Melnick Kenneth S, Conture Edward G, Ohde Ralph N
Department of Speech and Hearing Sciences, University of North Texas, Denton, TX 76203-5010, USA.
J Speech Lang Hear Res. 2003 Dec;46(6):1428-43. doi: 10.1044/1092-4388(2003/111).
The purpose of this study was to assess the influence of phonological priming on the speech reaction time (SRT) of children who do (CWS) and who do not (CWNS) stutter during a picture-naming task. Participants were eighteen 3-5-year-old CWS (M = 50.67 months, SD = 11.83 months), matched in age and gender with 18 CWNS (M = 49.44 months, SD = 10.22 months). The picture-naming task required each child to name, one at a time, computer-presented, white-on-black line drawings of common, age-appropriate objects "as quickly as you can" during 3 different conditions: (a) no prime, (b) related prime, and (c) unrelated prime, with naming latency (alternatively referred to as SRT; in milliseconds) as the main dependent variable. Results indicated that all children exhibited faster or shorter SRTs during the related condition compared to the no prime condition. Similarly, SRT was influenced with advancing age for all children, with 5-year-olds exhibiting faster SRTs than 3-year-olds. Furthermore, CWNS, but not CWS, demonstrated a negative correlation between articulatory mastery and SRT. Findings were taken to suggest that phonological priming is a feasible procedure for studying the speech-language planning and production of 3-5-year-old children and that preschool children who stutter, as a group, may have somewhat less well developed articulatory systems than preschool children who do not stutter.
本研究的目的是评估语音启动对在图片命名任务中口吃儿童（CWS）和非口吃儿童（CWNS）言语反应时间（SRT）的影响。研究对象为18名3至5岁的口吃儿童（平均年龄M = 50.67个月，标准差SD = 11.83个月），在年龄和性别上与18名非口吃儿童相匹配（平均年龄M = 49.44个月，标准差SD = 10.22个月）。图片命名任务要求每个孩子在三种不同条件下“尽可能快地”依次说出电脑呈现的、适合其年龄的常见黑白线条图物体的名称：（a）无启动，（b）相关启动，（c）不相关启动，将命名潜伏期（也称为SRT；以毫秒为单位）作为主要因变量。结果表明，与无启动条件相比，所有儿童在相关条件下的SRT都更快或更短。同样，所有儿童的SRT都受年龄增长的影响，5岁儿童的SRT比3岁儿童更快。此外，非口吃儿童（CWNS）而非口吃儿童（CWS）在发音掌握程度和SRT之间呈现负相关。研究结果表明，语音启动是研究3至5岁儿童言语语言规划和产出的一种可行方法，并且总体而言，口吃的学龄前儿童的发音系统发育可能不如非口吃的学龄前儿童完善。
