,6(2),65-70.
  26. Indefrey, P.,Levelt, W. J.(2004).The spatial and temporal signatures of word production components.Cognition,92(1-2),101-144.
  27. Jerger, S.,Martin, R. C.,Damian, M. F.(2002).Semantic and phonological influences on picture naming by children and teenagers.Journal of Memory and Language,47(2),229-249.
  28. Jescheniak, J. D.,Schriefers, H.(2001).Priming effects from phonologically related distractors in picture-word interference.The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology,54(2),371-382.
  29. Kwan, T. W.(2003).Kwan, T. W. (2003). Chinese character database: With word-formations. https://humanum.arts.cuhk.edu.hk/Lexis/lexi-can/top.php?r.https://humanum.arts.cuhk.edu.hk/Lexis/lexi-can/top.php?r=1
  30. Lahey, M.,Edwards, J.(1996).Why do children with specific language impairment name pictures more slowly than their peers?.Journal of Speech, Language, and Hearing Research,39(5),1081-1098.
  31. Lahey, M.,Edwards, J.(1999).Naming errors of children with specific language impairment.Journal of Speech, Laguage, and Hearing Research,42(1),195-205.
  32. Leonard, L. B.(1998).Children with specific language impairment.The MIT Press.
  33. Levelt, W. J.(2001).Spoken word production: A theory of lexical access.Proceedings of the National Academy of Sciences,98(23),13464-13471.
  34. Liang, K. Y.,Zeger, S. L.(1986).Longitudinal data analysis using generalized linear models.Biometrika,73(1),13-22.
  35. Luce, P. A.,Pisoni, D. B.(1998).Recognizing spoken words: The neighborhood activation model.Ear and Hearing,19(1),1-36.
  36. Maillart, C.,Schelstraete, M.-A.,Hupet, M.(2004).Phonological representations in children with SLI: A study of French.Journal of Speech, Hearing and Language Research,47(1),187-198.
  37. Mani, N.,Plunkett, K.(2010).In the infant’s mind’s ear: Evidence for implicit naming in 18-month-olds.Psychological Science,21(7),908-913.
  38. Mani, N.,Plunkett, K.(2011).Phonological priming and cohort effects in toddlers.Cognition,121(2),196-206.
  39. Marslen-Wilson, W. D.,Welsh, A.(1978).Processing interactions and lexical access during word recognition in continuous speech.Cognitive Psychology,10(1),29-63.
  40. Marslen-Wilson, W.,Tyler, L. K.(1980).The temporal structure of spoken language understanding.Cognition,8(1),1-71.
  41. Mayor, J.,Plunkett, K.(2014).Infant word recognition: Insights from TRACE simulations.Journal of Memory and Language,71(1),89-123.
  42. McClelland, J. L.,Rumelhart, D. E.(1981).An interactive activation model of context effects in letter perception: Part 1. An account of basic findings.Psychological Review,88(5),375-407.
  43. Meyer, A. S.,Schriefers, H.(1991).Phonological facilitation in picture-word interference experiments: Effects of stimulus onset asynchrony and types of interfering stimuli.Journal of Experimental Psychology: Learning, Memory, and Cognition,17(6),1146-1160.
  44. Miller, C. A.,Kail, R.,Leonard, L. B.,Tomblin, J. B.(2001).Speed of processing in children with specific language impairment.Journal of Speech, Language and Hearing Research,44(2),416-433.
  45. Nash, M.,Donaldson, M. L.(2005).Word learning in children with vocabulary deficits.Journal of Speech, Language, and Hearing Research,48(2),439-458.
  46. Norbury, C. F.,Gooch, D.,Wray, C.,Baird, G.,Charman, T.,Simonoff, E.,Vamvakas, G.,Pickles, A.(2016).The impact of nonverbal ability on prevalence and clinical presentation of language disorder: Evidence from a population study.Journal of Child Psychology and Psychiatry,57(11),1247-1257.
  47. O’Seaghdha, P. G.,Chen, J.-Y.,Chen, T.-M.(2010).Proximate units in word production: Phonological encoding begins with syllables in Mandarin Chinese but with segments in English.Cognition,115(2),282-302.
  48. Owens, R. E.(2013).Language disorders: A functional approach to assessment and intervention.Pearson.
  49. Schoff, K.(2019).Undergraduate Honors Thesis CollectionUndergraduate Honors Thesis Collection,未出版
  50. Seiger-Gardner, L.,Brooks, P. J.(2008).Effects of onset-and rhyme-related distractors on phonological processing in children with specific language impairment.Journal of Speech, Language, and Hearing Research,51(5),1263-1281.
  51. Seiger‐Gardner, L.,Schwartz, R. G.(2008).Lexical access in children with and without specific language impairment: A cross‐modal picture-word interference study.International Journal of Language & Communication Disorders,43(5),528-551.
  52. Slowiaczek, L. M.,Hamburger, M.(1992).Prelexical facilitation and lexical interference in auditory word recognition.Journal of Experimental Psychology: Learning, Memory, and Cognition,18(6),1239-1250.
