Chapman Robin S, Sindberg Heidi, Bridge Cynthia, Gigstead Katherine, Hesketh Linda
Waisman Center, University of Wisconsin-Madison 53705, USA.
J Speech Lang Hear Res. 2006 Feb;49(1):3-15. doi: 10.1044/1092-4388(2006/001).
The purpose of this study was to determine whether memory support and elicited production differentially benefited fast mapping of new vocabulary (comprehension, production accuracy, and speed) in adolescents with Down syndrome (DS) compared with typically developing (TD) children matched for syntax comprehension. The study also examined predictors of individual difference within groups.
The ability of 19 adolescents with DS to fast map new noun vocabulary was compared with 18 TD children matched for syntax comprehension. The effects of memory support (5 examiner repetitions of the novel word vs. 1) and elicited production (2 repetitions by child vs. none) were evaluated in a repeated-measures design with counterbalancing of tasks.
For novel word comprehension, low memory support impaired the TD but not DS participants. DS participants were slower to respond correctly in all conditions but benefited more from memory support than TD participants in speed of response. For novel word production, high memory support benefited all participants in the no-elicited-production condition. Elicited production improved performance equally in the 2 memory conditions. Standard comprehension measures predicted fast-mapped comprehension: vocabulary in the case of the DS group, syntax in the case of the TD group. Auditory short-term memory measures predicted fast-mapped production in the TD group but not the DS group. Hearing and grammatical morpheme comprehension predicted novel word production in the DS group.
DS participants' speed of comprehension of fast-mapped words was differentially increased compared with the TD syntax-comprehension-matched group, by memory support. Elicited production improved production fast-mapping for all participants, and memory support improved it in the absence of elicited production. Comprehension predicted individual differences in fast-mapped comprehension in DS; in addition, hearing predicted production.
本研究旨在确定与语法理解能力匹配的发育正常（TD）儿童相比，记忆支持和引发性产出对唐氏综合征（DS）青少年新词汇快速映射（理解、产出准确性和速度）的影响是否存在差异。该研究还考察了组内个体差异的预测因素。
将19名患有唐氏综合征的青少年快速映射新名词词汇的能力与18名语法理解能力匹配的发育正常儿童进行比较。采用重复测量设计，通过任务平衡来评估记忆支持（考官对新单词重复5次与1次）和引发性产出（儿童重复2次与不重复）的效果。
对于新单词理解，低记忆支持对发育正常儿童有损害，但对唐氏综合征参与者没有。唐氏综合征参与者在所有条件下正确反应都较慢，但在反应速度方面比发育正常儿童从记忆支持中获益更多。对于新单词产出，在无引发性产出条件下，高记忆支持使所有参与者都受益。引发性产出在两种记忆条件下对表现的提升相同。标准理解测量可预测快速映射理解：唐氏综合征组为词汇，发育正常组为语法。听觉短期记忆测量可预测发育正常组的快速映射产出，但不能预测唐氏综合征组。听力和语法语素理解可预测唐氏综合征组的新单词产出。
与语法理解能力匹配的发育正常组相比，记忆支持使唐氏综合征参与者对快速映射单词的理解速度有不同程度的提高。引发性产出提高了所有参与者的产出快速映射能力，在无引发性产出时，记忆支持提高了产出快速映射能力。理解可预测唐氏综合征患者快速映射理解的个体差异；此外，听力可预测产出。
