Holt Rachael Frush, Bent Tessa
Department of Speech and Hearing Science, The Ohio State University, Columbus.
Department of Speech and Hearing Sciences, Indiana University, Bloomington.
J Speech Lang Hear Res. 2017 Jan 1;60(1):223-230. doi: 10.1044/2016_JSLHR-H-16-0014.
The purpose of this study is to evaluate children's use of semantic context to facilitate foreign-accented word recognition in noise.
Monolingual American English speaking 5- to 7-year-olds (n = 168) repeated either Mandarin- or American English-accented sentences in babble, half of which contained final words that were highly predictable from context. The same final words were presented in the low- and high-predictability sentences.
Word recognition scores were better in the high- than low-predictability contexts. Scores improved with age and were higher for the native than the Mandarin accent. The oldest children saw the greatest benefit from context; however, context benefit was similar regardless of speaker accent.
Despite significant acoustic-phonetic deviations from native norms, young children capitalize on contextual cues when presented with foreign-accented speech. Implications for spoken word recognition in children with speech, language, and hearing differences are discussed.
本研究旨在评估儿童利用语义语境促进对带外国口音单词在噪声中的识别能力。
以美式英语为母语的5至7岁儿童（n = 168）在嘈杂环境中重复带有普通话或美式英语口音的句子，其中一半句子包含从语境中可高度预测的结尾单词。相同的结尾单词出现在低可预测性和高可预测性句子中。
高可预测性语境中的单词识别分数高于低可预测性语境。分数随年龄增长而提高，母语口音的分数高于普通话口音。年龄最大的儿童从语境中获益最大；然而，无论说话者口音如何，语境带来的益处相似。
尽管与母语规范存在显著的声学语音偏差，但幼儿在面对带有外国口音的语音时会利用语境线索。讨论了对有言语、语言和听力差异儿童的口语单词识别的影响。
