Moore David R, Halliday Lorna F, Amitay Sygal
MRC Institute of Hearing Research, University Park, Nottingham NG7 2RD, UK.
Philos Trans R Soc Lond B Biol Sci. 2009 Feb 12;364(1515):409-20. doi: 10.1098/rstb.2008.0187.
This paper reviews recent studies that have used adaptive auditory training to address communication problems experienced by some children in their everyday life. It considers the auditory contribution to developmental listening and language problems and the underlying principles of auditory learning that may drive further refinement of auditory learning applications. Following strong claims that language and listening skills in children could be improved by auditory learning, researchers have debated what aspect of training contributed to the improvement and even whether the claimed improvements reflect primarily a retest effect on the skill measures. Key to understanding this research have been more circumscribed studies of the transfer of learning and the use of multiple control groups to examine auditory and non-auditory contributions to the learning. Significant auditory learning can occur during relatively brief periods of training. As children mature, their ability to train improves, but the relation between the duration of training, amount of learning and benefit remains unclear. Individual differences in initial performance and amount of subsequent learning advocate tailoring training to individual learners. The mechanisms of learning remain obscure, especially in children, but it appears that the development of cognitive skills is of at least equal importance to the refinement of sensory processing. Promotion of retention and transfer of learning are major goals for further research.
本文回顾了近期的一些研究，这些研究运用适应性听觉训练来解决部分儿童在日常生活中遇到的沟通问题。它探讨了听觉在发育性听力和语言问题中的作用，以及可能推动听觉学习应用进一步完善的听觉学习基本原则。在有人强烈宣称听觉学习可以提高儿童的语言和听力技能之后，研究人员就训练的哪个方面促成了这种提高展开了争论，甚至争论所宣称的提高是否主要反映了对技能测量的重测效应。理解这项研究的关键在于对学习迁移进行更具针对性的研究，以及使用多个对照组来考察听觉和非听觉对学习的影响。在相对较短的训练期间就能发生显著的听觉学习。随着儿童的成长，他们的训练能力会提高，但训练时长、学习量和益处之间的关系仍不明确。初始表现和后续学习量的个体差异表明，训练应因人而异。学习机制仍然模糊不清，尤其是在儿童中，但认知技能的发展似乎对感觉加工的完善至少同等重要。促进学习的保持和迁移是进一步研究的主要目标。
