听障与听常儿童中文声调的辨认.pptVIP

The Identification of Tone in Chinese Hearing-Impaired and Hearing-Normal Children Jing-Ni Ou Graduate Institute of Linguistics National Taiwan University Spoken word recognition process The cohort model (Marslen-Wilson Tyler, 1980; Marslen-Wilson Welsh, 1978) Hearing-impaired listeners (Schum Collins, 1990) The Mandarin tone Four lexical tones The Mandarin tone Tonal coarticulation (e,g., Shen,1990; Xu, 1994, 1997; Peng, 1997) Perseveratory effects Anticipatory effects Cues to tone perception (e.g., Gandour, 1983; Lin Repp, 1989) F0 height vs. F0 movement Acquisition of tone (e.g., Li Thompson, 1977; Chen, 1986) Purposes of this study Investigating the identification of tone in hearing-normal and hearing-impaired children through the time course of tone perception in Mandarin Chinese. Research questions: Q1. How much amount of acoustic-phonetic information do the four tones need to be identified? What is the difference between monosyllabic words and disyllabic words? Q2. Given that hearing-impaired children have limited language capacity, what’s the influence of lexical support on perceiving disyllabic words? Q3. What is the relative importance of F0 height and F0 movement as cues to tone perception? Design of the study The Gating Paradigm (Grosjean, 1980) Presenting a spoken language stimulus repeatedly and increasing its presentation time at each successive pass Design of the study Experimental Study II- The Child Group 30 Hearing-normal child group (4;11) Materials: Monosyllabic words: 20 items in total Disyllabic words: 12 items in total Presentation time: 50 msec 19 Hearing-impaired child group (6;0) Materials: Monosyllabic words: 8 items in total Disyllabic words: 8 items in total Presentation time: 100 msec Procedure Pointing to a four-choice picture that represents the meaning of the following word after each gate within each word Result- Accuracy Rate Result- Accuracy Rate The Time Course of Tone Perception The Amount of Information