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The impact of sound field amplification systems on speech perception of pupils with and without language disorders in natural conditions

机译：声场放大系统对自然条件语言障碍瞳孔言语感知的影响

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The purpose of the study was to investigate in natural conditions the impact of sound field amplification systems (SFAS) on the perception of monosyllabic nonsense words in first to fourth-grade students with and without language disorders in classrooms with different acoustics.One hundred forty-five monolingual primary school pupils were included in the study. Two study groups were formed: pupils with typical language development (TD) (n = 145) and pupils with developmental language disorders (LD) (n = 72). Acoustic measurements were made in twelve classrooms with different reverberation time. Monosyllabic nonsense words perception tests, presented by an examiner, were carried out in classrooms with and without SFAS.The number of errors in the test carried out with SFAS in different acoustic conditions reduced in pupils of Grade 1 with TD (Z = -2.273, p = .023; Z = -1.965, p = .049) and with LD (Z = -2.410, p = .016; Z = 2.156, p = .031). The SFAS installed in large classrooms with long reverberation time significantly increased the number of errors in nonsense monosyllables perception (r(S) = 0.361, p .01, r(S) = 0.229, p .01). The mean number of errors in children with LD was higher than in children with TD in monosyllabic nonsense words tests carried out with and without SFAS (U = 3194, p .001; U = 3518.5, p .001).First-grade students benefit from sound field amplification in perception of monosyllabic nonsense words regardless of classrooms acoustics, and irrespective of the level of language development. The positive effect of SFAS on nonsense word perception was not observed in pupils of Grade 2, 3, and 4 of primary school. Classroom acoustics affects the expected positive impact of SFAS for children older than first graders. Amplification increases speech perception and decreases the number of errors in the reproduction of monosyllabic nonsense words in classrooms with short reverberation time. (C) 2020 The Authors. Published by Elsevier Ltd.
机译：该研究的目的是在自然条件下调查声场放大系统（SFA）对课堂上第一至第四年级学生的单音节目无意义词语的影响，在课堂上具有不同的声学。一百四十 - 五个单机小学学生被列入该研究。形成了两组研究组：具有典型语言开发（TD）（N = 145）和具有发育语言障碍（LD）的学生（n = 72）的瞳孔。在十二课堂上进行声学测量，具有不同的混响时间。由审查员呈现的单音琴无意义词语的感知测试在课堂上进行，在课堂上进行，没有SFA。用SFA在不同的声学条件下进行的测试中的错误数减少了TD（Z = -2.273级）的瞳孔减少（Z = -2.273 p = .023; z = -1.965，p = .049）和ld（z = -2.410，p = .016; z = 2.156，p = .031）。安装在长混响时间长的大教室中的SFA显着增加了非阵列单音节的感知（R（S）= 0.361，P <.01，R（S）= 0.229，P＆ 01）的误差。 LD的儿童的平均误差均高于用SFA进行的单个单音琴的非阵容词测试中TD的儿童（U = 3194，P＆ .001; u = 3518.5，p＆ .001）。首先 - 无论教室声学如何，学生都可以从声音场放大中受益于单音琴如何放大，而不管教室的声学如何，而且无论语言开发水平如何。 SFA在小学2,3和4年级的瞳孔中未观察到SFA对胡说八道感知的积极影响。课堂声学影响SFA对比第一年级学生的儿童的预期积极影响。扩增增加了语音感知，并降低了短暂混响时间的课堂上单个琴弦无意义词的差异的误差。 （c）2020作者。 elsevier有限公司出版

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