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首页> 外文期刊>Logopedics, phoniatrics, vocology. >The effect of voice quality and competing speakers in a passage comprehension task: performance in relation to cognitive functioning in children with normal hearing
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The effect of voice quality and competing speakers in a passage comprehension task: performance in relation to cognitive functioning in children with normal hearing

机译：语音质量和竞争扬声器在通道理解任务中的效果：与正常听力中儿童的认知功能有关的性能

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摘要

Objective: This study explores the effect of voice quality and competing speaker/-s on children's performance in a passage comprehension task. Furthermore, it explores the interaction between passage comprehension and cognitive functioning.Methods: Forty-nine children (27 girls and 22 boys) with normal hearing (aged 7-12 years) participated. Passage comprehension was tested in six different listening conditions; a typical voice (non-dysphonic voice) in quiet, a typical voice with one competing speaker, a typical voice with four competing speakers, a dysphonic voice in quiet, a dysphonic voice with one competing speaker, and a dysphonic voice with four competing speakers. The children's working memory capacity and executive functioning were also assessed.Results: The findings indicate no direct effect of voice quality on the children's performance, but a significant effect of background listening condition. Interaction effects were seen between voice quality, background listening condition, and executive functioning.Conclusions: The children's susceptibility to the effect of the dysphonic voice and the background listening conditions are related to the individual's executive functions. The findings have several implications for design of interventions in language learning environments such as classrooms.
机译：目的：本研究探讨了语音质量和竞争扬声器/ - 在段落理解任务中对儿童表现的影响。此外，它探讨了通道理解和认知功能之间的相互作用。方法：第四十九名儿童（27名女孩和22名男孩），具有正常听证（年龄在7-12岁）。通过六种不同的听力条件测试通过理解;一个典型的声音（非呼吸声语音）安静，一个典型的声音与一个竞争扬声器，一个典型的声音，四个竞争扬声器，一个呼吸声的声音安静，一个呼吸声用一个竞争的扬声器，以及四个竞争扬声器的呼吸声音。还评估了儿童的工作记忆力和高管运作。结果：调查结果表明语音质量对儿童的表现没有直接影响，而是对背景收听条件的显着影响。语音质量，背景聆听条件和执行功能之间看到互动效果。结论：儿童对困扰声音的影响和背景听力条件的敏感性与个人的执行功能有关。该研究结果对教室等语言学习环境中的干预措施进行了几种影响。

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