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| Autor/inn/en | Avivi-Reich, Meital; Roberts, Megan Y.; Grieco-Calub, Tina M. |
|---|---|
| Titel | Quantifying the Effects of Background Speech Babble on Preschool Children's Novel Word Learning in a Multisession Paradigm: A Preliminary Study |
| Quelle | In: Journal of Speech, Language, and Hearing Research, 63 (2020) 1, S.345-356 (12 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1092-4388 |
| Schlagwörter | Preschool Children; Novelty (Stimulus Dimension); Language Acquisition; Speech; Acoustics; Recall (Psychology); Auditory Stimuli |
| Abstract | Purpose: This study tested the effects of background speech babble on novel word learning in preschool children with a multisession paradigm. Method: Eight 3-year-old children were exposed to a total of 8 novel word-object pairs across 2 story books presented digitally. Each story contained 4 novel consonant-vowel-consonant nonwords. Children were exposed to both stories, one in quiet and one in the presence of 4-talker babble presented at 0-dB signal-to-noise ratio. After each story, children's learning was tested with a referent selection task and a verbal recall (naming) task. Children were exposed to and tested on the novel word-object pairs on 5 separate days within a 2-week span. Results: A significant main effect of session was found for both referent selection and verbal recall. There was also a significant main effect of exposure condition on referent selection performance, with more referents correctly selected for word-object pairs that were presented in quiet compared to pairs presented in speech babble. Finally, children's verbal recall of novel words was statistically better than baseline performance (i.e., 0%) on Sessions 3-5 for words exposed in quiet, but only on Session 5 for words exposed in speech babble. Conclusions: These findings suggest that background speech babble at 0-dB signal-to-noise ratio disrupts novel word learning in preschool-age children. As a result, children may need more time and more exposures of a novel word before they can recognize or verbally recall it. (As Provided). |
| Anmerkungen | American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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