比较自闭症儿童对熟悉与不熟悉旋律的短篇故事和口语文本的理解

IF 1.6 3区 心理学 0 MUSIC
Edward T Schwartzberg, Michael J. Silverman
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引用次数: 0

摘要

自闭症儿童在理解口头和书面信息方面表现出不同的能力。虽然信息经常与音乐配对以促进记忆和学习,但关于唱的短篇故事是否影响AC的听力和阅读理解(LRC)的研究有限。本研究的目的是比较(1)熟悉的旋律配对的信息,(2)不熟悉的旋律,(3)在AC中口语信息的LRC。参与者(N = 59)收到三种不同的现场播放的短篇故事,并与熟悉的旋律配对。伴随着陌生的旋律,唱出来。两种音乐条件都有吉他伴奏。在每个条件展示后,参与者回答五个封闭式问题来测量LRC。在熟悉旋律、不熟悉旋律或口语条件下,组内LRC无显著差异。描述性统计表明,两种音乐条件的平均LRC分数略高于口语条件,熟悉旋律条件的平均LRC分数略高于不熟悉旋律条件的平均LRC分数。考虑到方法上的差异,未来的研究人员应该注意II型错误的可能性。本研究对课堂及临床工作的启示、研究的局限及对未来研究的建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Comparing the comprehension of short stories paired with familiar and unfamiliar melodies and spoken text in autistic children
Autistic children (AC) can demonstrate varying abilities of comprehending spoken and written information. Although information is often paired with music to facilitate recall and learning, there is limited research investigating if sung short stories influence the listening and reading comprehension (LRC) of AC. The purpose of this study was to compare the LRC of information paired with (1) familiar melodies, (2) unfamiliar melodies, and (3) spoken information in AC. Participants ( N = 59) received three different short stories presented live that were sung paired with a familiar melody, sung paired with an unfamiliar melody, and spoken. Both music conditions had guitar accompaniment. After presentation of each condition, participants answered five close-ended questions to measure LRC. There was no significant within-group LRC difference between the familiar melody, unfamiliar melody, or spoken conditions. Descriptive statistics indicated that both music conditions yielded slightly higher mean LRC scores than the spoken condition with slightly higher mean LRC during the familiar melody condition than the unfamiliar melody condition. Given the differences in the means, future researchers should be mindful of the possibility of a type II error. Implications for classroom and clinical work, limitations of the study, and suggestions for future research are provided.
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来源期刊
CiteScore
4.00
自引率
17.60%
发文量
88
期刊介绍: Psychology of Music and SEMPRE provide an international forum for researchers working in the fields of psychology of music and music education, to encourage the exchange of ideas and to disseminate research findings. Psychology of Music publishes peer-reviewed papers directed at increasing the scientific understanding of any psychological aspect of music. These include studies on listening, performing, creating, memorising, analysing, describing, learning, and teaching, as well as applied social, developmental, attitudinal and therapeutic studies. Special emphasis is placed on studies carried out in naturalistic settings, especially those which address the interface between music psychology and music education.
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