Childhood is a critical period for language development, and it is of great importance to discover normal language development and any specific language impairment （SLI） in child language acquisition and then to giv...Childhood is a critical period for language development, and it is of great importance to discover normal language development and any specific language impairment （SLI） in child language acquisition and then to give them timely diagnosis and treatment. Also it has been previously shown that the non-word repetition task is an efficient assessment tool to screen out those children suspected with SLI. Based on this premise, the present study examined whether the non-word repetition task can be a suitable screening tool to detect language disorders for preschool children in Mandarin Chinese in China. A non-word repetition task was adapted specifically for this purpose. This study examined differences in non-word repetition performance of Mandarin-speaking preschool children screened by a criterion-referenced diagnostic test of specific language impairment （SLI） （the value of Cronbach Alpha at 0.86）. A sample of 282 children were administered the diagnostic test, and a total of 23 SLI suspects were screened out as their language ability measures deviated from the mean by 1.5 SDs. Results indicated that children with SLI made no error with respect to tone in Mandarin, but they showed great difficulty in non-word repetition skills compared to age-matched controls. The findings confirmed that the non-word repetition task is a culturally nonbiased index of language disorders, and that two syllable non-words can be used to identify language disorder.展开更多
本研究通过考察正常儿童和特殊语言障碍(Specific Language Impairment,简称SLI)儿童"把"字句的习得情况发现,汉语普通话SLI儿童在习得"把"字句中存在语法缺损现象,具体表现为:(1)汉语SLI儿童在"把"字句...本研究通过考察正常儿童和特殊语言障碍(Specific Language Impairment,简称SLI)儿童"把"字句的习得情况发现,汉语普通话SLI儿童在习得"把"字句中存在语法缺损现象,具体表现为:(1)汉语SLI儿童在"把"字句产出、理解和模仿方面都不如年龄相当组儿童(Typically-Developing Age Matched Children,简称TDA),但与语言能力相当组儿童(Typically-Developing YoungerChildren,简称TDY)之间没有显著性差异。(2)在三类不同述补结构的"把"字句产出、理解以及模仿方面,SLI儿童表现最好的是带结果补语的"把"字句,其次是趋向补语和处所补语,然而SLA儿童整体上的表现都不如TDA儿童。(3)在"把"字句中施事和受事的产出和理解上,TDA儿童表现得最好,其次是TDY和SLI儿童。展开更多
单纯型语言障碍（specific language impairment，SLI）是指个体语言功能发展受限，这种语言缺陷并非由听力缺陷、智力损伤或神经损伤引起。本研究介绍了单纯型语言障碍儿童的语言特征、社会情绪行为和信息加工特征，以及单纯型语言障...单纯型语言障碍（specific language impairment，SLI）是指个体语言功能发展受限，这种语言缺陷并非由听力缺陷、智力损伤或神经损伤引起。本研究介绍了单纯型语言障碍儿童的语言特征、社会情绪行为和信息加工特征，以及单纯型语言障碍研究的趋势。展开更多
Autism spectrum disorder(ASD) is diagnosed on the basis of core impairments in pragmatic language skills, which are found across all ages and subtypes. In contrast, there is significant heterogeneity in language pheno...Autism spectrum disorder(ASD) is diagnosed on the basis of core impairments in pragmatic language skills, which are found across all ages and subtypes. In contrast, there is significant heterogeneity in language phenotypes, ranging from nonverbal to superior linguistic abilities, as defined on standardized tests of vocabulary and grammatical knowledge. The majority of children are verbal but impaired in language, relative to age-matched peers. One hypothesis is that this subgroup has ASD and co-morbid specific language impairment(SLI). An experiment was conducted comparing children with ASD to children with SLI and typically developing controls on aspects of language processing that have been shown to be impaired