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排序方式: 共有896条查询结果,搜索用时 46 毫秒
41.
Grammatical-specific language impairment (G-SLI) in children, arguably, provides evidence for the existence of a specialised grammatical sub-system in the brain, necessary for normal language development. Some researchers challenge this, claiming that domain-general, low-level auditory deficits, particular to rapid processing, cause phonological deficits and thereby SLI. We investigate this possibility by testing the auditory discrimination abilities of G-SLI children for speech and non-speech sounds, at varying presentation rates, and controlling for the effects of age and language on performance. For non-speech formant transitions, 69% of the G-SLI children showed normal auditory processing, whereas for the same acoustic information in speech, only 31% did so. For rapidly presented tones, 46% of the G-SLI children performed normally. Auditory performance with speech and non-speech sounds differentiated the G-SLI children from their age-matched controls, whereas speed of processing did not. The G-SLI children evinced no relationship between their auditory and phonological/grammatical abilities. We found no consistent evidence that a deficit in processing rapid acoustic information causes or maintains G-SLI. The findings, from at least those G-SLI children who do not exhibit any auditory deficits, provide further evidence supporting the existence of a primary domain-specific deficit underlying G-SLI. 相似文献
42.
A series of three experiments examined children's sensitivity to probabilistic phonotactic structure as reflected in the relative frequencies with which speech sounds occur and co-occur in American English. Children, ages 212 and 312 years, participated in a nonword repetition task that examined their sensitivity to the frequency of individual phonetic segments and to the frequency of combinations of segments. After partialling out ease of articulation and lexical variables, both groups of children repeated higher phonotactic frequency nonwords more accurately than they did low phonotactic frequency nonwords, suggesting sensitivity to phoneme frequency. In addition, sensitivity to individual phonetic segments increased with age. Finally, older children, but not younger children, were sensitive to the frequency of larger (diphone) units. These results suggest not only that young children are sensitive to fine-grained acoustic-phonetic information in the developing lexicon but also that sensitivity to all aspects of the sound structure increases over development. Implications for the acoustic nature of both developing and mature lexical representations are discussed. 相似文献
43.
Learning new names for new objects: cortical effects as measured by magnetoencephalography 总被引:2,自引:0,他引:2
Cornelissen K Laine M Renvall K Saarinen T Martin N Salmelin R 《Brain and language》2004,89(3):617-622
We tracked the evolvement of naming-related cortical dynamics with magnetoencephalography when five normal adults successfully learned names and/or meanings of unfamiliar objects. In all subjects, the learning of new names was associated with pronounced cortical effects. The learning effect was of long latency and emerged as a change of activation in the same cortical network that was active during naming of familiar items. In four out of five subjects, the cortical learning effect occurred in the inferior parietal lobe. In three of these subjects, the cortical effect was left-sided. These results suggest that the inferior parietal lobe plays an important role in the acquisition of novel words, presumably as a part of working memory systems. 相似文献
44.
This research replicated and extended a study by Williams, Donley, and Keller (2000). In that study, children with autism received a box with an object inside and learned to ask “What's that?,” “Can I see it?,” and “Can I have it?” to have the name of the object, to see the object, and to get the object, respectively. The purpose of the present research was to determine if the three questions (a) were three independent repertoires of behavior, (b) constituted three instances of a single functional response class, or (c) belonged to a chain of behavior. The 3 boys with autism who participated responded independently to each question when the consequences for each question were altered. This indicates that the three target responses were three independent repertoires of behavior, each one reinforced and maintained with its specific consequences. Thus, this procedure serves to teach children with autism to ask questions with flexibility according to a variable context. 相似文献
45.
Sutherland R Pipe ME Schick K Murray J Gobbo C 《Journal of experimental child psychology》2003,84(3):244-263
We examined the influence of newly acquired information on children's memory and general representation of a personally experienced event. Thirty-five children between the ages of 5 and 7 years participated in the novel event (Visiting the Pirate). The day before participating, children were: (1) provided with new information specific to the up-coming event; (2) engaged in a discussion generally related to the event topic based on existing knowledge; or (3) discussed an unrelated topic. Advance information specific to the event led to better recall and, in particular, to better integration of the experience into a general event representation both soon after the event and at a follow-up interview 4 months later, whereas general discussion of the topic without the event specific information neither enhanced memory reports nor facilitated the integration of event information. Providing information in advance can have significant effects on memory and knowledge acquisition although many variables, including those relating to the specific content of the information, will affect this relation. 相似文献
46.
Does age constrain the outcome of all language acquisition equally regardless of whether the language is a first or second one? To test this hypothesis, the English grammatical abilities of deaf and hearing adults who either did or did not have linguistic experience (spoken or signed) during early childhood were investigated with two tasks, timed grammatical judgement and untimed sentence to picture matching. Findings showed that adults who acquired a language in early life performed at near-native levels on a second language regardless of whether they were hearing or deaf or whether the early language was spoken or signed. By contrast, deaf adults who experienced little or no accessible language in early life performed poorly. These results indicate that the onset of language acquisition in early human development dramatically alters the capacity to learn language throughout life, independent of the sensory-motor form of the early experience. 相似文献
47.
48.
知识图对阅读的作用研究现状述评 总被引:1,自引:0,他引:1
知识图作为辅助阅读的一种方式,其辅助作用已为大量的研究所证实。本文介绍了知识图的概念和种类及其影响因素等方面研究的基本发现和结论。但目前对知识图作用的研究还停留在对辅助作用的方式的探讨上,对机制问题的研究数量和质量上都需加强。 相似文献
49.
Mutsumi Imai 《The Japanese psychological research》1999,41(1):5-20
Many researchers have agreed that word learning in young children is guided by so-called "word-learning principles." However, these principles may make it difficult to learn a substantial part of the lexicon unless they are appropriately controlled. To learn proper names, the taxonomic assumption and/or the shape bias must be overridden; to learn names for substances, withdrawal of the whole-object assumption and/or the shape bias is required; and to learn lexical hierarchies, the mutual exclusivity assumption must be suspended. In certain languages, syntax can provide useful information in this situation. For example, if a novel noun is given to an object for which the name is known in the syntactic frame "This is X," English-speaking children may assume the noun to be a proper noun, and this will help them override the taxonomic assumption. However, this information is not available to Japanese children, since the Japanese language does not have grammatical markers to flag the distinction between count nouns and mass nouns, or the distinction between proper nouns and common nouns. In this paper, I discuss how Japanese children get around this problem. 相似文献
50.
How do expert performers practice as they develop creatively? This study investigated the processes involved in the practice of new skills by expert breakdancers. A great deal of evidence supports the theory of “deliberate practice” (Ericsson, Krampe, & Tesch‐Römer, 1993, Psychological Review, 100, 363) in skill acquisition; however, expert creative performers may emphasize other forms of practice for skill development. Four case studies collected through fieldwork and laboratory observation were analyzed to evaluate expert dancers’ practice processes as they developed proficiency in new, specific skills. We focused on three aspects of learning: the degree of skill acquisition, the content of skills included in practice, and dancers’ stated purposes for practicing. The results showed that dancers’ practice improved skills (as suggested by deliberate practice) and engaged the exploration of new, original skills, along with coordinating skills within performance. In their practice, these dance experts went beyond deliberative practice to highly exploratory processes for skill development. 相似文献