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首页> 外文期刊>Logopedics, phoniatrics, vocology. >Assessing speech perception in Swedish school-aged children: preliminary data on the Listen-Say test
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Assessing speech perception in Swedish school-aged children: preliminary data on the Listen-Say test

机译：评估瑞典学龄前儿童的言语看法：听取的初步数据

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摘要

To meet the need for a linguistic speech perception test in Swedish, the Listen-Say test' was developed. Minimal word pairs were used as speech material to assess seven phonetic contrasts in two auditory backgrounds. In the present study, children's speech discrimination skills in quiet and in four-talker (4T) speech background were examined. Associations with lexical-access skills and academic achievement were explored. The study included 27 school children 7-9 years of age. Overall, the children discriminated phonetic contrasts well in both conditions (quiet: Mdn 95%; 4T speech; Mdn 91% correct). A significant effect of 4T speech background was evident in three of the contrasts, connected to place of articulation, voicing and syllable complexity. Reaction times for correctly identified target words were significantly longer in the quiet condition, possibly reflecting a need for further balancing of the test order. Overall speech discrimination accuracy was moderately to highly correlated with lexical-access ability. Children identified as having high concentration ability by their teacher had the highest speech discrimination scores in both conditions followed by children identified as having high reading ability. The first wave of data collection with the Listen-Say test indicates that the test appears to be sensitive to predicted perceptual difficulties of phonetic contrasts particularly in noise. The clinical benefit of using a procedure where speech discrimination, lexical-access ability and academic achievement are taken into account is discussed as well as issues for further test refinement.
机译：为了满足瑞典语中对语言语言看法测试的需求，开发了Listen-Day测试。最小的词对用作语音材料，以评估两个听觉背景中的七个语音对比。在本研究中，审查了儿童在安静和四谈话者（4T）语音背景下的言语歧视技能。探讨了与词法接入技能和学术成就的协会。该研究包括7 - 9岁儿童27个学龄儿童。总体而言，儿童在两个条件下鉴定了语音对比（安静：MDN 95％; 4T语音; MDN 91％正确）。 4T语音背景在三个对比中显而易见，连接到铰接地点，发声和音节复杂性。在安静的条件下，正确鉴定的目标单词的反应时间明显更长，可能反映了需要进一步平衡测试订单的需求。整体语音歧视准确性适度地与词法访问能力高度相关。被认定为他们的教师具有高浓度能力的儿童在两个条件下具有最高的语音歧视分数，然后被识别为具有高读数能力的儿童。具有倾听测试的第一波数据收集表明该测试似乎对预测的语音困难尤其是噪声造影的难度。使用演讲歧视，词汇进入能力和学术成果的程序的临床益处以及进一步测试细化的问题。

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