听障儿童发音的末辅音泛化

Leija V. McReynolds
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引用次数: 1

摘要

在跨行为设计的多重基线中,四名听力受损的儿童最初在单词中省略了最后的辅音,在对比训练过程中被教导发出最后的|k|和|v|。对两个音及其同源词|g|和|f|的泛化进行了测试,包括自发产生的单个单词(命名图片)和儿童阅读的句子中相同的单词。结果表明,在两种语境中,儿童对两个最终目标音的泛化程度都很高。从未受过训练的同源词也产生了一些共性。虽然观察到个体差异,但数据显示|v|比|k|适用于更多的项目,并且可能需要更少的训练。对b|项的归纳也优于对b|项的归纳。反应模式表明,最后的辅音产生已经完全习得,因为可能干扰或干扰泛化的变量对儿童的表现没有影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Final consonant generalization in hearing impaired children's articulation

Within a multiple baseline across behaviors design, four hearing impaired children who initially omitted final consonants in words were taught to produce final |k| and |v| in a contrast training procedure. Generalization of the two sounds and their cognates, the |g| and |f|, was tested to items consisting of spontaneously produced single words (naming pictures) and the same words in sentences read by the children. Results showed that the children generalized both final target sounds to a high degree in both contexts. Some generalization also occurred to the cognates which had never been trained. Although individual variability was observed, data showed that the |v| generalized to a greater number of items than the |k|, and possibly, required less training. Generalization to the |f| items was also better than to the |g| items. Response patterns suggested that final consonant production had been thoroughly acquired since variables that could have disrupted or interfered with generalization had no effect on the children's performance.

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