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1.
Digit-naming speed was significantly correlated with serial memory capacity when the memory test was given under nonrhyming conditions, but not when it was given under rhyming conditions which are presumed to cancel the effectiveness of phonetic coding. In addition, the digit-naming test accounted for all of the power of the nonrhyming memory test to discriminate between reading-disability and normal children. Based on these results, it was hypothesized that digit-naming speed is a measure of the ability to engage in high-speed phonetic coding, that this ability is impaired in poor readers, and that this impairment affects short-term memory span. Possible explanations of the relevance of phonetic coding speed to reading ability and to short-term serial memory are discussed. 相似文献
2.
This experiment focused on differences that occur with age and reading skill in the use of phonemic codes in short-term retention tasks where stimuli were presented visually. In 1 condition, individuals recalled 6-letter strings composed of rhyming and nonrhyming letters after a 15-sec delay under conditions that permitted phonemic coding and rehearsal. 2 other conditions were designed to suppress (a) rehearsal of certain types of phonemic codes in the delay interval and (b) both phonemic coding at stimulus presentation and rehearsal. Subjects were grade 2 average readers matched in reading skill with grade 4 disabled readers, grade 4 average matched with grade 6 disabled, and grade 6 average matched with grade 4 superior readers. Average readers showed a decrease in errors with age in all 3 conditions, although performance was always better in the nonsuppression condition. In the latter, memory for nonrhyming letters was always better than memory for rhyming letters. Differential use of phonemic codes by good and poor readers in grades 4 and 6 was less than that found in previous research with younger children. Finally, by comparing the performances of grade 2 average with grade 4 disabled readers and grade 4 average with grade 6 disabled readers, the developmental lag hypothesis of reading disability was examined. Problems with testing the hypothesis are discussed. 相似文献
3.
Dorothy Bishop Caroline Adams Annukka Lehtonen Stuart Rosen 《Journal of Research in Reading》2005,28(2):144-157
This study evaluated a computerised program for training spelling in 8‐ to 13‐year‐olds with receptive language impairments. The training program involved children typing words corresponding to pictured items whose names were spoken. If the child made an error or requested help, the program gave phonological and orthographic cues to build up the word's spelling. Eleven children received this training with ordinary speech, and eleven had the same program but with speech modified to lengthen and amplify dynamic portions of the signal. Nine children were in an untrained control group. Trained children completed between 6 and 29 training sessions each of 15 minutes, at a rate of 3 to 5 sessions per week, with an average of over 1000 trials. Children were assessed before and after training. Trained children learned an average of 1.4 novel spellings per session. The trend was for children presented with modified speech to do less well than those trained with ordinary speech, regardless of whether they had auditory temporal processing impairments. Trained groups did not differ from the untrained control group in terms of gains made on standardised tests of spelling or word and nonword reading. This study confirms the difficulty of training literacy skills in children with severe language impairments. Individual words may be learned, but more general knowledge of rule‐based phonological skills is harder to acquire. 相似文献
4.
This study examined temporal resolution of auditory perception (TRAP) in relation to speech perception and phonological working memory in one experiment and in relation to measures of rapid naming, understanding of grammatical contrasts, and phonological awareness in a second experiment. In the TRAP test, 6- to 9-year-old children discriminated four pairs of two sine tones, 878 Hz and 1350 Hz, presented in blocks with stepwise decreasing interstimulus intervals from 256 ms to 8 ms. In Experiment 1, weak but significant correlations between TRAP and speech perception and phonological working memory were found, as well as a significantly lower TRAP performance by girls. Experiment 2 indicated a significant relation between TRAP and the phonological awareness task. The results give qualified support to the notion of a weak relationship between TRAP and speech perception and language skills among typical children. However, the gender differences in TRAP performance, the limited variance explained by the regression models, and the finding that only one of the language parameters correlated with TRAP do not support the notion of a causal relationship between language skills and TRAP. The possibility that TRAP is connected to general neurological maturation rather than specifically to language abilities is discussed. 相似文献
5.
The purpose of the present study was to explore the possibilities for the assessment of growth in phonological awareness of
children in kindergarten and first grade. Phonological awareness was measured using four sets of items involving rhyming,
phoneme identification, phoneme blending, and phoneme segmentation. The results of an exploratory factor analysis and analyses
conducted within the framework of item response theory showed one latent ability to underlie the different sets of items,
which nevertheless differed in difficulty. Analyses in terms of the children’s ability further showed the phonological awareness
measures to be sensitive to growth. The amount of information supplied by the different sets of items depended on the children’s
level of ability. The conclusion that it is possible to accurately monitor the development of children’s phonological awareness
in the early elementary grades appears to be justified, and this possibility opens up new perspectives for the early screening
for reading problems and dyslexia. 相似文献
6.
