音韻障礙與句法障礙的關連性研究 指導老師:張顯達 研 究 生:許馨仁 ...
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The Association of Phonological Disorders and Syntactic Disorders - A Study of Mandarin-speaking Children. 音韻障礙與句法障礙的關連性研究 指導老師:張顯達 研 究 生:許馨仁 台灣大學語言學研究所. Developmental Phonological Disorders. Definition - PowerPoint PPT PresentationTRANSCRIPT
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The Association of Phonological Disorders and Syntactic Disorders - A Study of Mandarin-speaking Children
音韻障礙與句法障礙的關連性研究 指導老師:張顯達 研 究 生:許馨仁
台灣大學語言學研究所
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Developmental Phonological Disorders Definition -those who have phonological problems but
without evident causal origins such as speech problems secondary to mental retardation or cleft palate, yet their speech is often hard to understand (Grunwell 1991).
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Phonological Disorders “Specific phonological disorders” (Grunwell
1991)
Coexistence of impairments in phonology and other aspects of language such as syntax and morphosyntax (e.g. Faircloth & Faircloth 1970; Leonard 2000)
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Association-1
Faircloth & Faircloth (1970); Panagos & Prelock (1982) Spontaneous speech Production errors: sentences > isolated words control complexity in phonology and syntax More errors when processing demands increased
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Association-2
Merino (1983) Morphosyntactic deficits often co-occur with
impaired phonology
Leonard (1989) phonetic feature: short duration & unstressed
syllable
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Association-3
Bishop (1997) causal relationship source: receptive side of phonological
impairments
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Research Questions Q1: Do children with phonological disorders
differ from those with phonologic-syntactic disorders in their phonology?
Q2:What dimension of phonological capacity or tests could best distinguish the two groups?
Q3: What syntactic problems are prone to co-exist with phonological problems in Mandarin?
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Phonological Disordered Subjects Children with phonological disorders
34 children from three hospitals Age range: 5; 0~6;11 With developmental phonological disorders
Language ability Preschool Language Disorders Test (Lin & Lin 1993)
& Language Disorder Test for School Ages Cutting point: the 10th percentile
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Normally Developing Controls Normally developing controls
31 children from four kindergartens age-matched group younger group
Language ability Preschool Language Disorders Test (Lin & Lin 1993)
& Language Disorder Test for School Ages Cutting point: the 10th percentile
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SubjectsTable 1 Subjects in Each Group
Groups Mean Age
Age Range
MLUw
Girl Boy Total
Phonological Disorders (PD)
69.70 5;1-6;9 2.72 14 6 20
Phonologic-SyntacticDisorders *(PSD)
71.64 5;0-6;11 2.47 9 5 14
Age 6 (NL6) 71.94 5;11-6;1 3.28 7 9 16
Age 5 (NL5) 59.87 4;11-5;1 3.09 9 8 15
* Specific language impairments
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Tasks: Set I
-Phonological capacity Set 1 Language ability
1. Picture Naming Task Phonemic inventory
2. New Word Imitation Task & New Word Discrimination Task
Imitation and discrimination of minimal word pairs
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Tasks: Set II
Set 2 Language Ability
1. Word Span Task Memory capacity with lexical supports
2. Nonword Repetition Task
Phonological memory capacity (without lexical supports)
-Memory capacity
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Tasks: Set III
-Morphosyntactic & Syntactic capacityLanguage Ability
1. Classifier Elicitation Task & Classifier Learning Task
2. Sentence Comprehension Task
Morphosyntactic capacity
receptive language ability
3. Sentence Construction Task
Syntactic segmentation ability
Set 3
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Tasks on Phonological capacity-1
Set 1 Language ability
1. Picture Naming Task Phonemic inventory
2. New Word Imitation Task & New Word Discrimination Task
Imitation and discrimination of minimal word pairs
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Picture Naming Task: Scoring 33 pictures for 42 target phonemes 8 tokens (4 in word-initial and 4 in word-
medial position) for each target sound were collected
One point was given for each target sound when 6 correct production out of eight were found
Maximal=42
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Picture Naming Task: Results
NL6=NL5 > PD=PSD
Group N Mean Scores (total=42)
NL6NL5PDPSD
16 41.00 (1.21)15 38.86 (2.09)20 32.85 (5.09)14 29.64 (5.31)
Table 2 Mean scores in the Picture Naming Task
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Variability-1
Multiple mismatches e.g.
/d/ (incorrect realization) /t/ /k/ (incorrect realization) /f/ (incorrect realization)
(Grunwell 1981; Zhu & Dodd 2000)
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Variability-2
Alternation between a correct target and an error production was not included e.g.
