Department of Developmental and Educational Psychology, Faculty of Psychology, Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain.
Department of Developmental and Educational Psychology, Faculty of Educational Sciences, University of Granada, Granada, Spain.
Res Dev Disabil. 2023 Sep;140:104575. doi: 10.1016/j.ridd.2023.104575. Epub 2023 Jul 27.
According to temporal sampling theory, deficits in rhythm processing contribute to both language and music difficulties in children with developmental language disorder (DLD). Evidence for this proposition is derived mainly from studies conducted in stress-timed languages, but the results may differ in languages with different rhythm features (e.g., syllable-timed languages).
This research aimed to study a previously unexamined topic, namely, the music skills of children with DLD who speak Spanish (a syllable-timed language), and to analyze the possible relationships between the language and music skills of these children.
Two groups of 18 Spanish-speaking children with DLD and 19 typically-developing peers matched for chronological age completed a set of language tests. Their rhythm discrimination, melody discrimination and music memory skills were also assessed.
Children with DLD exhibited significantly lower performance than their typically-developing peers on all three music subtests. Music and language skills were significantly related in both groups.
The results suggest that similar music difficulties may be found in children with DLD whether they speak stress-timed or syllable-timed languages. The relationships found between music and language skills may pave the way for the design of possible language intervention programs based on music stimuli.
根据时间采样理论，节奏处理缺陷既与语言障碍儿童的语言困难有关，也与音乐困难有关。这一观点的证据主要来自于重音计时语言的研究，但在节奏特征不同的语言中（如音节计时语言），结果可能有所不同。
本研究旨在研究一个以前未被研究的课题，即讲西班牙语（音节计时语言）的语言发育障碍儿童的音乐技能，并分析这些儿童的语言和音乐技能之间可能存在的关系。
两组 18 名西班牙语语言发育障碍儿童和 19 名年龄匹配的正常发育儿童完成了一系列语言测试。他们的节奏辨别、旋律辨别和音乐记忆技能也得到了评估。
语言障碍儿童在所有三项音乐子测试中的表现均明显低于正常发育儿童。两组儿童的音乐和语言技能均显著相关。
结果表明，无论是讲重音计时语言还是音节计时语言的语言障碍儿童，都可能存在类似的音乐困难。音乐和语言技能之间的关系可能为基于音乐刺激的可能的语言干预计划的设计铺平道路。
