請用此 Handle URI 來引用此文件：
http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/65461完整後設資料紀錄
| DC 欄位 | 值 | 語言 |
|---|---|---|
| dc.contributor.advisor | 曹峰銘(Feng-Ming Tsao) | |
| dc.contributor.author | Lu-Yang Li | en |
| dc.contributor.author | 黎旅揚 | zh_TW |
| dc.date.accessioned | 2021-06-16T23:44:31Z | - |
| dc.date.available | 2012-07-27 | |
| dc.date.copyright | 2012-07-27 | |
| dc.date.issued | 2012 | |
| dc.date.submitted | 2012-07-24 | |
| dc.identifier.citation | 中文文獻
王瓊珠(2001)。台灣地區讀寫障礙研究回顧與展望。「國家科學委員會研究彙刊：人文及社會科學」，11，331-344。 江源泉 (2003)。學習障礙者常有的中樞聽覺處理異常。「竹師特教簡訊」，35， 1-4。 李俊仁、柯華葳(2007)。中文閱讀弱讀者的認知功能缺陷:視覺處理或是聲韻覺 識？「特殊教育研究學刊」，32(4)，1-18。 李俊仁(2010)。聲韻覺識與閱讀發展。載於柯華葳(主編)：「中文閱讀障礙」，頁 43-61。台北：心理。 李忠諺(2011)。「語音知覺和中文識字能力的關係」(未出版之碩士論文)。國立中 央大學認知與神經科學研究所，桃園。 李淑芳(2007)。「不同聲韻處理能力的國中閱讀障礙學生在中、英文識字能力之 研究」(未出版之碩士論文)。國立彰化師範大學特殊教育學系所，彰化。 林洵旬(2004)。「國小閱讀困難學童音韻覺識能力及音韻覺識教學成效之研究」 (未出版之碩士論文)。國立屏東教育大學國民教育研究所，屏東。 卓士傑(2008)。「台灣學齡前3到6歲兒童構音/音韻發展」(未出版之碩士論文)。 國立台北護理學院聽語障礙科學研究所，台北。 柯華葳(1999)。「基礎數學概念評量」。台北：行政院國家科學委員會特殊教育 工作小組。 柯華葳、李俊仁(1996a)。國小低年級學生語音覺識能力與認字能力的發展：一 個縱貫的研究。「國立中正大學學報社會科學分冊」，7，49-66。 柯華葳、李俊仁(1996b)。初學識字成人語音覺識能力與閱讀能力的關係。「國立 中正大學學報社會科學分冊」，7，29-47。 柯華葳、詹益綾（2007）。「國民小學閱讀理解篩選測驗指導手冊」。台北：國立 台灣師範大學特殊教育中心。 洪儷瑜、陳淑麗、王瓊珠、方金雅、張郁雯、陳美芳、柯華葳(2009)。閱讀障礙 篩選流程的檢驗-篩選或教師轉介之比較。「特殊教育研究學刊」，34(1)， 1-22。 胡永崇(2003)。國小四年級閱讀困難學生識字相關因素及不同識字教學策略之教 學成效比較研究。「屏東師院學報」，19，177-216。 席潔、姜薇、張林軍、舒華(2009)。漢語語音範疇性知覺及其發展。「心理學報」， 7，572-579。 翁秀民、沈牧章、蘇德仁(2006)。華語捲舌子音與其相對非捲舌子音的比較研究。 「高雄應用科技大學學報」，35，325-334。 陳淑麗、曾世杰（1999）。閱讀障礙學童聲韻能力發展之研究。「特殊教育研究學 刊」，17，205-223。 陳榮華、陳心怡(2007)。「魏氏兒童智力量表第四版（中文版）指導手冊」。台北： 中國行為科學社。 陳新豐(2011)。多元尺度法。載於陳正昌、程炳林、陳新豐、劉子鍵(主編)：「多 變量分析方法」，頁505-536。台北：五南。 國立臺灣師範大學國音教材編輯委員會(2011)。「國音學」(第八版)」。新北市： 正中。 張漢宜(1996)。「兒童音韻、聲調覺識、視覺技巧、短期記憶發展與閱讀能力之 關係」(未出版之碩士論文)。國立台南師範學院國民教育研究所，台南。 張毓仁、曾世杰(2008)。國小三年級唸名速度緩慢學童與一般學童閱讀認知能力 之比較。「教育與心理研究」，31(1)，179-203。 張顯達(2000)。三至四歲兒童對國語輔音的聽辨與發音。「語言暨語言學」，1(2)， 19-38。 張顯達、許碧勳(2000)。國語輔音聽辨與發音能力之發展研究。「中華民國聽力 語言學會雜誌」，15，1-10。 曹峰銘、李菁芸、謝怡欣、邱建業(2009)。學齡前兒童塞音及聲調知覺語詞彙發 展的關係。「台灣聽力語言學會雜誌」，24，39-58。 黃秀霜(2001)。「中文年級認字量表指導手冊」。台北：心理出版社。 黃秀霜、詹欣蓉(1997)。閱讀障礙兒童之音韻覺識、字覺識及聲調覺識之分析。 「特殊教育與復健學報」，5，125-138。 曾進興(2009)。語音知覺。載於曾進興(主編)：「語言病理學基礎第二卷」，頁 69-104。台北：心理。 曾世杰(2004)。「聲韻覺識、唸名速度與中文閱讀障礙」。台北：心理。 曾世杰、陳淑麗、謝燕嬌(2006)。「聲韻覺識測驗指導手冊」。台北：國立台灣 師範大學特殊教育中心。 曾世杰(2010)。注音與聲韻覺識教學。載於王瓊珠、陳淑麗(主編)：「突破閱讀 困難理念與實務」，頁103-128。台北：心理。 謝俊明、曾世杰(2004)。閱讀障礙學生與一般學生在唸名速度上的比較研究。「台 東大學教育研究學報」，15(2)，193-216。 謝燕嬌(2003)。聲韻覺識在中文閱讀裡扮演角色之探討。「台東特教」，17，53-57。 鄧菊秀(2010)。國語聲調的聲學特性。台灣聽力語言學會電子學報第三十四期。 2011年3月22日。取自：http://www.slh.org.tw/epaper_2_34.html。 鄭靜宜(2003)。腦性麻痺說話者的國語聲調基本頻率(F0)型態與特性。「特殊教育 與復健學報」，11，29-54。 鄭靜宜(2006)。國語捲舌音和非捲舌音的聲學特性。「南大人文研究學報」，40(1)， 27-48。 鄭靜宜(2009)。華語捲舌音對比的聽覺辨識與頻譜動差分析。「中華心理學刊」， 51，157-173。 鄭靜宜(2011)。學習障礙兒童對華語捲舌音特徵的聽知覺辨識。「特殊教育研究 學刊」，36(2)，27-50。 賴柔妤(2010)。「台灣華語捲舌音之發音與感知」(未出版之碩士論文)。高雄師範 大學英語學系研究所，高雄。 鍾榮富(2011)。「華語語音及教學」。新北市：正中。 英文文獻 Adlard, A., & Hazan, V. (1998). Speech perception in children with specific reading difficulties (dyslexia). The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 51A, 153-177. Ahissar, M. (2007). Dyslexia and the anchoring-deficit hypothesis. Trends in Cognitive Sciences, 11, 458-465. Banai, K., & Ahissar, M. (2004). Poor frequency discrimination probes dyslexica with particullary impaired working memory. Audiology and Neuro-Otology, 9, 328-340. Barry, J. G., Blamey, P. J., & Martin, L. F. A. (2002). A multidimensional scaling analysis of tone discrimination