Campbell T F, McNeil M R
J Speech Hear Res. 1985 Dec;28(4):513-20. doi: 10.1044/jshr.2804.513.
We examined why auditory comprehension in language-disordered children improves when the rate of presentation of speech is slowed. Seven children with an acquired language disorder associated with a convulsive disorder participated in two divided-attention tasks in which pairs of sentences were presented simultaneously. Subjects were instructed to respond first to the sentence produced by a male speaker (primary sentence) and then to the sentence produced by a female speaker (secondary sentence). In the first condition, both sentences were presented at a normal rate of speech. In the second condition, primary sentences were time expanded 75%, and secondary sentences were presented at a normal rate. We hypothesized that when the primary sentences were presented slowly, spare attention would be available for processing the secondary sentences. Results showed that slowing the presentation rate of the primary sentences significantly improved performance on the secondary sentences, even though secondary sentences were presented at a normal rate of speech. Hypotheses of generally slowed processing of auditory information in language-disordered individuals cannot account for these results. They are consistent, however, with a model of defective attention allocation.
我们研究了为什么语言障碍儿童在言语呈现速度放慢时听觉理解能力会提高。七名患有与惊厥性障碍相关的后天性语言障碍的儿童参与了两项分散注意力任务，在这些任务中，成对的句子同时呈现。受试者被要求先对男性说话者说出的句子（主要句子）做出反应，然后再对女性说话者说出的句子（次要句子）做出反应。在第一种情况下，两个句子都以正常语速呈现。在第二种情况下，主要句子的时长扩展了75%，次要句子以正常语速呈现。我们假设，当主要句子缓慢呈现时，会有多余的注意力可用于处理次要句子。结果表明，即使次要句子以正常语速呈现，放慢主要句子的呈现速度也能显著提高对次要句子的处理表现。关于语言障碍个体听觉信息处理普遍减慢的假设无法解释这些结果。然而，它们与注意力分配缺陷模型是一致的。
