汉语母语儿童和成人视听双通道英语语音知觉的训练研究

本研究通过前测-训练-后测的实验程序,对22名五年级小学生和29名大学一年级学生在不同测查条件下知觉英语辅音/s/和/θ/的可塑性情况进行了考察和比较。两个年龄阶段被试在前后测中均接受纯听、视听一致、视听不一致和纯视条件下的测查,训练时两个年龄阶段被试中分别有一半接受纯听训练,另一半接受视听训练,训练时间历时10天,每天30分钟左右。对训练效果的分析发现:(1)接受纯听和视听训练的五年级学生在纯视测查条件下知觉英语辅音/s/和/θ/的提高率有显著差异,视听训练被试显著高于纯听训练被试,在其他条件下没有显著差异;(2)接受两种训练的大学生在所有条件下知觉英语辅音/s/和/θ/的提高率都没有显著差异。说明儿童表现出了更强的视听双通道语音知觉的可塑性。     

语音辨析训练对方言儿童语音意识和阅读能力发展的作用

本研究通过汉语拼音和128个汉字的特别语音辨析或常规教学对40名普通话儿童和40名福州话-普通话双语儿童进行了声母、韵母和声调方面的训练并且观测其对词汇阅读能力的影响.两类被试各分为两组,每组20人, 一组接受特别训练,另一组接受常规教学式训练,为期24天,每天30分钟.结果显示,两种不同训练对两类被试产生不同效应:两种不同训练对普通话被试没有显著的效果差异,而对方言被试却有显著差异.特别训练对方言被试的语音意识和词汇阅读水平有显著的促进作用,常规训练没有这种促进作用.文章对这种训练效应产生的机制进行了讨论.     

非母语语音短期学习的年龄效应

采用短期人工训练的范式,选取没有任何朝鲜语经验的二年级儿童、五年级儿童和大学生为被试,以一对朝鲜语语音为材料,探讨非母语语音学习的年龄效应。被试分别在学习前和每天学习后完成语音分辨测查。结果发现:(1)汉语被试辨别朝鲜语紧音/k^*/和松音/k/时存在困难;(2)在学习前,大学生的语音辨别正确率最高,五年级儿童次之,二年级儿童最低;(3)学习后,二年级儿童辨别成绩的提高量高于五年级儿童和大学生。该结果支持了学习非母语语音的年龄越小,学习效果越好、学习速度更快的假设。     

汉语语音型阅读障碍儿童的范畴知觉技能

选取汉语中存在语音意识缺陷的阅读障碍儿童、正常儿童和成人各25名为被试,考察了语音型阅读障碍儿童是否存在言语知觉缺陷.言语知觉任务采用范畴知觉范式,要求被试识别合成或自然的语音范畴连续体.结果发现语音型阅读障碍儿童识别合成和自然的刺激都表现出范畴知觉缺陷,对范畴内刺激的识别缺少一致性;个体分析表明大部分语音型阅读障碍儿童有较低的识别函数斜率;回归分析表明言语知觉技能通过语音意识的中介作用于阅读能力的发展.     

语音训练对幼儿英语语音意识和字母知识的促进

语音意识是影响英语阅读能力的关键因素。本研究结合语音教学法的思想,采用自编的教学材料和语音游戏,通过字母故事和语音训练游戏,训练儿童的语音意识。研究者在北京市一所普通幼儿园选取了无英语学习经验的3岁左右中国幼儿63名,随机分为实验组和控制组,经过8周的语音教学实验,发现接受语音教学的实验组儿童在音节意识、音韵意识、音素意识和字母识别等方面较接受普通英语教学的控制组都有显著提高。结果表明早期有针对性的语音训练可能能够更快地提高幼儿的语音意识。     

汉语语音范畴性知觉在儿童早期阅读中的作用

本研究以172名幼儿园中、大班和小学一年级的5~7岁儿童为研究对象, 测查了语音范畴性知觉、语音意识、短时记忆和汉字识别, 并通过群体差异比较、分层回归和结构方程建模的方法, 探讨了语音范畴性知觉、语音意识和早期阅读的关系。结果发现:(1)5~7岁儿童的语音范畴性知觉、语音意识能力随年龄的增加而显著提高;(2)语音范畴性知觉能力与语音意识, 特别是韵母意识和音节意识显著相关;(3)在语音与早期汉字识别能力的发展模型中, 语音范畴性知觉不直接影响汉字识别, 其对早期阅读的影响是通过语音意识的中介来实现的。     

汉语儿童的语音意识特点及阅读能力高低读者的差异

选取小学３,４,５年级儿童各２０名作为被试,系统探讨了儿童汉语普通话的音节意识、首音韵脚意识和音位意识的特点及发展,根据老师的评价把被试分为好的读者和差的读者。研究结果表明,语音意识测验成绩随年级的增长而提高;音节意识与首音一韵脚意识先于音位意识而发展;好、差读者在语音意识测验成绩上差异显著,而且,年级差异与好、差读者差异的程度和趋势是一致的,好、差读者在语音意识发展的速度上是不同的。     

汉语儿童的语音加工技能与其单词朗读技能的关系研究

以121名小学五年级学生为被试,采用测验法,考察了汉语儿童的语音技工技能与其英文单词朗读技能的关系。结果表明:语音加工技能的三种成分均能够对英文单词朗读技能产生影响,其中,语音意识对单词朗读技能具有重要影响,快速命名能力和语音工作记忆也能够对单词朗读技能产生影响。     