/t/ (correct realization) /t/ /k/ (incorrect realization)
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Word-based Variability Word-based variability (Zhu & Dodd
2000) e.g: /pingguo//bingguo/, /bingduo/ Total=33 One point was given for each word when more
than two types of error production of a word was found
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Phoneme-based Variability Phoneme-based variability
e.g: /t//d/, /k/ Total=42 One point was given for each phoneme when
more than two types of error production of a phoneme was found
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Variability Rating:Results
Word-based variability No significant difference was found between
the PD group and the PSD group Phoneme-based variability
PD < PSD PSD group at a more holistic stage
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Tasks on Phonological capacity-2
Set 1 Language ability
1. Picture Naming Task Phonemic inventory
2. New Word Imitation & New Word Discrimination Task
Imitation and discrimination of minimal word pairs
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New Word Imitation & Discrimination Show
Imitation: 4 tokens for each word Discrimination: 4 times for each pair
bingbing dingding
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New Word Imitation & Discrimination:Scoring
Total= 8 sets of minimal word pairs One point was given when 75% of
correctness was reached Maximal=8 Only syllable initial consonants were taken
into account in the Imitation task
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New word Imitation: Results
NL6=NL5> PD=PSD
Group Number of Subjects Mean Scores in Set(total=8)
NL6 16 7.06 (1.38)
NL5 15 5.80 (1.52)
PD 20 4.05 (1.35)
PSD 14 3.86 (2.17)
Table 3 Mean Scores in the New Word Imitation Task
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New Word Discrimination: Results
NL6>NL5= PD=PSD
Group Number of Subjects Mean Scores in Set(total=8)
NL6 16 6.62 (1.86)
NL5 15 5.00 (1.36)
PD 20 5.05 (1.87)
PSD 14 3.50 (1.60)
Table 4 Mean Scores in the New Word Discrimination Task
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A Difference in Profile
0102030405060708090
100
New Word Production New Word Discrimination
(%)
Nl6NL5PDPSD
Figure 3 Proportion of Correctness in Imitation and Discrimination Task
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Summary Picture Naming Task
NL6=NL5 > PD=PSD New word Imitation & Discrimination
Imitation: NL6=NL5 > PD=PSD Discrimination: NL6>NL5= PD=PSD
Higher variability PSD: general phonological system
Difference profile PD: motor level of articulation
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Tasks on Memory Capacity-1
Set 2 Language Ability
1. Word Span Task Memory capacity with lexical supports
2. Nonword Repetition Task
Phonological memory capacity (without lexical supports)
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Word Span Task Recalling of spoken word lists ranged from
two to seven words e.g.
獅子、青蛙、斑馬、小熊 Six items were prepared for each length level When three correct repetitions out of six
were reached, move to the next length level
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Word Span Task: Results
NL6= PD = NL5 > PSD
3.93
3.73
3.95
3.21
0 1 2 3 4 5
NL6
NL5
PD
PSD
Word (s)
PSDPDNL5NL6
(.89)
(.51)
(.59)
(.77)
Figure 4 Results in the Word Span Task
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Tasks on Memory Capacity-2
Set 2 Language Ability
1. Word Span Task Memory capacity with lexical supports
2. Nonword Repetition Task
Phonological memory capacity (without lexical supports)
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Nonword Repetition Task Thirty-six nonwords, six in a set, were
repeated. e.g.
Examiner: bai3-sha 4 kang1-gu4 zhan4-dao1 One point was given for each correct
syllable Maximal=36
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Nonword Repetition Task: Results
Group N Mean Scores (total=36)
Correctness (%)
NL6 16 18.56 (5.50) 51.55%
NL5 15 14.26 (4.62) 39.61%
PD 20 12.45 (5.09) 34.58%
PSD 14 8.78 (4.26) 24.38%
Table 5 Mean Scores in the Nonword Repetition Task
NL6> PD=PSD
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Comparison of the Two Tasks Better lexical supports in the PD group
PD=PSD in nonword repetition task PD>PSD in the word span task
Two possibilities smaller lexical pool less efficient lexical access
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Lexical factorsTable 6 Vocabulary size and Word span of the PSD group
Subject PPVR-R (percentile)
Word Span Subject PPVR-R (percentile)
Word Span
LZY *5 5 GAO 97 3
CAI 53 4 GWZ *9 3
SHU 87 4 LRW 29 3
LJR 27 4 ZHJ 16 3
WBK 55 4 LTQ 68 2
SON 23 3 CHY 18 2
LYZ 50 3 HYF 32 2
Correlation: r = .27, p <.05
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Tasks on Morphosyntactic& Syntactic Capacity-1
Language Ability
1. Classifier Elicitation Task & Classifier Learning Task
2. Sentence Comprehension Task
Morphosyntactic capacity
receptive language ability
3. Sentence Construction Task
Syntactic segmentation ability
Set 3
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Chinese Classifiers Distribution -(Demonstrative)(numeral)CL (Noun) -full form: with a head noun -reduced form: without a head noun
Morphological properties -some classifiers never occur independently as a word
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Classifier Elicitation Task Show
Twelve classifier, one general classifier and eleven specific classifier, were included.
One point was given for each target response
Ask: 這裡有多少公車 ?