  53. Slowiaczek, L. M.,McQueen, J. M.,Soltano, E. G.,Lynch, M.(2000).Phonological representations in prelexical speech processing: Evidence from form-based priming.Journal of Memory and Language,43(3),530-560.
  54. Tallal, P.,Piercy, M.(1973).Developmental aphasia: Impaired rate of non-verbal processing as a function of sensory modality.Neuropsychologia,11(4),389-398.
  55. Weismer, S. E.,Evans, J.,Hesketh, L. J.(1999).An examination of verbal working memory capacity in children with specific language impairment.Journal of Speech, Language, and Hearing Research,42(5),1249-1260.
  56. Wong, A. W.-K.,Chen, H.-C.(2008).Processing segmental and prosodic information in Cantonese word production.Journal of Experimental Psychology: Learning, Memory, and Cognition,34(5),1172-1190.
  57. 方金雅, Chin-Yia,蘇姿云, Tzu-Yun(2005)。童謠教學對幼兒聲韻覺識影響之研究。高雄師大學報，19，1-19。
  58. 李淑娥, Shu-Er,黃春偵, Chun-Zhen,呂怡萱, Yi-Xuan,楊國屏, Guo-Ping(1999).ㄅㄆㄇ構音練習.財團法人科技輔具文教基金會=Assistive Technology Engineering Lab.
  59. 林佩蓉, Pei-Rong,侯淑柔, Shu-Rou(2009)。幼兒英語學習經驗與中英文音韻覺識能力之研究。幼兒教保研究期刊，3，17-39。
  60. 林幸台, Hsin-Tai,吳武典, Wu-Tien,胡心慈, Shin-Tzu,郭靜姿, Ching-Chih,蔡崇建, Chong-Jian,王振德, Jan-Der(2016).托尼非語文智力測驗（第四版中文版）.心理=Psychological Publishing.
  61. 林寶貴, Bao-Guey,黃玉枝, Yu-Chih,黃桂君, Kuei-Chun,宣崇慧, Chung-Hui(2008).修訂學前兒童語言障礙評量表.教育部=Ministry of Education.
  62. 林寶貴, Bao-Guey,黃玉枝, Yu-Chih,黃桂君, Kuei-Chun,宣崇慧, Chung-Hui(2009).修訂學齡兒童語言障礙評量表.教育部=Ministry of Education.
  63. 范吟伊,Yin-Yi(2012)。國立臺北教育大學=National Taipei University of Education。
  64. 張旭志, Xu-Zhi(2011)。國立臺北護理健康大學=National Taipei University of Nursing and Health Sciences。
  65. 張智超, Chih-Chao(2020)。國立臺北護理健康大學=National Taipei University of Nursing and Health Sciences。
  66. 許月琴, Yueh-Chin(1999)。國立臺灣師範大學=National Taiwan Normal University。
  67. 陳昱君, Yu-Chun(2012)。國立臺灣師範大學=National Taiwan Normal University。
  68. 陳淑麗, Shu-Lee,曾世杰, Shih-Jay(1999)。閱讀障礙學童聲韻能力發展之研究。特殊教育研究學刊，17，205-223。
  69. 陸莉, Li,劉鴻香, Hung-Hsiang(1994).修訂畢保德圖畫詞彙測驗.心理=Psychological Publishing.
  70. 游心雅, Hsin-Ya(2019)。國立臺北護理健康大學=National Taipei University of Nursing and Health Sciences。
  71. 黃瑞珍, Rei-Jane,簡欣瑜, Hsin-Yu,朱麗璇, Li-Xuan,盧璐, Lu(2011).華語兒童理解與表達詞彙測驗.心理=Psychological Publishing.
  72. 楊坤堂, Kun-Tan,張世慧, Shih-Hui,李水源, Shui-Yuan(2004).學前幼兒與國小低年級兒童口語語法能力診斷測驗.教育部=Ministry of Education.
  73. 劉惠美, Huei-Mei,曹峰銘, Feng-Ming(2010).華語嬰幼兒溝通發展量表.心理=Psychological Publishing.
  74. 鄭明中（2007 年 3 月 31 日）。「音節」與英語發音教學。高中英文學科中心電子報 。 https://www.yumpu.com/en/document/read/29030287 〔 Cheng, Ming-Chung (2007, March 31). “Syllable” and english pronunciation teaching. English Education Resource Center Electronic Newspaper.〕
  75. 錡寶香, Pao-Hsiang(2009).兒童語言與溝通發展.心理=Psychological Publishing.
  76. 錡寶香, Pao-Hsiang(2010)。行政院國家科學委員會專題研究計畫成果報告行政院國家科學委員會專題研究計畫成果報告,行政院國家科學委員會=Executive Yuan National Science Council。
被引用次数
  1. (2024)。華語學前發展性語言障礙兒童與典型發展兒童的執行功能與口語能力之關係。特殊教育研究學刊，49(1)，29-61。
print cancel