McCullough J A, Cunningham L A, Wilson R H
San Jose State University, CA 95192-0079.
J Am Acad Audiol. 1992 May;3(3):208-14.
The purpose of this investigation was to obtain performance data from normal-hearing children using the written word portion of existing auditory-visual word identification materials, for example, the Picture Identification Task (Wilson and Antablin, 1980). The response foils, consisting of four written words (target and alternative words) were entered into computer memory so that responses were made by pointing to a computer monitor. Subjects were 24 fourth graders with normal hearing who repeated auditory-stimulus words in noise in oral conditions, and pointed to written words representing the stimulus words in pointing conditions. Mean percent correct performance scores were higher in the pointing conditions than in the oral conditions, reflecting closed- versus open-set tasks. The results indicated that the written word portion of the Picture Identification Task can be utilized to assess the word identification performance of children who read at a fourth grade level or above.
本研究的目的是利用现有视听单词识别材料的书面文字部分，例如图片识别任务（威尔逊和安塔布林，1980年），获取听力正常儿童的表现数据。由四个书面单词（目标词和备选词）组成的反应选项被输入计算机内存，以便通过指向计算机显示器来做出反应。研究对象是24名听力正常的四年级学生，他们在口语条件下在噪声中重复听觉刺激词，并在指向条件下指向代表刺激词的书面单词。指向条件下的平均正确表现得分高于口语条件，反映了封闭集与开放集任务。结果表明，图片识别任务的书面文字部分可用于评估四年级及以上阅读水平儿童的单词识别表现。
