Taliancich-Klinger Casey L, Bedore Lisa M
a The Woolfolk School of Communication Sciences and Disorders , Our Lady of the Lake University , San Antonio , TX , USA.
b Department of Communication Sciences and Disorders , Temple University , Philadelphia , PA , USA.
Clin Linguist Phon. 2019;33(6):547-569. doi: 10.1080/02699206.2018.1563215. Epub 2019 Jan 29.
Mazes such as self-corrections during speech production are observed in all speakers at varying rates. One hypothesis is that mazes result from the challenge of speech planning when speakers experience linguistic uncertainty. The aim of the study was to examine mazes in 4- and 5-year old typically developing English monolingual and Spanish-English bilingual children's narratives when uncertainty was manipulated in narrative context. Three typically developing groups participated in this study: a Spanish-English bilingual group, an age-matched monolingual English-speaking group and a language-matched younger monolingual English-speaking group. Two narrative task conditions were designed to manipulate linguistic uncertainty as a means of experimentally testing for the production of mazes. In the more uncertainty condition, the picture scenes presented did not depict a story with a logical sequence or ending and a less uncertainty condition where the picture scenes depicted a story scene with a logical sequence and ending. Maze frequency in two narrative conditions and the amount of mazes between groups were compared to explore conditions and related factors to frequency of mazes in young monolingual English and Spanish-English bilingual children. Number of different words was correlated with a higher mazes frequency for all three groups across both narrative conditions. Manipulation of certainty in narrative conditions elicited mazes in monolingual and bilingual children. Bilingual children did not exhibit more mazes than their monolingual peers indicating that bilingual experience in and of itself was not an indicator of exhibiting more mazes during this type of task.
在所有说话者中都能观察到诸如言语产生过程中的自我修正等语误，只是出现频率各不相同。一种假设认为，当说话者经历语言不确定性时，语误是言语规划面临挑战的结果。本研究的目的是，在叙事语境中操纵不确定性时，考察4岁和5岁发育正常的英语单语儿童以及西班牙语-英语双语儿童叙事中的语误。三个发育正常的组参与了这项研究：一个西班牙语-英语双语组、一个年龄匹配的英语单语组和一个语言匹配的年幼英语单语组。设计了两种叙事任务条件来操纵语言不确定性，以此作为对语误产生进行实验测试的一种手段。在不确定性更高的条件下，呈现的图片场景没有描绘出具有逻辑顺序或结局的故事；而在不确定性较低的条件下，图片场景描绘了一个具有逻辑顺序和结局的故事情节。比较了两种叙事条件下的语误频率以及各组之间的语误数量，以探究年幼英语单语儿童和西班牙语-英语双语儿童语误频率的相关条件和因素。在两种叙事条件下，所有三组的不同单词数量都与更高频率的语误相关。叙事条件下确定性的操纵在单语和双语儿童中都引发了语误。双语儿童表现出的语误并不比他们的单语同龄人多，这表明双语经历本身并不是在这类任务中表现出更多语误的一个指标。
