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首页> 外文期刊>Journal of speech, language, and hearing research: JSLHR >Quantifying the Effects of Background Speech Babble on Preschool Children's Novel Word Learning in a Multisession Paradigm: A Preliminary Study
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Quantifying the Effects of Background Speech Babble on Preschool Children's Novel Word Learning in a Multisession Paradigm: A Preliminary Study

机译：量化背景语音禁止对学龄前儿童新型词学习的影响，初步研究

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Purpose: This study tested the effects of background speech babble on novel word learning in preschool children with a multisession paradigm. Method: Eight 3-year-old children were exposed to a total of 8 novel word-object pairs across 2 story books presented digitally. Each story contained 4 novel consonant-vowel-consonant nonwords. Children were exposed to both stories, one in quiet and one in the presence of 4-talker babble presented at 0-dB signal-to-noise ratio. After each story, children's learning was tested with a referent selection task and a verbal recall (naming) task. Children were exposed to and tested on the novel word-object pairs on 5 separate days within a 2-week span. Results: A significant main effect of session was found for both referent selection and verbal recall. There was also a significant main effect of exposure condition on referent selection performance, with more referents correctly selected for word-object pairs that were presented in quiet compared to pairs presented in speech babble. Finally, children's verbal recall of novel words was statistically better than baseline performance (i.e., 0%) on Sessions 3-5 for words exposed in quiet, but only on Session 5 for words exposed in speech babble. Conclusions: These findings suggest that background speech babble at 0-dB signal-to-noise ratio disrupts novel word learning in preschool-age children. As a result, children may need more time and more exposures of a novel word before they can recognize or verbally recall it.
机译：目的：这项研究测试了背景语文禁止在幼儿园中的新型词学习中的效果。方法：八个3岁儿童在数量呈现的2层书中接触过8个新的Word-Object对。每个故事都包含了4个新颖的辅音元音辅音非单词。孩子们接触到两个故事，一个安静，一个在4讲犬咔哒声中呈现为0-DB信噪比的一个故事。在每个故事之后，使用指指选择任务和口头召回（命名）任务进行测试。在2周跨度的5个单独的日子里，儿童接触到新的Word-object对上。结果：发现两种参考选择和口头召回都会发现会话的显着主要效果。对于参考选择性能的曝光条件也存在显着的主要效果，对于在言语唠叨中呈现的对呈现的单词对象对中，正确选择了更多的引用。最后，儿童口头召回新颖的单词在统计上比基线性能（即0％）在休息中暴露的单词，但仅在演讲中暴露于言语的话语。结论：这些研究结果表明，在0-DB信噪比下禁止背景语音扰乱了学龄前儿童中的新型词学习。因此，在识别或口头召回之前，孩子们可能需要更多的时间和更多的新颖曝光。

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