Lyon Neuroscience Research Center, Auditory Cognition and Psychoacoustics Team, CNRSUMR 5292, Inserm U 1028, Bron, France.
University of Lyon 1, Lyon, France.
Dyslexia. 2023 May;29(2):151-158. doi: 10.1002/dys.1736. Epub 2023 Feb 24.
Perceiving and producing English phonemic vowel length contrasts is challenging for non-native speakers. According to multi-time resolution models, endogenous slow/fast rhythms contribute, respectively, in the right/left hemispheres, to long/short acoustic cue processing. This study introduced a perceptual training method implementing dichotic stimulation to improve /i:/-/ɪ/ processing by promoting hemispheric complementarity. Twenty non-dyslexic and 20 dyslexic French adults received 1 hr-training over 3 days. Productions were evaluated with pre-/post-tests. Training enhanced vowel duration contrast in word production by /i:/ lengthening and /ɪ/ shortening in both groups. Adults with dyslexia compensated fewer /i:/ lengthening by /ɪ/ shortening than did non-dyslexic adults. Transfer from perceptual training to production seems possible for foreign-language learning even in dyslexic adults. The extent to which dichotic presentation contributed to training effectiveness cannot be evaluated here, but the triggering of lengthening and shortening mechanisms suggests that lateralized complementary skills have been enhanced by dichotic stimulation.
非英语母语者感知和产出英语音段时长对比具有一定难度。根据多时间分辨率模型，内源性慢/快节律分别在左右半球促进长/短声学线索处理。本研究提出了一种感知训练方法，通过实施两耳分听刺激来促进半球互补性，以提高 /i:/-/ɪ/ 的处理能力。20 名非阅读障碍者和 20 名阅读障碍者的法国成年人在 3 天内接受了 1 小时的训练。通过前测和后测评估发音。在两组中，训练都通过 /i:/ 延长和 /ɪ/ 缩短来提高单词发音中的元音时长对比。阅读障碍者的 /i:/ 延长补偿比非阅读障碍者少。即使在阅读障碍者中，从感知训练到产生的转移似乎也可能适用于外语学习。目前尚无法评估两耳分听呈现对训练效果的贡献程度，但延长和缩短机制的触发表明，通过两耳分听刺激增强了侧化互补技能。
