Does Lexical Stress Pattern Affect Learning and Producing New Words in Greek for Children with Cochlear Implants?

Autor/inn/en	Adamidou, Christina; Okalidou, Areti; Fourakis, Marios; Printza, Athanasia; Kyriafinis, Georgios
Titel	Does Lexical Stress Pattern Affect Learning and Producing New Words in Greek for Children with Cochlear Implants?
Quelle	In: Journal of Speech, Language, and Hearing Research, 66 (2023) 8, S.2535-2561 (27 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fourakis, Marios)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Assistive Technology; Task Analysis; Word Recognition; Greek; Preschool Children; Nonverbal Ability; Comparative Analysis; Phonology; Vocabulary Development; Accuracy; Speech Communication; Hearing Impairments; Auditory Perception; Intonation; Suprasegmentals; Language Acquisition; Language Tests; Correlation; Foreign Countries; Greece + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Worterkennung; Grieche; Griechisch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Fonologie; Wortschatzarbeit; Hearing impairment; Hörbehinderung; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Sprachaneignung; Spracherwerb; Language test; Sprachtest; Korrelation; Ausland; Griechenland
Abstract	Purpose: ?he lexical stress pattern (trochaic vs. iambic) may affect various aspects of word learning and word production in children with cochlear implants (CIs). This study aimed to investigate lexical stress effects in word learning by Greek-speaking children with CIs. Method: A word learning paradigm, consisting of a word production and a word identification task, was used. A test list of eight pairs of disyllabic nonwords with identical phonological composition and contrasting lexical stress (eight trochaic and eight iambic), along with their referent pictured objects, was constructed and administered to 22 Greek-speaking children with CIs (ages 4;6-12;3 [years;months]) with normal nonverbal IQ and to 22 age-matched controls with normal hearing (NH) and no other difficulties. Results: Overall, children with CIs exhibited lower performance than their hearing peers in all word-learning tasks, regardless of lexical stress pattern. Specifically, they identified significantly fewer words and exhibited significantly lower accuracy in word production than those of the controls. In the group with CIs, lexical stress pattern affected their production of words but not their word identification. Children with CIs showed more accurate production of iambic than trochaic words, a fact attributed to better vowel production. Yet, production of stress was less accurate for iambic than for trochaic words. ?oreover, stress assignment of iambic words was highly correlated with speech and language tests in children with CIs. Conclusions: Greek children with CIs exhibited lower performance in the word-learning task administered than children with NH did. In addition, the performance of children with CIs indicated a dissociation between the perception and production mechanisms and revealed complex relations between the segmental and prosodic aspects of words. Preliminary findings suggest that stress assignment in iambic words can serve as an indicator of speech and language growth. (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