Bennett C W
J Am Audiol Soc. 1977 May-Jun;2(6):213-8.
Six severely hearing-impaired children who were initially unable to set voiced-voiceless boundaries at voice onset times between 20 and 40 msec in the discrimination of speech were trained to do so by means of a structured auditory training program. An additional tactile cue, gradually withdrawn over four training steps, was used to signal presence of voicing (voice onset times 20 msec or less) during the initial phases of training. Half of the subjects were trained only with the bilabial stops /b-p/ and the remainder with the bilabial, alveolar, and velar stops /b-p/, /d-t/, and /g-k/. Although only syllables containing the vowel /a/ were used in training, all subjects generalized to syllables containing the vowels /u/ and /i/ and some subjects generalized to stop-initiated words. Implications for structured auditory training procedures are discussed.
六名重度听力受损儿童最初在语音辨别中无法在20至40毫秒的语音起始时间设定清浊音界限，通过结构化听觉训练计划对他们进行了此项训练。在训练初始阶段，使用了一种额外的触觉提示（在四个训练步骤中逐渐撤销）来指示浊音的存在（语音起始时间为20毫秒或更短）。一半受试者仅接受双唇塞音/b-p/的训练，其余受试者接受双唇、齿龈和软腭塞音/b-p/、/d-t/和/g-k/的训练。尽管训练中仅使用了包含元音/a/的音节，但所有受试者都能将训练成果推广到包含元音/u/和/i/的音节，一些受试者还能推广到以塞音开头的单词。文中讨论了结构化听觉训练程序的意义。