ability in Cantonese-speaking children using a cochlear implant, Clinical Linguistics and Phonetics, 16, 101–113. Beattie, R. L., Lu, Z., Manis, F. R. (2011). Dyslexic adults can learn from repeated stimulus presentation but have difficulties in excluding external noise. PLoS ONE. Vol.6(11), ArtID e27893. Blomert, L., & Mitterer, H. (2004). The fragile nature of the speech-perception deficit in dyslexia: natural vs. synthetic speech. Brain and Language, 89, 21-26. Boersma, P., & Weenink, D. (2011). Praat: Doing phonetics by computer [Version 5.2.22]. Retrieved from http://www.praat.org/. Boets, B., Ghesquière, P., Wieringen, A., & Wouters, J. (2007). Speech perception in preschoolers at risk for dyslexia: relations with low-level auditory processing and phonological ability. Brain and Language, 101, 19-30. Boets, B., Vandermosten, M., Poelmans, H., Luts, H., Wouters, J., Ghesquière, P. (2011). Preschool impairments in auditory processing and speech perception uniquely predict future reading problems. Research in Developmental Disabilities, 32, 560-570. Bogliotti, C., Serniclaes, W., Messaoud-Galusi, S., & Sprenger-Charolles, L. (2008). Discrimination of speech sounds by children with dyslexia: Comparisons with chronological age and reading level controls. Journal of Experimental Child Psychology, 101, 137-155. Bradlow, A. R., Kraus, N., & Hayes, E. (2003). Speaking clearly for learning-impaired children: Sentence perception in noise. Journal of Speech, Language, and Hearing Research, 46, 80-97. Brady, S., Shankweiler, D., & Mann, V. (1983). Speech perception and memory coding in relation to reading ability. Journal of Experimental Child Psychology, 35, 345-367. Brandt, J., & Rosen, J. J. (1980). Auditory phonemic perception in dyslexia: Categorical identification and discrimination of stop consonants. Brain and Language, 9, 324-337. Breier, J. I., Fletcher, J. M., Denton, C., & Gray, L. C. (2004). Categorical perception of speech stimuli in children at risk for reading difficulty. Journal of Experimental Child Psychology, 88, 152-170. Chandrasekaran B, Hornickel J, Skoe E, Nicol T, & Kraus N. (2009) Context-dependent encoding in the human auditory brainstem relates to hearing speech in noise: Implications for developmental dyslexia. Neuron, 64, 311-319. Chandrasekaran, B., Krishnan, A., & Gandour, J. T. (2007). Experience-dependent neural plasticity is sensitive to shape of pitch contours. Cognitive Neuroscience and Neuropsychology, 18, 1963-1967. Chandrasekaran, B., Gandour, J. T., & Krishnan, A. (2007). Neuroplasticity in the processing of pitch dimensions: A multidimensional scaling analysis of the mismatch negativity. Restorative Neurology and Neuroscience, 25, 195-210. Chandrasekaran, B., Sampath, P. D., & Wong, P. C. M. (2010). Individual variability in cue-weighting and lexical tone learning. Journal of the Acoustical Society of America, 128, 456-465. Chermak, G. D., Vonhof, M. R., & Bendel, R. B. (1989).Word identification performance in the presence of competing speech and noise in learning disable adults. Ear and Hearing, 10, 90-93. Cheung, H., Chung, K. K. H., Wong, S. W. L., McBride-Chang, C., Penny, T. B., & Ho, C.S.