Pflaster G
J Speech Hear Disord. 1979 Aug;44(3):379-87. doi: 10.1044/jshd.4403.379.
This study was designed to determine the value of using a mirror for speech teaching. Data derived from manner, place, voicing, and blend errors produced by 27 hearing-impaired children while imitating consonant-vowel syllables under three conditions (audition alone, audition plus direct vision, audition plus vision using a mirror) were analyzed to determine whether the use of a mirror enhances or detracted from the accuracy of their responses relative to the other two conditions; whether different types of errors were made under any of the conditions; and whether error types under each condition were related to age or hearing level. Although more place errors occurred under the auditory condition, the difference between the numbers of errors made under the two auditory-visual conditions was not significant. The use of a mirror neither enhanced nor detracted from the accuracy of responses of subjects in this study. This finding cast doubt upon the value of using a mirror as a general aid in speech teaching.
本研究旨在确定使用镜子进行语音教学的价值。分析了27名听力受损儿童在三种条件下（仅听觉、听觉加直视、听觉加使用镜子的视觉）模仿辅音-元音音节时产生的方式、部位、发声和混合错误的数据，以确定使用镜子相对于其他两种条件是否提高或降低了他们反应的准确性；在任何一种条件下是否出现了不同类型的错误；以及每种条件下的错误类型是否与年龄或听力水平有关。尽管在听觉条件下出现了更多的部位错误，但两种视听条件下的错误数量差异并不显著。在本研究中，使用镜子既没有提高也没有降低受试者反应的准确性。这一发现使人对将镜子作为语音教学的一般辅助工具的价值产生怀疑。
