Noise Hampers Children's Expressive Word Learning.
Purpose: To determine the effects of noise and speech style on word learning in typically developing school-age children. Method: Thirty-one participants ages 9;0 (years;months) to 10;11 attempted to learn 2 sets of 8 novel words and their referents. They heard all of the words 13 times each within...
| Publicado en: | Language, Speech & Hearing Services in Schools Vol. 43; no. 3; pp. 325 - 338 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Jul2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=77697219&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 77697219 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01611461 LSH jtl: Language, Speech & Hearing Services in Schools issn: 01611461 maglogo: N pubinfo: dt: Jul2012 vid: 43 iid: 3 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 77697219 104477433 104477433 10.1044/0161-1461(2012/11-0053) 77697219 ppf: 325 ppct: 13 formats: fmt: @attributes: type: P tig: atl: Noise Hampers Children's Expressive Word Learning. aug: au: Riley, Kristine Grohne McGregor, Karla K. Nippold, Marilyn Troia, Gary affil: Northwestern University, Evanston, IL sug: subj: Noise Learning Environment Vocabulary Speech Acoustics Outcome Assessment Human Child Experimental Studies Perceptual Masking Speech Perception Random Assignment T-Tests Narratives Acoustic Stimulation Child: 6-12 years ab: Purpose: To determine the effects of noise and speech style on word learning in typically developing school-age children. Method: Thirty-one participants ages 9;0 (years;months) to 10;11 attempted to learn 2 sets of 8 novel words and their referents. They heard all of the words 13 times each within meaningful narrative discourse. Signal-to-noise ratio (noise vs. quiet) and speech style (plain vs. clear) were manipulated such that half of the children heard the new words in broadband white noise and half heard them in quiet; within those conditions, each child heard one set of words produced in a plain speech style and another set in a clear speech style. Results: Children who were trained in quiet learned to produce the word forms more accurately than those who were trained in noise. Clear speech resulted in more accurate word form productions than plain speech, whether the children had learned in noise or quiet. Learning from clear speech in noise and plain speech in quiet produced comparable results. Conclusion: Noise limits expressive vocabulary growth in children, reducing the quality of word form representation in the lexicon. Clear speech input can aid expressive vocabulary growth in children, even in noisy environments. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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