韵律边界对人工耳蜗植入儿童句法歧义消解的影响
Prosodic Boundary Effects on Syntactic Disambiguation in Children With Cochlear Implants.
作者信息
Fortunato-Tavares Talita, Schwartz Richard G, Marton Klara, de Andrade Claudia F, Houston Derek
机构信息
Lehman College, City University of New York, Bronx.
The Graduate Center, City University of New York, New York.
出版信息
J Speech Lang Hear Res. 2018 May 17;61(5):1188-1202. doi: 10.1044/2018_JSLHR-L-17-0036.
PURPOSE
This study investigated prosodic boundary effects on the comprehension of attachment ambiguities in children with cochlear implants (CIs) and normal hearing (NH) and tested the absolute boundary hypothesis and the relative boundary hypothesis. Processing speed was also investigated.
METHOD
Fifteen children with NH and 13 children with CIs (ages 8-12 years) who are monolingual speakers of Brazilian Portuguese participated in a computerized comprehension task with sentences containing prepositional phrase attachment ambiguity and manipulations of prosodic boundaries.
RESULTS
Children with NH and children with CIs differed in how they used prosodic forms to disambiguate sentences. Children in both groups provided responses consistent with half of the predictions of the relative boundary hypothesis. The absolute boundary hypothesis did not characterize the syntactic disambiguation of children with CIs. Processing speed was similar in both groups.
CONCLUSIONS
Children with CIs do not use prosodic information to disambiguate sentences or to facilitate comprehension of unambiguous sentences similarly to children with NH. The results suggest that cross-linguistic differences may interact with syntactic disambiguation. Prosodic contrasts that affect sentence comprehension need to be addressed directly in intervention with children with CIs.
目的
本研究调查了韵律边界对人工耳蜗植入（CI）儿童和正常听力（NH）儿童理解附着歧义的影响，并检验了绝对边界假设和相对边界假设。同时还研究了处理速度。
方法
15名巴西葡萄牙语单语的正常听力儿童和13名人工耳蜗植入儿童（年龄8至12岁）参与了一项计算机化理解任务，该任务中的句子包含介词短语附着歧义以及韵律边界的操控。
结果
正常听力儿童和人工耳蜗植入儿童在使用韵律形式消除句子歧义的方式上存在差异。两组儿童的反应均符合相对边界假设一半的预测。绝对边界假设并不能描述人工耳蜗植入儿童的句法歧义消除情况。两组的处理速度相似。
结论
与正常听力儿童不同，人工耳蜗植入儿童不会以类似的方式使用韵律信息来消除句子歧义或促进对明确句子的理解。结果表明，跨语言差异可能与句法歧义消除相互作用。在对人工耳蜗植入儿童的干预中，需要直接解决影响句子理解的韵律对比问题。
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