構音障礙及語言障礙兒童在非詞複誦和程序學習的表現

• Main Author: 蔡宗顯
• Other Authors: 許馨仁
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/20526137574232934872

碩士 === 國立高雄師範大學 === 聽力學與語言治療研究所 === 103 === The purpose of this study is to compare articulation performance between children with articulation disorders and children with articulation/language disorders, and examine possible underlying associations between difficulty in articulation and language. A group of children with articulation disorders (N = 18, mean age = 62.06m.) and a group of children with articulation/language disorders (N = 13, mean age = 63.23m.) were recruited. All children’s articulation accuracy and language ability were assessed, and their performance on a nonword repetition (NWR) and a serial reaction time (SRT) task were examined. The results showed that the group with articulation/language disorders performed poorer than those with articulation disorders on a language measure. However, these two groups did not differ in articulation accuracy. In the NWR task, the group with articulation disorders performed better than the group with articulation/language disorders, either based on syllable accuracy or phoneme accuracy or after taking into account articulation errors (i.e., consistent substitution). Learning effects were observed in both groups in the SRT task; however, group differences in learning were not significant. Correlation between NWR and SRT or between SRT and language was not significant for either group. However, a significant correlation between NWR and language comprehension ability was found for the group with articulation/language disorders. These findings suggest that although the two groups had similar articulation accuracy, the source(s) of difficulty underlying their articulation errors might be different. For children with articulation/language disorders, impairments in language and articulation might be associated with deficits in phonological short-term memory, which did not seem to be the major source of difficulty in children with articulation disorders. Key words: articulation disorder, language disorder, nonword repetition, serial reaction time