-H. (2009). Perception of tone and aspiration contrasts in Chinese children with dyslexia. Journal of Child Psychology and Psychiatry, 50, 726-733. Cunningham, J., Nicol, T., Zecker, S., G., Bradlow, A., & Kraus, N. (2001). Neurobiologic responses to speech in noise in children with learning problems: Deficits and strategies for improvement. Clinical Neurophysiology, 112, 758-767. Francis, A. L., Ciocca, V., Ma, L., & Fenn, K. (2008). Perceptual learning of Cantonese lexical tone by tone and non-tone language speakers. Journal of Phonetics, 36, 268-294. Gandour, J. T. & Harshman, R. A. (1978). Crosslanguage differences in tone perception: A multidimensional scaling investigation. Language and Speech , 21, 1-33. Gandour, J. (1983). Tone perception in Far Eastern languages. Journal of Phonetics, 11, 149-175. Godfrey, J. J., Syrdal-Lasky, A. K., Millay, K. K., & Knox, C.M. (1981).Performance of dyslexic children on speech perception tests. Journal of Experimental Child Psychology, 32, 401-424. Goswami, U., Thomson, J., Richardson, U., Stainthorp, R., Hughes, D., Rosen, S. & Scott, S. K. (2002). Amplitude envelope onsets and developmental dyslexia: A new hypothesis. Proceeding of the National Academy of Sciences of the U. S. A., 99, 10911–10916. Hayes, E, Warrier, C. M, Nicol, T, Zecker, S. G, & Kraus, N. (2003). Neural plasticity following auditory training in children with learning problems. Clinical Neurophysiology, 114, 673-684. Huang, H. S., & Hanley, J.R. (1994). Phonological awareness and visual skills in learning to reading Chinese and English. Cognition, 54, 73-98. Inoue, T., Higashibara, F., Okazaki, S., & Maekawa, H. (2011). Speech perception in noise deficits in Japanese children with reading difficulties: Effects of presentation rate. Research in Developmental Disabilities, 32, 2748-2757. Joanisse, M. F., Manis, F. R., Keating, P., & Seidenberg, M. S. (2000). Language deficits in dyslexic children: Speech perception, phonology, and morphology. Journal of Experimental Child Psychology, 77, 30-60. King, C, Warrier, C. M., Hayes, E., & Kraus, N. (2002) Deficits in auditory brainstem encoding of speech sounds in children with learning problems. Neuroscience Letters, 319, 111-115. Kuhl, P. (2004). Early language acquisition: Cracking the speech code. Nature Reviews Neuroscience, 5, 831-843. Li, W.-S. & Ho, C. S.-H.(2010). Lexical tone awareness among Chinese children with developmental dyslexia. Journal of Child Language, 38, 1-16. Maassen, B., Groenen, P., Crul, T., Assman-Hulsmans, C., & Gabreels, F. (2001). Identification and discrimination of voicing and place-articulation in developmental dyslexia. Clinical Linguistics and Phonetics, 15, 319-339. Manis, F. R., McBride-Chang, C., Seidenberg, M. S., Keating, P., Doi, L. M., Munson, B., & Peterson, A. (1997). Are speech perception deficits associated with developmental dyslexia? Journal of Experimental Child Psychology, 66, 211-235. Manis, F. R. & Keating, P. (2005). Speech perception in dyslexic children with and without language impairments. In H. W. Catts & A. G. Kamhi (Eds), The connections between language and reading disabilities (pp.77-99). Wahaw, NJ: Erlbaum. McBride-Chang, C., Tong X., Shu H., Wong A. M. - Y., Leung K., & Tardif T. (2008). Syllable, phoneme, and tone: Psycholinguistic units in early Chinese and English word recognition. Scientific Studies of Reading, 12, 171-194. McBride-Chang, C., Lam, F., Lam, C., Doo, S, Wong, S. W. L. & Chow, Y. Y. Y. (2008). Word recognition and cognitive profiles of Chinese pre-school children at risk