Degé Franziska, Schwarzer Gudrun
Developmental Psychology, Justus-Liebig-University Giessen, Germany.
Front Psychol. 2011 Jun 20;2:124. doi: 10.3389/fpsyg.2011.00124. eCollection 2011.
The present experiment investigated the effect of a music program on phonological awareness in preschoolers. In particular, the effects of a music program and a phonological skills program on phonological awareness were compared. If language and music share basic processing mechanisms, the effect of both programs on enhancing phonological awareness should be similar. Forty-one preschoolers (22 boys) were randomly assigned to a phonological skills program, a music program, and a control group that received sports training (from which no effect was expected). Preschoolers were trained for 10 min on a daily basis over a period of 20 weeks. In a pretest, no differences were found between the three groups in regard to age, gender, intelligence, socioeconomic status, and phonological awareness. Children in the phonological skills group and the music group showed significant increases in phonological awareness from pre- to post-test. The children in the sports group did not show a significant increase from pre- to post-test. The enhancement of phonological awareness was basically driven by positive effects of the music program and the phonological skills program on phonological awareness for large phonological units. The data suggests that phonological awareness can be trained with a phonological skills program as well as a music program. These results can be interpreted as evidence of a shared sound category learning mechanism for language and music at preschool age.
本实验研究了音乐课程对学龄前儿童语音意识的影响。具体而言，比较了音乐课程和语音技能课程对语音意识的影响。如果语言和音乐共享基本的处理机制，那么这两种课程对提高语音意识的效果应该是相似的。41名学龄前儿童（22名男孩）被随机分配到语音技能课程组、音乐课程组和接受体育训练的对照组（预计该组无效果）。学龄前儿童在20周的时间里每天接受10分钟的训练。在预测试中，三组在年龄、性别、智力、社会经济地位和语音意识方面没有发现差异。语音技能组和音乐组的儿童在测试前到测试后的语音意识有显著提高。体育组的儿童在测试前到测试后没有显著提高。语音意识的提高基本上是由音乐课程和语音技能课程对大型语音单位的语音意识的积极影响驱动的。数据表明，语音意识可以通过语音技能课程和音乐课程进行训练。这些结果可以解释为学龄前儿童语言和音乐共享声音类别学习机制的证据。
