Marji Michelle, Schwartz Cody, Nguyen Tri, Kupfer Anne S, Blais Chris, Restrepo Maria Adelaida, Glenberg Arthur M
Department of Psychology, Arizona State University, 950 S. McAllister Ave, Tempe, AZ 85287, USA.
Department of Psychology, University of Wisconsin-Madison, 1202 W Johnson St, Madison, WI 53706, USA.
Behav Sci (Basel). 2024 Jul 10;14(7):585. doi: 10.3390/bs14070585.
"Are you LISTENING?" may be one of the most frequent questions preschoolers hear from their parents and teachers, but can children be taught to listen carefully-and thus better comprehend language-and if so, what changes occur in their brains? Twenty-seven four- and five-year-old children were taught a language simulation strategy to use while listening to stories: first, they practiced moving graphics on an iPad to correspond to the story actions, and then they practiced imagining the movements. Compared to a control condition, children in the intervention answered comprehension questions more accurately when imagining moving the graphics and on a measure of transfer using a new story without any instruction and with only immovable graphics. Importantly, for children in the intervention, the change in comprehension from the first to the sixth day was strongly correlated with changes in EEG mu and alpha desynchronization, suggesting changes in motor and visual processing following the intervention. Thus, the data are consistent with our hypothesis that a language simulation listening comprehension intervention can improve children's listening comprehension by teaching children to align visual and motor processing with language comprehension.
“你在听吗？”可能是学龄前儿童从父母和老师那里听到的最常见的问题之一，但是孩子们能被教导认真倾听——从而更好地理解语言吗？如果可以，他们的大脑会发生什么变化呢？27名4岁和5岁的儿童在听故事时被教授了一种语言模拟策略：首先，他们练习在iPad上移动图形以对应故事中的动作，然后他们练习想象这些动作。与对照条件相比，干预组的儿童在想象移动图形时以及在使用一个没有任何指导且只有静止图形的新故事进行迁移测试时，回答理解问题的准确性更高。重要的是，对于干预组的儿童来说，从第一天到第六天理解能力的变化与脑电图μ波和α波去同步化的变化密切相关，这表明干预后运动和视觉处理发生了变化。因此，这些数据与我们的假设一致，即语言模拟听力理解干预可以通过教导儿童将视觉和运动处理与语言理解相结合来提高儿童的听力理解能力。
