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本研究通过前测-训练-后测的实验程序,对22名五年级小学生和29名大学一年级学生在不同测查条件下知觉英语辅音/s/和/θ/的可塑性情况进行了考察和比较。两个年龄阶段被试在前后测中均接受纯听、视听一致、视听不一致和纯视条件下的测查,训练时两个年龄阶段被试中分别有一半接受纯听训练,另一半接受视听训练,训练时间历时10天,每天30分钟左右。对训练效果的分析发现:(1)接受纯听和视听训练的五年级学生在纯视测查条件下知觉英语辅音/s/和/θ/的提高率有显著差异,视听训练被试显著高于纯听训练被试,在其他条件下没有显著差异;(2)接受两种训练的大学生在所有条件下知觉英语辅音/s/和/θ/的提高率都没有显著差异。说明儿童表现出了更强的视听双通道语音知觉的可塑性。
This study examines the plasticity of perceptual English consonants / s / and / θ / in 22 fifth graders and 29 first graders under different test conditions by means of a pre-test-training-posttest and Compare The two age groups were tested under both pure listening, audiovisual, inconsistent audiovisual and pure visual conditions in both antecedents and seizures. Half of the subjects in both age groups underwent training in pure listening and the other half in audiovisual training Training, training time lasted 10 days, about 30 minutes a day. The results of training showed that: (1) There was a significant difference in perceived English consonants / s / and / θ / in fifth graders who underwent pure listening and audiovisual training under audiovisual conditions, and audiovisual training subjects were significantly higher There were no significant differences among the participants in pure listening training under the other conditions. (2) There was no significant difference in perceived improvement of English consonants / s / and / θ / among undergraduates undergoing both exercises. Shows that children showed a stronger visual audio-visual dual-channel perception of plasticity.