"语音意识与语音智力同质说"初证

以128名小学一、三年级的学生为被试,以英语语音意识测验和言语智力测验为工具,采用因素分析的技术,初步探讨了“语音意识与语音智力同质说”的合法性问题。结果表明:(1)围绕小学一、三年级的英语语音意识和言语智力测验数据而进行的探索性因素分析,都抽取了唯一的公因子;(2)围绕小学一、三年级的英语语音意识和言语智力测验数据而进行的验证性因素分析也发现,小学一、三年级的语音智力结构模型,都具有出色的拟合度。这些结果都说明:“语音意识与语音智力同质说”具有合法性。     

汉语语音范畴性知觉及其发展

范畴性是言语知觉的一个显著特征,长期以来一直受到研究者的普遍关注。但汉语不同语音特征的范畴性知觉特点及其发展模式迄今为止还很少有研究涉及。本研究利用语音合成的方法分别改变辅音的送气/不送气特征和声调的基频曲线,生成语音刺激连续体,采用范畴性知觉的经典研究范式探讨了汉语正常成人被试嗓音启动时间（Voice onset time,VOT）和声调范畴性知觉的特点及不同年龄儿童的发展模式。研究结果表明：（1）成人被试对VOT和声调的知觉是范畴性的;（2）对于汉语声调特征,6岁儿童已经具有类似成人的范畴性知觉能力;而在VOT这一维度上,范畴知觉能力随着年龄发展不断精细化,但7岁儿童也尚未达到成年人的敏感程度,说明汉语VOT和声调这两个不同的语音特征经历了不同的发展模式。     

Phonetic prototypes

Speech perception may be viewed as a phonetic categorization task in which the listener assigns incoming sounds to various phonetic categories. The present experiment tests two classes of models of phonetic categorization: (1) models in which the listener has a threshold or boundary between alternative categories vs. (2) models in which the listener compares the input to prototypical representations of the alternative phones. In a pretest, listeners located on a VOT continuum the /ga/ that they thought was prototypical. Selective adaptation was then conducted using both the selected prototype and adaptors nearer and further from the phoneme boundary. The prototype adaptor produced more adaptation than the other adaptors. This result supports a prototype-based representation for phonetic categorization; several process models using such a representation are considered.     

Phonetic awareness and reading acquisition

Summary Three issues are dealt with: the relationship between phonetic awareness and reading acquisition, the nature of the cognitive capacities that make phonetic awareness possible, and the potential influence of phonetic awareness on language perception and comprehension. Data on the relationships between phonetic awareness and reading acquisition support an interactive view. For most people, learning to read in the alphabetic system stimulates phonetic awareness. On the other hand, phonetic awareness is a critical factor for success in reading acquisition. Indications about the nature of the cognitive capacities that underlie phonetic awareness may be obtained by inspecting its development. Two capacities at least seem to be required: the capacity to ignore meaning and focus on the sound properties of speech and the capacity of segmentation.Lack of phonetic awareness does not imply that phonetic processing does not take place during speech perception. Recent data suggest that speech perception includes a stage of extraction of phonetic features regardless of whether or not the subject is able to segment speech into phones explicitly. However, phonetic awareness may influence perceptual strategies and the relative weight of meaning expectancies in identification.Our work received support from the Belgian Fonds de la Recherche fondamentale collective (F.R.F.C.) under contracts No. 2.4505.76 and 2.4505.80 as well as from the Belgian Ministère de la Politique et de la Programmation scientifiques (Action de Recherche concertée Processus cognitifs dans la lecture)     

Phonetic categorization in auditory word perception

To investigate the interaction in speech perception of auditory information and lexical knowledge (in particular, knowledge of which phonetic sequences are words), acoustic continua varying in voice onset time were constructed so that for each acoustic continuum, one of the two possible phonetic categorizations made a word and the other did not. For example, one continuum ranged between the word dash and the nonword tash; another used the nonword dask and the word task. In two experiments, subjects showed a significant lexical effect--that is, a tendency to make phonetic categorizations that make words. This lexical effect was greater at the phoneme boundary (where auditory information is ambiguous) than at the ends of the condinua. Hence the lexical effect must arise at a stage of processing sensitive to both lexical knowledge and auditory information.     

Phonetic symbolism and feeling of knowing

American subjects matched English antonym pairs with antonym pairs from Thai, Kannada, and Yoruba. For each match they also,indicated their degree of feeling of knowing (FOK). Although translation accuracy was in general better than chance, suggesting universal phonetic symbolism, it was found to vary considerably with the subject’s FOK ratings: Translations evoking stronger FOK were more likely to be correct than translations evoking weaker FOK, and matches which proved correct were assigned higher FOK ratings than matches which proved incorrect. Several implications of the finding that subjects can monitor their success in guessing the meaning of words from foreign languages are outlined.     

Phonetic Symbolism and Memory for Advertisements

This study investigated whether phonetic symbolism within brand names influences the memory of advertisements. Participants both saw and heard brand names with front vs. back vowels paired with small vs. large products in a congruent vs. incongruent fashion. When later given several unexpected memory tasks, it was found that congruent (vs. incongruent) pairings led to enhanced brand name and product recall as well as the efficiency of both brand name and paired recognition. These findings are consistent with a theory of cross‐modal processing involving perceptual unification. Copyright © 2016 John Wiley & Sons, Ltd.     

声旁家族大小和高频同声旁字对汉字命名的影响

该研究探讨了声旁家族大小和高频同声旁字对汉字命名的影响。结果表明：1）声旁家族大起抑制作用,在不一致字上更明显;2）相对于高频同音邻近字,高频异音邻近字对低频字起抑制作用;3）汉字命名中字形相近字的作用点有两个,分别在字形表征水平和语音表征水平。