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首页> 外文学位 >THE IDENTIFICATION OF EMOTIONAL MEANINGS IN ELECTRONICALLY FILTERED SPEECH: A STUDY OF RIGHT BRAIN INJURED AND NORMAL CHILDREN (RIGHT HEMISPHERE, AFFECT RECOGNITION).
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THE IDENTIFICATION OF EMOTIONAL MEANINGS IN ELECTRONICALLY FILTERED SPEECH: A STUDY OF RIGHT BRAIN INJURED AND NORMAL CHILDREN (RIGHT HEMISPHERE, AFFECT RECOGNITION).

机译：电子过滤语音中的情感含义的识别：对右脑受伤和正常儿童（右半球，情感识别）的研究。

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摘要

The purpose of this study was to investigate the relationship between right brain lesions and the ability of children to identify emotional meanings in electronically filtered speech. A measure of auditory affect recognition was developed and normed on a stratified random sample of 160 regular education children (80 males and 80 females), aged five through twelve.;Three groups of children were studied. The right hemisphere brain injured (BI) group consisted of 14 members, nine males and five females ranging in age from five through twelve. The developmentally handicapped (DH) and regular education (RE) groups were randomly selected samples stratified by age, sex, and race to match the BI group. The three groups (n = 42) were compared on the auditory affect recognition measure. A one-way analysis of variance (ANOVA) and post hoc Scheffe comparison indicated a significant (p < .05) difference between the RE and the other two groups.;One-way ANOVAs and Scheffe comparisons revealed a significant (p < .05) difference between the RE and BI groups on all five affective state subscales of the measure. A significant (p < .05) difference between the RE and DH groups was obtained for the anger and happy subscales.;A significant age effect was revealed in the scores of the regular education norm group (n = 160) on the measure of auditory affect recognition. Post hoc Scheffe comparisons revealed significant (p < .05) differences between age groupings. One-tailed t tests for dependent samples revealed that the norm group scored significantly higher on Hispanic speaker items than on Black (p < .05) or Anglo-Caucasian (p < .0005) speaker items.;The results of the study suggested that the ability to recognize vocally encoded affect is a developmental process among regular education students. The inability of children to recognize the affect in speech appeared to be closely related to neurological dysfunction.;Therefore, elementary school teachers were encouraged to use a combination of visual, vocal, and physical (touching) cues to communicate affective messages to children, and to assess the child's level of comprehension of affective messages.;Limitations of the study, further implications of the results and recommendations for further research were presented.
机译：这项研究的目的是调查右脑病变与儿童识别电子过滤语音中情感含义的能力之间的关系。对160名5至12岁的正规教育儿童（80名男性和80名女性）进行分层随机抽样，制定并规范了听觉影响识别的方法。研究了三组儿童。右半球脑损伤（BI）组由14名成员组成，其中9名男性和5名女性，年龄从5岁到12岁不等。发育障碍（DH）和常规教育（RE）组是按年龄，性别和种族分层的随机样本，以匹配BI组。比较三组（n = 42）的听觉影响识别措施。单因素方差分析（ANOVA）和事后Scheffe比较表明RE与其他两组之间存在显着差异（p <.05）。 ）在该方法的所有五个情感状态子量表上，RE和BI组之间的​​差异。 RE和DH组在愤怒和快乐分量表上的差异显着（p <.05）。;常规教育规范组（n = 160）的听觉测验得分显示出显着的年龄效应。影响识别。事后Scheffe比较表明年龄组之间存在显着差异（p <.05）。对相关样本进行的一尾t检验显示，在讲西班牙裔说话者项目上，该规范组的得分显着高于黑人（p <.05）或盎格鲁-高加索人（p <.0005）讲话者。研究结果表明，识别语音编码情感的能力是正规教育学生的发展过程。儿童无法识别言语中的影响似乎与神经功能障碍密切相关;因此，鼓励小学教师使用视觉，声音和身体（触摸）提示的组合来向儿童传达情感信息，并且评估孩子对情感信息的理解水平。研究的局限性，结果的进一步含义以及对进一步研究的建议。

著录项

  • 作者

    TALLMAN, JOHN HARLAND.;

  • 作者单位

    The University of Toledo.;

  • 授予单位 The University of Toledo.;
  • 学科 Psychology.
  • 学位 Ph.D.
  • 年度 1984
  • 页码 135 p.
  • 总页数 135
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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