Clark Nathaniel B, McRoberts Gerald W, Van Dyke Julie A, Shankweiler Donald P, Braze David
Department of Psychology, University of California, Santa Cruz, USA.
Clin Linguist Phon. 2012 Jul;26(7):577-96. doi: 10.3109/02699206.2012.673045.
This study investigated phonological components of reading skill at two ages, using a novel pseudoword repetition task for assessing phonological memory (PM). Pseudowords were designed to incorporate control over segmental, prosodic and lexical features. In Experiment 1, the materials were administered to 3- and 4-year-old children together with a standardized test of phonological awareness (PA). PA and pseudoword repetition showed a moderate positive correlation, independent of age. Experiment 2, which targeted young adults, employed the same pseudoword materials, with a different administration protocol, together with standardized indices of PA, other memory measures and decoding skill. The results showed moderate to strong positive correlations among our novel pseudoword repetition task, measures of PM and PA and decoding. Together, the findings demonstrate the feasibility of assessing PM with the same carefully controlled materials at widely spaced points in age, adding to present resources for assessing PM and better enabling future studies to map the development of relationships among phonological capabilities in both typically developing children and those with language-related impairments.
本研究在两个年龄段调查了阅读技能的语音成分，使用一种新颖的假词重复任务来评估语音记忆（PM）。假词的设计旨在控制音段、韵律和词汇特征。在实验1中，将材料与一项标准化的语音意识（PA）测试一起施用于3岁和4岁儿童。PA和假词重复表现出中等程度的正相关，与年龄无关。针对年轻人的实验2采用了相同的假词材料，但使用了不同的施测方案，并结合了PA的标准化指标、其他记忆测量方法和解码技能。结果表明，我们新颖的假词重复任务、PM测量、PA测量和解码之间存在中等至强的正相关。总之，这些发现证明了在年龄跨度较大的不同阶段使用相同经过精心控制的材料来评估PM的可行性，为目前评估PM的资源增添了内容，并更好地使未来的研究能够描绘出典型发育儿童以及有语言相关障碍儿童的语音能力之间关系的发展情况。