in children with SLI: repetition of nonsense words. Patterns of performance among the children with ASD and language impairment were similar to those with SLI, and contrasted with the children with ASD and no language impairment and typical controls, providing further evidence for the hypothesis that a subgroup of children with ASD has co-morbid SLI. The findings are discussed in the context of brain imaging studies that have explored the neural bases of language impairment in ASD and SLI, and overlap in the genes associated with elevated risk for these disorders.展开更多
目的探讨发声复述及延迟时间对特定型语言障碍(SLI)儿童新词命名学习的影响。方法 2017年11月至12月,来自普通幼儿园的儿童45例分为SLI组、生理年龄匹配组和语言能力匹配组,每组15例。采用3(组别)×2(发声复述:有/无)×2(延迟时...目的探讨发声复述及延迟时间对特定型语言障碍(SLI)儿童新词命名学习的影响。方法 2017年11月至12月,来自普通幼儿园的儿童45例分为SLI组、生理年龄匹配组和语言能力匹配组,每组15例。采用3(组别)×2(发声复述:有/无)×2(延迟时间:10 s/5 min)三因素混合实验设计,考察发声复述和延迟时间对SLI儿童新词命名学习的影响。结果组别主效应显著(F=3.706, P <0.05),发声复述主效应非常显著(F=25.570, P <0.001),延迟时间主效应非常显著(F=226.746, P <0.001);发声复述和延迟时间交互效应非常显著(F=22.808, P <0.001),延迟时间和组别交互效应显著(F=3.739, P <0.05)。其他因素交互效应均不显著。结论 SLI儿童存在新词命名学习缺陷,发声复述策略能减少新词语音信息在短时记忆中的衰退,改善新词命名。展开更多
近几年来，英美有愈来愈多的研究尝试找出造成特定型语言障碍儿童（children with Specific language impairment, SLI）语言习得困难的原因，其中更有很多实证性资料显示，音韵短期记忆缺陷（phonological short-term memory deficit...近几年来，英美有愈来愈多的研究尝试找出造成特定型语言障碍儿童（children with Specific language impairment, SLI）语言习得困难的原因，其中更有很多实证性资料显示，音韵短期记忆缺陷（phonological short-term memory deficit）似乎可解释儿童语言障碍的问题。而研究者则常以非词复述（nonword repetition）测量儿童的音韵短期记忆。虽然，几乎所有研究结果都倾向支持上述论点，然而这些发现都是来自习英文特定型语言障碍儿童的研究，在解释及推论上有其限制。因此，本研究乃以习声调语言角度探讨台湾特定型语言障碍儿童的音韵短期记忆，以期能让我们对特定型语言障碍的共通特徵或语言学习历程有更深一层之认识。综合本研究结果，显示：（1）习华语特定型语言障碍儿童的音韵短期记忆能力显着低於同龄一般儿童。（2）习华语特定型语言障碍儿童无论是在复述二、三、四音节或五音节非词的表现，都显着落於一般儿童之後，且会随音节数加长而表现更差。（3）即使将声韵觉识能力或是音韵区辨能力控制後，习华语特定型语言障碍儿童的音韵短期忆能力仍然显着低於同龄一般儿童。（4）特定型语言障碍儿童与一般儿童的音韵短期记忆能力与多项口语理解能力皆未有显着相关。整体而言，本研究的结果与国外研究发现一致，支持特定型语言障儿童音韵短期记忆缺陷的论点。展开更多
基金supported by the Child Caring Center, Tianjin Normal University, Tianjin, China
文摘Childhood is a critical period for language development, and it is of great importance to discover normal language development and any specific language impairment （SLI） in child language acquisition and then to give them timely diagnosis and treatment. Also it has been previously shown that the non-word repetition task is an efficient assessment tool to screen out those children suspected with SLI. Based on this premise, the present study examined whether the non-word repetition task can be a suitable screening tool to detect language disorders for preschool children in Mandarin Chinese in China. A non-word repetition task was adapted specifically for this purpose. This study examined differences in non-word repetition performance of Mandarin-speaking preschool children screened by a criterion-referenced diagnostic test of specific language impairment （SLI） （the value of Cronbach Alpha at 0.86）. A sample of 282 children were administered the diagnostic test, and a total of 23 SLI suspects were screened out as their language ability measures deviated from the mean by 1.5 SDs. Results indicated that children with SLI made no error with respect to tone in Mandarin, but they showed great difficulty in non-word repetition skills compared to age-matched controls. The findings confirmed that the non-word repetition task is a culturally nonbiased index of language disorders, and that two syllable non-words can be used to identify language disorder.