for dyslexia through language delay or familial history of dyslexia. Journal of Child Psychology and Psychiatry, 49, 211-218. Meng, X., Sai, X., Wang, C.,Wang, J., Sha, S., Zhou, X. (2005). Auditory and speech processing and reading development in Chinese school children: Behavioural and ERP evidence. Dyslexia, 11, 292-310. Mody, M., Studdert-Kennedy, M., & Brady, S. (1997). Speech perception deficits in poor readers: Auditory processing or phonological coding? Journal of Experimental Child Psychology, 64, 199-231. Pennington, B. F., Van Orden, G. C., Smith, S. D., Green, P. A., & Haith, M. M. (1990). Phonological processing skills and deficits in adult dyslexics. Child Development, 61, 1753-1778. Plichta, B. (2011). Akustyk [Version 1.8.3]. Retrieved from http://bartus.org/akustyk/. Ramus, F. (2003). Developmental dyslexia: Specific phonological deficit or general sensorimotor dysfunction? Current Opinion in Neurobiology, 13, 212-218. Ramus, F., Rosen, S., Dakin, S. C., Day, B. L., Castellote, J. M., White, S., & Frith, U. (2003). Theories of developmental dyslexia: Insights from a multiple case study of dyslexic adults. Brain, 126, 841-856. Reed, M. A. (1989). Speech perception and the discrimination of brief auditory cues in reading disabled children. Journal of Experimental Child Psychology, 48, 270-292. Robertson, E. K., Joanisse, M. F., Desroches, A. S. & Ng S. (2009). Categorical speech perception deficits distinguish language and reading impairments in children. Developmental Science, 12, 753-767. Rosen, S. (2003). Auditory processing in dyslexia and specific language impairment: Is there a deficit? What is its nature? Does it explain anything? Journal of Phonetics, 31, 509-527. Sakaue, K. (1999). Study on auditory perception of children with learning disabilities- About the ability of speech discrimination under the quasi-noise. Special Education Research: Department of Special Education Osaka Kyoiku University, 22, 61-69. Serniclaes, W., Sprenger-Charolles, L., Carre, R., & Demonet, J. F. (2001). Perceptual discrimination of speech sounds in developmental dyslexia. Journal of Speech, Language, and Hearing Research, 44, 384-399. Serniclaes, W., Van Heghe, S., Mousty, P., Carre ́, R., & Sprenger-Charolles, L. (2004). Allophonic mode of speech perception in dyslexia. Journal of Experimental Child Psychology, 87, 336-361. Snowling, M., Goulandris, N., Bowlby, M., & Howell, P. (1986). Segmentation and speech perception in relation to reading skill: A developmentalanalysis. Journal of Experimental Child Psychology, 41, 489-507. Sony (2009). Sound Forge Pro [ Version 10.0]. Middleton, WI: Sony. Tallal, P. (1980). Auditory temporal perception, phonics and reading disabilities in children. Brain and Language, 9, 182–198. Tsang, Y. K., Jia, S. Huang, J., & Chen, H. C. (2011). ERP correlates of pre-attentive processing of Cantonese lexical tone: The effects of pitch contour and pitch height. Neuroscience Letters, 487, 268-272. Tsao, F. M. (2008). The effect of acoustical similarity on lexical-tone perception of one-year-old Mandarin-learning infants. Chinese Journal of Psychology, 50, 111-124. Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M., (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45 , 2-40. Warrier, C. M., Johnson,K. L., Hayes, E. A., Nicol, T., & Kraus, N. (2004). Learning impaired children exhibit timing deficits and training-related improvements in auditory cortical responses to speech in noise. Experimental Brain Research, 157, 431-441. Werker, J. F., & Tees, R. C. (1987). Speech perception in severely disabled and average reading children. Canadian Journal of Psychology, 41, 48-61. Wible, B., Nicol, T., & Kraus, N. (2002). Abnormal neural encoding of repeated speech stimuli in noise in children with learning problems. Clinical Neurophysiology, 113, 485-494. Wong, P., Schwartz, R. G., Jenkins, J. J. (2005). Perception and production of lexical tones by 3-year-old, Mandarin-speaking children. Journal of Speech, Language, and Hearing Research, 42, 1065-1079. Zhang, J. & McBride-Chang, C. (2010). Auditory sensitivity, speech perception, and reading development and impairment. Educational Psychology Review, 22, 323-338. Ziegler, J. C., & Goswami, U.(2006). Becoming literate in different languages: Similar problems, different solutions Developmental Science, 9, 429-436. Ziegler, J. C., Pech-Georgel, C., George, F., Alario, F. X., & Lorenzi, C. (2005). Deficits in speech perception predict language learning impairment. Proceedings of the National Academy of Sciences of the United States of America, 102, 14110-14115. Ziegler, J. C., Pech-Georgel, C., George, F., & Lorenzi, C. (2009). Speech-perception-in-noise deficits in dyslexia. Developmental Science, 12, 732-745. | |
| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/65461 | - |
| dc.description.abstract | 本研究的目的在探討閱讀障礙兒童對於華語輔音及聲調的知覺表現，檢視其在不同聽覺環境(有無背景噪音)下語音判斷的情形，藉此釐清是否聽覺處理能力影響輔音知覺，以及這群兒童的聲調知覺組織。本研究包含兩個實驗。實驗一以成人為受試者，目的在於選擇適合後續進行兒童語音知覺實驗的語音刺激。發現成人在有無背景噪音情境下，輔音指認的正確率均高。聲調區辨表現，除了二聲和三聲的區辨正確率較低，其他聲調配對也都有九成以上的正確率。以多元尺度法分析其對平均音高及基頻趨勢兩類聲調聲學線索的知覺比重，發現成人對此兩類聲學線索的知覺比重無顯著差異。實驗二以國小二到三年級閱讀障礙兒童(n = 20)及年齡和非語文智商配對的對照組兒童(n = 20)為對象。結果顯示，和對照組相比，閱障兒童在有無背景噪音狀態下的輔音指認正確率均顯著較低。但輔音知覺的噪音遮蔽解除效益隨噪音的調幅頻率而變，但是未受組別差異的影響，此表示閱障兒童的聽覺處理能力可能和正常發展兒童相似。聲調知覺方面，閱障兒童的聲調區辨敏感度低於對照組。多元尺度法分析結果顯示，相對於對照組，閱障兒童的聲調知覺組織，較無法表徵各聲調在平均音高和基頻趨勢兩類聲學線索上的相對位置。此外，相關及迴歸分析結果顯示，語音知覺和閱讀表現有關。整體而言，閱障兒童的輔音及聲調知覺表現均不如對照組，顯示語音知覺處理限制；但卻有與一般兒童相近的噪音遮蔽解除聽覺表現，表示這樣的限制可能並非來自於聽覺處理缺損的後續效果。研究結果較支持閱讀障礙兒童的語音知覺處理限制應屬於語言特定的看法，並顯示語音知覺限制和閱讀學習困難的關係。 | zh_TW |
| dc.description.abstract | The main goal of this study was to explore the consonant and lexical tone perception in children with reading disabilities (RD). This study also investigated whether speech perception deficits in children with RD was the results of general auditory processing deficit. In addition, this study examined the perceptual organization of lexical tones in these children. Experiment 1 recruited adults and aimed to select proper speech stimuli for testing children in experiment 2. Results of experiment 1 showed that adults correctly identified consonants in a silent background condition. Multidimensional scaling (MDS) analysis demonstrated that adults perceptual equally weighed the pitch height and the pitch direction in the perceptual organization for lexical tones. Experiment 2 aimed to examine the speech perception in 8-9 year-old children with RD. Both children with RD (n = 20) and chronological age and non-verbal IQ matched children (n = 20) participated in this experiment. Children with RD performed less accurately in identifying consonants than the matched-group children in both with/without the amplitude modulation noise in the background. In addition, children