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研究生:黃雲
研究生(外文):Yun Huang
論文名稱:強化聲學線索對治療兒童舌根音化歷程之成效
論文名稱(外文):The Efficacy of Acoustically Intensified Speech Cue for Children with Velarization Process
指導教授:童寶娟童寶娟引用關係
指導教授(外文):Pao-Chuan Torng
口試委員:劉惠美季麟揚
口試委員(外文):Hui-mei LiuLin-Yang Chi
口試日期:2013-06-10
學位類別:碩士
校院名稱:國立臺北護理健康大學
系所名稱:聽語障礙科學研究所
學門:醫藥衛生學門
學類:復健醫學學類
論文種類:學術論文
論文出版年:2013
畢業學年度:101
語文別:中文
論文頁數:99
中文關鍵詞:構音音韻障礙舌根音化聲學線索聽知覺訓練
外文關鍵詞:articulatory/phonological disordervelarization proccessacoustic cueauditory training
相關次數:
  • 被引用被引用:4
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  • 下載下載:59
  • 收藏至我的研究室書目清單書目收藏:1
本研究探討強化目標語音聲學線索介入聽知覺構音訓練對改善兒童舌根音化歷程使用的成效。研究對象為四歲半至六歲具舌根音化歷程之學齡前兒童共計14名,實驗組與對照組各7名。受試者均接受為期8周,每周一次約40分鐘聽知覺訓練為主、構音訓練為輔的治療課程。兩組課程均相同,目標語音同為舌尖塞音/tʰ/,差別為語音聽刺激材料有無經聲學強化操弄。
研究結果指出兩組舌根音化歷程出現率和聲母正確率均顯著進步,同時達跨語言單位類化和跨語音特徵類化。兩組於聲母正確率(語詞與對話)、舌根音化出現率(目標音/tʰ/與組間塞擦/擦音)之進步幅度無顯著差異。然而治療前後,兩組語音辨識正確率的進步幅度達顯著差異;未治療組內舌尖塞音/t/之舌根音化出現率的進步幅度達顯著差異;達結案標準堂數和單音治療堂數均達顯著差異。本研究說明無論有無聲學線索強化,聽知覺訓練介入構音治療有效抑制舌根音化歷程、降低構音音韻異常嚴重度並達到類化。介入聲學線索強化較能促進未治療舌尖塞音/t/之類化,協助縮短單音音節課程所需時間。

The purpose of this studay was to determine the efficacy of using acoustically intensified speech cue during articulatory training. Fourteen 4;6- to 6-years-old preschool children with velarizatoin proccess were recuited. There children are paired into experimental and control group by ages, language comprehension level and articultory/ phonological disorder severity. All subject enrolled in an 8 week therapy session. Each session consist of a 40 minutes weekly auditory training and production training class. The target sound initial stop/tʰ/ was selected. Only experimental group received the acoustically intensified speech other than the original speech.
Result shows that there is with-in groups improvement in both suppression of velarization proccess, percentage of correct consonant, across-linguistic unit generalization and across-sound /across-feature generalization. Degree of improvement between groups shows no siginificance in suppression of velarization proccess, percentage of correct consonant, across-linguistic unit generalization. However, degree of improvement between groups in speech identification correct, untreated initial stops /t/, dismissal criteria sessions and single words sessions shows siginificant difference. The present results suggest that with or without acoustically intensified speech, the auditory combined production training is efficacious on suppression of velarization process and reach generalization. Using acoustically intensified speech could enhance auditory identification, generalization in other initial stop and shorten single words treatment sessions.