文摘本研究通过考察正常儿童和特殊语言障碍(Specific Language Impairment,简称SLI)儿童"把"字句的习得情况发现,汉语普通话SLI儿童在习得"把"字句中存在语法缺损现象,具体表现为:(1)汉语SLI儿童在"把"字句产出、理解和模仿方面都不如年龄相当组儿童(Typically-Developing Age Matched Children,简称TDA),但与语言能力相当组儿童(Typically-Developing YoungerChildren,简称TDY)之间没有显著性差异。(2)在三类不同述补结构的"把"字句产出、理解以及模仿方面,SLI儿童表现最好的是带结果补语的"把"字句,其次是趋向补语和处所补语,然而SLA儿童整体上的表现都不如TDA儿童。(3)在"把"字句中施事和受事的产出和理解上,TDA儿童表现得最好,其次是TDY和SLI儿童。
基金supported by the National Institutes of Health(Grant Nos.U19 DC03610,RO1 DC 10290,and M01 RR00533)
文摘Autism spectrum disorder(ASD) is diagnosed on the basis of core impairments in pragmatic language skills, which are found across all ages and subtypes. In contrast, there is significant heterogeneity in language phenotypes, ranging from nonverbal to superior linguistic abilities, as defined on standardized tests of vocabulary and grammatical knowledge. The majority of children are verbal but impaired in language, relative to age-matched peers. One hypothesis is that this subgroup has ASD and co-morbid specific language impairment(SLI). An experiment was conducted comparing children with ASD to children with SLI and typically developing controls on aspects of language processing that have been shown to be impaired in children with SLI: repetition of nonsense words. Patterns of performance among the children with ASD and language impairment were similar to those with SLI, and contrasted with the children with ASD and no language impairment and typical controls, providing further evidence for the hypothesis that a subgroup of children with ASD has co-morbid SLI. The findings are discussed in the context of brain imaging studies that have explored the neural bases of language impairment in ASD and SLI, and overlap in the genes associated with elevated risk for these disorders.
文摘目的探讨发声复述及延迟时间对特定型语言障碍(SLI)儿童新词命名学习的影响。方法 2017年11月至12月,来自普通幼儿园的儿童45例分为SLI组、生理年龄匹配组和语言能力匹配组,每组15例。采用3(组别)×2(发声复述:有/无)×2(延迟时间:10 s/5 min)三因素混合实验设计,考察发声复述和延迟时间对SLI儿童新词命名学习的影响。结果组别主效应显著(F=3.706, P <0.05),发声复述主效应非常显著(F=25.570, P <0.001),延迟时间主效应非常显著(F=226.746, P <0.001);发声复述和延迟时间交互效应非常显著(F=22.808, P <0.001),延迟时间和组别交互效应显著(F=3.739, P <0.05)。其他因素交互效应均不显著。结论 SLI儿童存在新词命名学习缺陷,发声复述策略能减少新词语音信息在短时记忆中的衰退,改善新词命名。
文摘近几年来，英美有愈来愈多的研究尝试找出造成特定型语言障碍儿童（children with Specific language impairment, SLI）语言习得困难的原因，其中更有很多实证性资料显示，音韵短期记忆缺陷（phonological short-term memory deficit）似乎可解释儿童语言障碍的问题。而研究者则常以非词复述（nonword repetition）测量儿童的音韵短期记忆。虽然，几乎所有研究结果都倾向支持上述论点，然而这些发现都是来自习英文特定型语言障碍儿童的研究，在解释及推论上有其限制。因此，本研究乃以习声调语言角度探讨台湾特定型语言障碍儿童的音韵短期记忆，以期能让我们对特定型语言障碍的共通特徵或语言学习历程有更深一层之认识。综合本研究结果，显示：（1）习华语特定型语言障碍儿童的音韵短期记忆能力显着低於同龄一般儿童。（2）习华语特定型语言障碍儿童无论是在复述二、三、四音节或五音节非词的表现，都显着落於一般儿童之後，且会随音节数加长而表现更差。（3）即使将声韵觉识能力或是音韵区辨能力控制後，习华语特定型语言障碍儿童的音韵短期忆能力仍然显着低於同龄一般儿童。（4）特定型语言障碍儿童与一般儿童的音韵短期记忆能力与多项口语理解能力皆未有显着相关。整体而言，本研究的结果与国外研究发现一致，支持特定型语言障儿童音韵短期记忆缺陷的论点。
