Fazio B B
Speech and Hearing Sciences, Indiana University, Bloomington 47401, USA.
J Speech Lang Hear Res. 1997 Dec;40(6):1285-97. doi: 10.1044/jslhr.4006.1285.
This research examined rote memory for connected speech in low-income children with and without specific language impairment (SLI). Sixteen children with SLI were matched to 16 typically developing children on nonverbal cognition and 16 younger, typically developing peers on language measures. The children learned a new poem under four presentation conditions: with or without accompanying hand motions related to the poem or with or without a simple melody. Compared with their cognitive and language peers, children with SLI had significantly more difficulty learning the poem under all presentation conditions. Furthermore, when asked to recite the poem after a 2-day delay, the performance of the children with SLI was significantly better in the poem with accompanying hand motions condition. It appears that learning the poem with an additional modality aids recall for children with SLI. Phonological awareness task findings revealed that all the children had difficulty with such tasks. However, compared with the children in the cognitive-matched peer group, the children with SLI and their language-matched peers had significantly more difficulty finding pairs of words that rhymed or words that began with the same initial sound. Intervention issues and the relationship between phonological processing and serial memory in children with SLI are discussed.
本研究考察了有特定语言障碍（SLI）和无特定语言障碍的低收入儿童对连贯言语的机械记忆。16名有特定语言障碍的儿童在非语言认知方面与16名发育正常的儿童相匹配，在语言测量方面与16名年龄较小、发育正常的同龄人相匹配。这些儿童在四种呈现条件下学习一首新诗：有无与诗歌相关的伴随手势，以及有无简单旋律。与他们在认知和语言方面的同龄人相比，有特定语言障碍的儿童在所有呈现条件下学习这首诗都有显著更多的困难。此外，在延迟两天后要求背诵这首诗时，有特定语言障碍的儿童在有伴随手势的诗歌条件下表现明显更好。看来，通过额外的方式学习这首诗有助于有特定语言障碍的儿童回忆。语音意识任务的结果显示，所有儿童在这类任务上都有困难。然而，与认知匹配同龄组的儿童相比，有特定语言障碍的儿童及其语言匹配的同龄人在找出押韵的单词对或首音相同的单词方面有显著更多的困难。文中还讨论了干预问题以及有特定语言障碍儿童的语音处理与序列记忆之间的关系。
