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Nonword Repetition and Phonological Development
nonword repetition,phonological development,phonological storage,phonological processing,articulation training,
|Publication Year :||2007|
Two competing hypotheses are raised regarding what nonword repetition measures, respectively the phonological storage hypothesis and the phonological sensitivity hypothesis (Gathercole, 2006). The present study investigates the relative predictive power of the phonological storage and the phonological sensitivity to children's nonword repetition performance, with particular interest in the role of children's phonological abilities. The relationship between the phonological development and nonword repetition performance was inspected from three aspects: (1) the direct evidence of the facilitative role of phonological development to nonword repetition; (2) the correlational relationships among measures related to nonword repetition; (3) the predictive power of phonological development to nonword repetition, relative to phonological storage. Participants were thirty 3-year-old and thirty 4-year-old kindergarten children, half of which were assigned as the experimental groups, and the other half of which as the control groups. All the children were pretested with vocabulary size, output phonology, phonological awareness ability, digit span, articulation rate, and nonword repetition. Then the experimental groups received 10 days of articulation training; whereas the control groups received no training. Then all the children were posttested. Results showed that the articulation training didn't effectively enhance prominent growth in the experimental groups' phonological abilities; therefore, the causal relationship between children's phonological development and their performance in nonword repetition couldn’t be established. Correlation analysis revealed that abilities related to nonword repetition weren’t independent of each other. Factors contributing to nonword repetition included digit span, output phonology and articulation rate, among which digit span made the most contribution when overall performance in nonword repetition was concerned. However, the facilitative role of phonological processing was of considerable importance, whose contribution may be masked by heavy memory demand caused by the length stimuli. When children's performance in nonword 1-word list repetition was considered, children's output phonology made the greatest contribution, and digit span was effective only in gap-word 1-word list repetition. It was suggested that both memory capacity and phonological analysis ability contribute to Mandarin-speaking children's nonword repetition; however, when the novel item to be learned is short, children's output phonology, or phonological processing ability at the moment determines the success of learning.
|Appears in Collections:||語言學研究所|
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