The aim of the present study was to investigate whether the saliency effect for word beginnings reported in children with Dyslexia (Marshall & van der Lely, 2009) can be found also in TD children. Thirty-four TD Italian children aged 8-10 completed two specifically designed tasks: a production task and a perception task. Both tasks used nonwords containing clusters consisting of plosive plus liquid (eg. pl). Clusters could be either in a stressed or in an unstressed syllable, and could be either in initial position (first syllable) or in medial position (second syllable). In the production task children were asked to repeat the non-words. In the perception task, the children were asked to discriminate between two nonwords differing in one phoneme belonging to a cluster by reporting whether two repetitions were the same or different. Results from the production task showed that children are more accurate in repeating stressed than unstressed syllables, but there was no difference with respect to position of the cluster. Results from the perception task showed that children performed more accurately when discriminating word initial contrasts than when discriminating word medial contrasts, especially if the cluster was unstressed. Implications of this finding for clinical assessments are discussed.
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机译:本研究的目的是调查在TD儿童中是否也发现了诵读困难儿童中单词开头的显着性效应(Marshall&van der Lely,2009)。 34名8-10岁的TD意大利儿童完成了两项专门设计的任务:生产任务和感知任务。这两个任务都使用了非单词,其包含由爆破加液体组成的簇(例如pl)。聚类可能处于重读音节或未重读音节,并且可能处于初始位置(第一个音节)或中间位置(第二个音节)。在制作任务中,要求儿童重复非单词。在感知任务中,要求孩子通过报告两个重复是否相同或不同,来区分属于一个音素的一个音素中的两个非单词。生产任务的结果表明,儿童在重读重音方面比未重读音节更准确,但是在音节位置方面没有差异。感知任务的结果表明,辨别单词初始对比的孩子比辨别单词中间对比的孩子更准确,尤其是在没有压力的情况下。讨论了这一发现对临床评估的意义。
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