Unobservable properties that are specific to individuals, such as their proper names, can only be known by people who are familiar with those individuals. Do young children utilize this “familiarity principle” when learning language? Experiment 1 tested whether forty-eight 2- to 4-year-old children were able to determine the referent of a proper name such as “Jessie” based on the knowledge that the speaker was familiar with one individual but unfamiliar with the other. Even 2-year-olds successfully identified Jessie as the individual with whom the speaker was familiar. Experiment 2 examined whether children appreciate this principle at a general level, as do adults, or whether this knowledge may be specific to certain word-learning situations. To test this, forty-eight 3- to 5-year-old children were given the converse of the task in Experiment 1—they were asked to determine the individual with whom the speaker was familiar based on the speaker’s knowledge of an individual’s proper name. Only 5-year-olds reliably succeeded at this task, suggesting that a general understanding of the familiarity principle is a relatively late developmental accomplishment. 相似文献
7.
There is currently a great deal of interest in the underlying metaphonological abilities of children with phonological output impairment and their possible relationship with both the continuing speech problem and later literacy development. We present data from 61 children with phonological output problems and 59 normal speakers on a range of metaphonological, speech output, language and cognitive assessments. While supporting an overall group difference in metaphonological ability, the range of individual variation is highlighted. Some weak relationships were found between metaphonological skills and other language and cognitive performance, but not between metaphonological ability and severity of speech performance. The accepted developmental order of phonological awareness tasks was not entirely supported; rather, subgroups of children were found who were showing quite different orders of difficulty. A distinction between segmentation and rhyming skills was confirmed. 相似文献
8.
We tested whether changes in attribution processes could account for the developmental differences observed in how children’s use fluency to guide their memory decisions. Children ranging in age from 4 to 9 years studied a list of familiar or unfamiliar cartoon characters. In Experiment 1 (n = 84), participants completed a recognition test during which the perceptual fluency of some items was enhanced using a prime. In Experiment 2 (n = 96), participants completed a source recollection judgment on their recognition decisions. Primed items were recognized at a higher rate than unprimed items. However, while young children rely on fluency for all items, older children use fluency only for unfamiliar items. This pattern came together with a reduction in familiarity-based—but not recollection-based—memory responses. 相似文献
9.
Giuliana Mazzoni 《European Journal of Psychology of Education - EJPE》1998,13(1):43-60
Children can easily be made to believe that they have seen or experienced something that they never did. This phenomenon is called the misinformation effect. In this paper I examine the mechanisms underlying the misinformation effect in 6- and 9-year-old children, by investigating the influence of two metacognitive variables, source monitoring and self-efficacy, on child suggestibility (Experiment 1). Several investigations have reported that source monitoring is one factor at play in creating the misinformation effect. As for self-efficacy, this is the first attempt to investigate its relationship with memory suggestibility. It is demonstrated that source monitoring is related to memory suggestibility in younger children, whereas self-efficacy plays a role in suggestibility mainly in older children. This indicates that suggestibility may be due to two different mechanisms at the two ages examined. Experiment 2 was designed to test this age-interactive hypothesis. Results confirmed that the misinformation effect in younger children was mainly due to genuine memory errors, whereas in older children it was mainly due to acceptance of the misleading information. 相似文献
10.
Children's difficulties in reading comprehension 总被引：3，自引：0，他引：3
Jane Oakhill 《Educational Psychology Review》1993,5(3):223-237
This paper outlines a number of studies that have investigated the difficulties experienced by children who have a specific comprehension problem: Those who have adequate word recognition skills but who, nevertheless, have difficulty understanding text. In the studies I will discuss, the performance of a group of skilled comprehenders was compared with that of a less-skilled group. The first set of studies show that the poor comprehenders have difficulty in integrating information in a text and in making inferences. A further set of studies suggests that, although such children do not have any straightforward short-term memory problem, they may have difficulty in holding and manipulating information in working memory as they are reading. A final study shows that the comprehension of the less-skilled children can be improved by a series of short training sessions that stress making inferences and integrating information in text. This finding suggests that a working-memory deficit may only be one aspect of the less-skilled comprehenders' problem. 相似文献
11.