目次

第一章 研究背景............................................1
第二章 文獻探討............................................5
第一節 舌根音化歷程的定義與發展...........................5
第二節 構音音韻異常與語音聽知覺的相關性.....................11
第三節 構音音韻治療與聽知覺訓練.............................21
第四節 舌前塞音/tʰ/的構音與聲學特性.........................27
第五節 研究動機...........................................33
第六節 研究問題與假設......................................33
第三章 研究方法..............................................34
第一節 研究對象...........................................35
第二節 環境配置...........................................39
第三節 研究材料...........................................40
第四節 治療策略與程序......................................47
第五節 評量步驟與評量參數...................................53
第六節 資料處理與統計分析...................................55
第四章 研究結果..............................................56
第一節 基準線.............................................57
第二節 舌根音化出現率.......................................58
第三節 聲母正確率...........................................62
第四節 語音辨識錯誤率.......................................65
第五節 堂數與治療進程.......................................66
第五章 討論..................................................67
第一節 舌根音化出現率.......................................67
第二節 聲母正確率...........................................69
第三節 語音辨識錯誤率....................................71
第四節 治療進程、課堂表現與錯誤歷程數.......................72
第五節 個案討論.........................................74
第六節 研究結果.............................................75
第七節 臨床意義.............................................75
第八節 研究限制與後續研究建議...............................75
參考書目.........................................................77
附錄.............................................................88
附錄一 家長同意書...........................................88
附錄二 桃太郎1─桃子........................................90
附錄三 桃太郎2─回家........................................91
附錄四 桃太郎3─相見歡......................................92
附錄五 桃太郎4─小家庭.......................................93
附錄六 課堂評估─語詞31......................................94
附錄七 語音與構音治療教材....................................95
附錄八 兩組治療前後語詞對話之舌根音化出現率..................96
附錄九 兩組治療前後語詞對話之聲母正確率......................97
附錄十 兩組治療前後之聽辨錯誤率..............................98
附錄十一各階段之需堂數........................................98
附錄十二兩組治療前後之錯誤音韻歷程............................99


表目次

表1 華語聲母構音位置及方法.......................................9
表2 「甜/tʰiaŋ/」的華語語音結構..................................9
表3 替代後的華語語音結構:以舌根塞音「kʰ」替代舌前塞音「tʰ」....... 10
表4 兒童基本資料...............................................37
表5 兩組兒童之語言理解分數和構音錯誤類型.........................38
表6 兩組兒童之基準線分數.........................................39
表7 華語構音音韻臨床測驗工具之各類聲母總數........................ 42
表8 構音音韻異常嚴重度...........................................55
表9 兩組年齡次數分配..............................................57
表10 兩組治療前構音韻異常嚴重度次數分配............................57
表11 兩組治療前語言理解能力人數分配................................58
表12 兩組前測語詞聲母正確率及舌根音化出現率........................ 58
表13 兩組性別次數分配..............................................58
表14 實驗組內前後測舌根音化出現率..................................59
表15 控制組內前後測舌根音化出現率..................................59
表16 兩組組間後-前測舌根音化出現率.................................60
表17 實驗組內前後測聲母正確率......................................61
表18 控制組內前後測聲母正確率......................................62
表19 兩組組間後-前測聲母正確率.....................................62
表20 兩組組間後-前測聽辨錯誤率.....................................65
表21 兩組各階段所需堂數............................................66
表22 「課堂評估-語詞31」前測舌根音化出現率........................ 66
表23 「課堂評估-語詞31」之前測聲母正確率.......................... 67


圖目次

圖1 「踢/tʰi/」之波形圖與頻譜圖......................................28
圖2 研究流程圖....................................................36
圖3 「樓梯/lou tʰi/」之波形圖與頻譜圖.................................45
圖4 「樓梯/lou tʰi/」經聲學強化後之波形圖與頻譜圖.....................45
圖5 評估流程......................................................48
圖6 治療流程......................................................48
圖7 暖身活動1.....................................................49
圖8 暖身活動2.....................................................50
圖9 暖身活動3.....................................................50
圖10 聽知覺訓練介面................................................51
圖11 兩組前後測之語詞舌根音化出現率................................61
圖12 兩組前後測之對話舌根音化出現率................................61
圖13 兩組治療前後之語詞聲母正確率分佈圖............................64
圖14 兩組治療前後之對話聲母正確率分佈圖............................65

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