Edwards J, Fourakis M, Beckman M E, Fox R A
Department of Speech and Hearing Science, The Ohio State University, Columbus 43210, USA.
J Speech Lang Hear Res. 1999 Feb;42(1):169-86. doi: 10.1044/jslhr.4201.169.
To aid the development of finer-grained measures of phonological competence within a representation-based approach to phonology, two aspects of nonsymbolic phonological knowledge (knowledge of the acoustic/perceptual space and of the articulatory/production space) were examined in 6 preschool-age children with phonological disorders and 6 typically developing age peers. To evaluate perceptual knowledge, gating and noise-center tasks were used. Children with phonological disorders recognized significantly fewer words than age peers on both tasks. To evaluate production knowledge, spectral and temporal measures were obtained for CV sequences involving both lingual and labial stop consonants. Group differences on this task (such as larger transition slope values from lingual consonants to vowels for children with phonological disorders) were also observed. These differerences were interpreted as indicating that the children with phonological disorders were less able to maneuver jaw and tongue body separately or that they used "ballistic" (i.e., less controlled) gestures from lingual consonants to vowels than their age peers. These results suggest that phonological knowledge is multifaceted, and that seemingly categorical deficits at one level can be linked to less robust representations at other levels.
为了在基于表征的语音学方法中辅助开发更精细的语音能力测量方法，对6名患有语音障碍的学龄前儿童和6名发育正常的同龄儿童的非符号语音知识的两个方面（声学/感知空间知识和发音/生成空间知识）进行了研究。为了评估感知知识，使用了门控任务和噪声中心任务。在这两项任务中，患有语音障碍的儿童识别出的单词明显少于同龄儿童。为了评估生成知识，获取了涉及舌音和唇音塞音的CV序列的频谱和时间测量值。在这项任务上也观察到了组间差异（例如，患有语音障碍的儿童从舌音到元音的过渡斜率值更大）。这些差异被解释为表明患有语音障碍的儿童不太能够分别灵活运用下颌和舌体，或者他们从舌音到元音使用的是“弹道式”（即控制较少）的发音动作，而不像同龄儿童那样。这些结果表明，语音知识是多方面的，而且在一个层面上看似绝对的缺陷可能与其他层面上不太稳固的表征有关。