Sharynne McLeod Kathryn Crowe Sarah Masso Elise Baker Jane McCormack Yvonne Wren 《Australian Journal of Learning Difficulties》2017,22(1):15-33
AbstractSpeech sound disorders are a common communication difficulty in preschool children. Teachers indicate difficulty identifying and supporting these children. The aim of this research was to describe speech and language characteristics of children identified by their parents and/or teachers as having possible communication concerns. 275 Australian 4- to 5-year-old children from 45 preschools whose parents and teachers were concerned about their talking participated in speech-language pathology assessments to examine speech, language, literacy, non-verbal intelligence, oromotor skills and hearing. The majority (71.3%) of children demonstrated lower consonant accuracy than expected for their age, 63.9% did not pass the language-screening task, 65.5% had not been assessed and 72.4% had not received intervention from a speech-language pathologist. The 132 children who were identified with speech sound disorder (phonological impairment) were more likely to be male (62.9%) who were unintelligible to unfamiliar listeners, and had poor emergent literacy and phonological processing skills, despite having typical hearing, oral structures, and intelligence. Children identified by parents and teachers with concerns may have a range of speech, language and communication needs requiring professional support. 相似文献
12.
Arthur Maerlender 《Psychology in the schools》2010,47(10):975-984
Auditory processing disorders (APDs) are of interest to educators and clinicians, as they impact school functioning. Little work has been completed to demonstrate how children with APDs perform on clinical tests. In a series of studies, standard clinical (psychometric) tests from the Wechsler Intelligence Scale for Children, Fourth Edition (WISC‐IV) were used to establish concurrent validity between tests of short‐term auditory memory and two frequently used tests of auditory processing (Dichotic Digits and Frequency Patterns). The diagnostic utility of the short‐term memory tests was also explored. In a matched sample, Digit Span forward predicted diagnosis of APD (sensitivity = .81, specificity = .78). Furthermore, within‐subjects analyses for the clinical group found that Digit Span forward scores were significantly lower than those for the other psychometric tests (p values <.001 for Digit Span backward, Letter Span nonrhyming and rhyming scores). Although APD is a low base‐rate condition, the utility of these tests as a potential screener or marker for APDs was demonstrated. The need for further studies was endorsed. © 2010 Wiley Periodicals, Inc. 相似文献
13.
This study investigated the phonological skills of university students who were unexpectedly poor spellers relative to their word reading accuracy. Compared with good spellers, unexpectedly poor spellers showed no deficits in phonological memory, selection of appropriate graphemes for phonemes in word misspellings and nonword spellings, and phoneme awareness. In contrast, poor readers–poor spellers performed worse than the other groups at all but the last of these tasks. Although unexpectedly poor spellers misread nonwords more often than good spellers and took longer to begin pronouncing long, difficult-to-spell words, they took no longer to begin pronouncing shorter words and the names of corresponding pictures. The difficulty with reading nonwords and long words was thus interpreted as arising at the stage of identifying and parsing the orthographic input rather than phonological retrieval. The findings indicate that unexpectedly poor spellers of the type studied here do not have a mild phonological deficit. 相似文献
14.
Several studies have shown that children with learning disabilities (LD) have difficulty in inhibiting irrelevant information, which generates endogenous interference from working memory. Other inhibition capacities have not yet been investigated, however. This article reports on an experiment examining the capacities of children with LD to inhibit exogenous interference, such as automatic, prepotent responses and distractor interference. Fifteen 11-year-old children with LD and 15 matched controls completed four tasks of inhibition, using the Stroop and Eriksen's flanker paradigms. To test the hypothesis that inhibition can be differentiated in terms of the type of material it acts on, each paradigm was used with numerical and nonnumerical stimuli. Our results showed that children with LD did not exhibit significantly larger interference effects than controls. Moreover, the pattern of results did not differ according to the type of material used. These findings indicate that children with LD do not show impairment in the inhibition of exogenous information--a finding that contradicts the material-specific inhibition hypothesis. 相似文献
15.
We investigated whether the characteristics of pictures affect memory for verbal learning materials. In the learning phase, participants watched a slideshow about historical figures that were depicted as more or as less powerful. The slideshow included spoken information that was more prototypical for either powerful or powerless people and thus semantically congruent (e.g., depiction and verbal information rated as powerful) or incongruent with the pictures. Congruency resulted in more errors when participants had to reject incorrect items in a memory test. There was no effect of congruency on verifying correct items. This pattern was observed for a slideshow that included one picture for each historical figure (Experiment 1) and for a slideshow including additional pictures (Experiment 2). Hence, both experiments provide corroborating evidence that pictures affect learners’ memory for verbal learning materials. These findings are relevant for instructional practice with regard to the design of learning materials and test items. 相似文献
16.
