Perception Versus Comprehension of Bound Morphemes in Children Who Are Deaf and Hard of Hearing: The Pivotal Role of Form-Meaning Mapping.
Purpose: Bound morphemes are challenging for children who are deaf and hard of hearing (DHH) to acquire and to use successfully. The challenge arises in part from limited access to spoken word forms as a result of reduced audibility during perception, but successful comprehension requires access to...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 68; no. 3; pp. 1024 - 1038 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
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American Speech-Language-Hearing Association
Mar2025
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=183476505&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 183476505 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Mar2025 vid: 68 iid: 3 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 183476505 10.1044/2024_JSLHR-24-00271 ppf: 1024 ppct: 14 formats: fmt: @attributes: type: P size: 1.1MB tig: atl: Perception Versus Comprehension of Bound Morphemes in Children Who Are Deaf and Hard of Hearing: The Pivotal Role of Form-Meaning Mapping. aug: au: Barcroft, Joe Mauzé, Elizabeth Sommers, Mitchell Spehar, Brent Tye-Murray, Nancy affil: Department of Romance Language and Literatures, Washington University in St. Louis, MO Department of Otolaryngology, Washington University School of Medicine, St. Louis, MO Department of Psychological and Brain Sciences, Washington University in St. Louis, MO su: United States Comparative grammar Children with disabilities Task performance School children Vocabulary Language acquisition Deafness in children Research funding Phonological awareness Hearing disorders in children Speech evaluation Neuropsychological tests Auditory perception sug: subj: Comparative grammar Children with disabilities Task performance School children Vocabulary Language acquisition United States Deafness in children Research funding Phonological awareness Hearing disorders in children Speech evaluation Neuropsychological tests Auditory perception ab: Purpose: Bound morphemes are challenging for children who are deaf and hard of hearing (DHH) to acquire and to use successfully. The challenge arises in part from limited access to spoken word forms as a result of reduced audibility during perception, but successful comprehension requires access to both the morphological forms and the mapping between these forms and their meanings. This study investigated the relationship between perception and comprehension of bound morphemes in order to assess the impact of form-meaning mapping on performance. Method: Seventy-eight elementary school-age children who are DHH were tested on their perception and comprehension of four bound morphemes: third-person --s, possessive --s, past tense --ed, and plural --s/es. During assessment, these appeared in sentences presented using both auditory-only and auditory--visual modalities. The assessment procedure dissociated (a) perception of form using a sentence repetition task from (b) comprehension of meaning based on responses to a two-choice picture discrimination task. Results: Analyses both confirmed the reliability of the measures of perception and comprehension and revealed generally higher performance for perception over comprehension. Critically, correlations between perception and comprehension were mostly not significant. Secondary findings included that higher performance for one bound morpheme did not imply higher performance on others and a significant relationship between measures of vocabulary and performance on the bound morpheme tasks. Conclusions: The findings of the study highlight the importance of distinguishing between perception versus comprehension of morphological forms. Successful comprehension requires form-meaning mapping, whereas successful perception requires only acquisition of form. Both theoretical and practical implications of the mapping component of speech processing are discussed, including the value of providing programs of auditory training that are meaning-oriented in nature. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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