with RD demonstrated the “release from masking” effect, suggesting that the auditory processing ability of children with RD was near to normal. Results also demonstrated that children with RD performed poorer than the matched group in discriminating lexical tone contrasts. The MDS analysis revealed that perceptual organization for lexical tones of children with RD was different from that of matched group. In addition, results of both correlation and regression analyses demonstrated the strong association between speech perception performance and reading abilities. Results of this study showed the speech perception deficit in children with RD and this deficit not be the result of a general auditory processing impairment. | en |
| dc.description.provenance | Made available in DSpace on 2021-06-16T23:44:31Z (GMT). No. of bitstreams: 1 ntu-101-R98227115-1.pdf: 2440825 bytes, checksum: 2097270039847d09621f9b25f58f4785 (MD5) Previous issue date: 2012 | en |
| dc.description.tableofcontents | 緒論...................................................... 1
研究動機...............................................1 文獻回顧...............................................5 實驗一 成人的語音知覺.....................................28 方法..................................................28 結果..................................................31 討論..................................................40 實驗二 閱讀障礙兒童的輔音及聲調知覺.......................43 方法..................................................43 結果..................................................48 綜合討論..................................................68 參考文獻..................................................76 附錄......................................................84 附錄一 調幅頻率噪音與連續噪音波形圖..................84 附錄二 輔音知覺作業指導語成人版......................85 附錄三 聲調知覺作業指導語成人版......................86 附錄四 輔音知覺作業指導語兒童版......................87 附錄五 聲調知覺作業指導語兒童版......................89 附錄六 兒童發展基本資料表............................90 附錄七 參與研究同意書................................91 附錄八 各輔音在所有聆聽狀態下的指認表現(%)...........92 | |
| dc.language.iso | zh-TW | |
| dc.subject | 知覺組織 | zh_TW |
| dc.subject | 聲調 | zh_TW |
| dc.subject | 輔音 | zh_TW |
| dc.subject | 閱讀障礙兒童 | zh_TW |
| dc.subject | 語音知覺 | zh_TW |
| dc.subject | 噪音遮蔽解除 | zh_TW |
| dc.subject | release from masking | en |
| dc.subject | children with reading disabilities | en |
| dc.subject | consonant | en |
| dc.subject | lecixal tone | en |
| dc.subject | perceptual organization | en |
| dc.subject | speech perception | en |
| dc.title | 閱讀障礙兒童之輔音及聲調知覺 | zh_TW |
| dc.title | Perception of Consonants and Lexical Tones in School-Aged Children with Reading Disabilities | en |
| dc.type | Thesis | |
| dc.date.schoolyear | 100-2 | |
| dc.description.degree | 碩士 | |
| dc.contributor.oralexamcommittee | 劉惠美(Hui-Mei Liu),周泰立(Tai-Li Chou) | |
| dc.subject.keyword | 語音知覺,閱讀障礙兒童,輔音,聲調,知覺組織,噪音遮蔽解除, | zh_TW |
| dc.subject.keyword | speech perception,children with reading disabilities,consonant,lecixal tone,perceptual organization,release from masking, | en |
| dc.relation.page | 93 | |
| dc.rights.note | 有償授權 | |
| dc.date.accepted | 2012-07-24 | |
| dc.contributor.author-college | 理學院 | zh_TW |
| dc.contributor.author-dept | 心理學研究所 | zh_TW |
| 顯示於系所單位： | 心理學系 | |
文件中的檔案：
| 檔案 | 大小 | 格式 | |
|---|---|---|---|
| ntu-101-1.pdf 未授權公開取用 | 2.38 MB | Adobe PDF |
系統中的文件，除了特別指名其著作權條款之外，均受到著作權保護，並且保留所有的權利。