Semantic knowledge accumulates through explicit means and productive processes (e.g., analogy). These means work in concert when information explicitly acquired in separate episodes is integrated, and the integrated representation is used to self-derive new knowledge. We tested whether (a) self-derivation through memory integration extends beyond general information to science content, (b) self-derived information is retained, and (c) details of explicit learning episodes are retained. Testing was in second-grade classrooms (children 7–9 years). Children self-derived new knowledge; performance did not differ for general knowledge (Experiment 1) and science curriculum facts (Experiment 2). In Experiment 1, children retained self-derived knowledge over one week. In Experiment 2, children remembered details of the learning episodes that gave rise to self-derived knowledge; performance suggests that memory integration is dependent on explicit prompts. The findings support nomination of self-derivation through memory integration as a model for accumulation of semantic knowledge and inform the processes involved. 相似文献
17.
Howe ML 《Child development》2008,79(1):65-79
Distinctiveness effects in children's (5-, 7-, and 11-year-olds) false memory illusions were examined using visual materials. In Experiment 1, developmental trends (increasing false memories with age) were obtained using Deese-Roediger-McDermott lists presented as words and color photographs but not line drawings. In Experiment 2, when items were photographed with heterogeneous colored backgrounds, developmental trends were eliminated relative to words and homogeneous backgrounds. Experiments 3 and 4 examined whether the conceptual nature of the background mattered and presented items in neutral (color only), theme-congruent, or theme-incongruent contexts. The results showed that the nature of the context did not matter, only whether the backgrounds were homogeneous or heterogeneous. Apparently, children use distinctive perceptual, but not conceptual, features to attenuate false memory illusions. 相似文献
18.
Previous research has revealed that novel nouns highlight category relations at superordinate and basic levels but, paradoxically, make subordinate classification more difficult for preschool children. In Experiment 1, we provide additional evidence that novel nouns put 3-year-old children at a disadvantage in subordinate classification. We suggest that this reflects young children's inclination to label and classify objects at the basic level. In Experiments 2 and 3, we identify 2 circumstances under which 3-year-old children alter their basic level expectation. In Experiment 2, we provide children with specific information to distinguish the relevant subclasses. In Experiment 3, we introduce the novel nouns in conjunction with the familiar basic level labels. Under each of these circumstances, novel nouns do not present an obstacle to subordinate classification. Children's linguistic biases (e.g., the noun-category bias) and their existing knowledge and vocabularies jointly influence early conceptual development. 相似文献
19.
Three experiments were undertaken to examinesecond and fifth grade Telugu-speaking children's awareness of phonological andorthographic properties of familiar Teluguwords. Experiment 1 focused on the strategies thechildren used in completing word fragments.Experiment 2 examined the children's ability tojudge and generate rhyming words, and Experiment 3examined the children's strategies incomprehending meanings of orthographicallysimilar rhyming vs. non-rhyming word pairs in asentence completion task. The results demonstrated that specific features ofsemi-syllabic alphabets such as Telugu interactwith phonological knowledge during theprocessing of meaningful words such thatchildren with more formal instruction inreading are able to access phonologicalinformation better than younger children withless well developed orthographic knowledge.Some pedagogic implications of the results arediscussed. 相似文献
20.
Robert B. Katz 《Annals of dyslexia》1996,46(1):187-208
Children who read poorly have difficulty naming objects, and their errors usually bear a semantic or a phonetic resemblance
to the correct words. Excessive semantic and phonetic naming errors could both be due to underlying phonological deficiencies
in poor readers. When children cannot name an object because its name is not represented well in long-term memory or cannot
be processed well, semantic information as well as partially available phonological information may be used in selecting an
alternative response. This hypothesis was tested by looking for the joint influence of semantics and phonology in the naming
errors of third-grade children. The same children were asked to name a set of pictured objects, repeat the object names after
being spoken by the examiner, and recognize the objects from their spoken names. A separate group of children produced associative
responses to the same pictures. First, it was found that, compared with skilled readers, less-skilled readers who named objects
without any time pressure had a deficit that could not be attributed to repetition difficulty or limited vocabulary. Second,
the naming errors showed a semantic relationship to the correct words that was as strong as that of the associative responses.
Third, the naming errors also showed a phonetic relationship to the correct words, whereas the associative responses did not.
Finding a joint semantic and phonetic effect in the naming errors of children suggests that the errors may be attributable
to phonological deficiencies. 相似文献