( ) 四 輛 / 台 / 部公車(X) 四隻公車(X ) 四公車
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Classifier Elicitation Task: Results
NL6> PD= PSD
Table 7 Results in the Classifier Elicitation TaskGroup Target Responses
(SD)Mean Score in
Percentage
NL6 6.44 (2.63) 53.65 %
NL5 4.33 (2.82) 36.11 %
PD 3.30 (2.70) 27.5 %
PSD 2.00 (1.36) 16.67 %
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Classifier Learning Task
這裡有多少電話 ? 這也是電話。這裡的電話有“兩具”。 這裡有多少電話 ?
Step I
Step II Step III
Five specific classifiers with low frequency of use in Modern Chinese were taught
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Classifier Learning Task:Results
NL6> NL5=PD >PSD
Table 8 Results in the Classifier Elicitation Task
Group Target Responses(SD)
Mean Score in Percentage
NL6 4.94 ( .25) 98.80 %
NL5 4.27 ( .96) 85.40 %
PD 3.55 (1.54) 71 %
PSD 2.71 (1.77) 54.2 %
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Response Pattern: Categorizations
Types Example
1. use of specific classifier
2. use of the general classifier
3. use of inappropriate classifier 兩隻警察 ; 三個鞋子 ;
4.error classifier construction 一馬 ; 一顆兩簍 ; 一個罈酒
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Response Pattern: Classifier Elicitation Task
0%
20%
40%
60%
80%
100%
Construction Errors 0 0 0.42 4.76Inappropriate classifier 4.17 10 5.42 12.5General classifiers 42.19 53.89 66.67 66.07Specific Classifier 53.65 36.11 27.5 16.67
NL6 NL5 PD PSD
Figure 5 Response Pattern in the Classifier Elicitation Task
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Response Pattern: Classifier Learning Task
0%
20%
40%
60%
80%
100%
Construction Errors 0 4 4 12.86Inappropriate classifier 1.25 8 3 5.71General Classifier 0 2.67 22 27.14Target Response 98.75 85.33 71 54.29
NL6 NL5 PD PSD
Figure 6 Response Pattern in the Classifier Elicitation Task
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Summary Classifier Elicitation Task
NL6 > PD=PSD
Classifier Learning Task NL6>NL5= PD>PSD More construction errors in the PSD group
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Tasks on Morphosyntactic& Syntactic Capacity-2
Language Ability
1. Classifier Elicitation Task & Classifier Learning Task
2. Sentence Comprehension Task
Morphosyntactic capacity
receptive language ability
3. Sentence Construction Task
Syntactic segmentation ability
Set 3
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Sentence Comprehension Task 19 test items (adopted from Chang 1991) One point was given for each correct
response Maximal=19
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Sentence Comprehension Task: Results
NL6=PD >NL5 > PSD
Group Group Mean(total=19)
S.D
NL6 18.25 1.00
NL5 15.60 2.26
PD 16.50 1.93
PSD 12.36 2.56
Table 9 Results in the Sentence Comprehension Task
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Tasks on Morphosyntactic& Syntactic Capacity-3
Language Ability
1. Classifier Elicitation Task & Classifier Learning Task
2. Sentence Comprehension Task
Morphosyntactic capacity
receptive language ability
3. Sentence Construction Task
Syntactic segmentation ability
Set 3
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Sentence Construction Task: DesignTable 10 Levels of Construction in the Sentence Construction TaskStructure ExampleⅠ. Basic (NP+VP) Construction 看電視 / 爸爸Ⅱ. NP Level
ADJP +NP 爸爸開汽車 / 黑色的 Classifier+ NP 弟弟買皮球 / 三顆 Classifier +ADJP +NP 黃色的 / 妹妹畫一隻小貓Ⅲ. Clausal Level
Serial Verb Construction 爸爸梳頭髮 / 用梳子 ADVP 弟弟要去上學 / 今天
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Sentence Construction Task: Results-1
Table 11 Results in the Sentence Construction Task
NL6=PD > NL5> PSD
Group Group Mean(total=12)
NL6 10.25 (1.18)
NL5 7.60 (2.47)
PD 8.35 (1.98)
PSD 4.29 (2.64)
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Sentence construction Task: Results-2
0
20
40
60
80
100
Basic Noun+ VP NP Level CL Level
NL6NL5PDPSD
Figure 7 Proportion of Correctness in Each Level
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The Factor of Position Basic (NP+VP) Construction 看電視 / 爸爸 爸爸看電視 NP Level 爸爸開汽車 / 黑色的爸爸開黑色的汽車 妹妹畫一隻小貓 / 黃色的妹妹畫一隻黃色的小貓 Ⅲ. Clausal Level 弟弟要去上學 / 今天今天弟弟 ( 今天 ) 要去上學
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Summary Sentence Comprehension Task
NL6=PD >NL5 > PSD
Sentence Construction Task NL6=PD > NL5> PSD
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Different components of disorders in phonology
Phonological differences the PSD group
Higher variability rating in phoneme production
Deficits in the general phonological system the PD group
a different profile Deficits at motor level of articulation
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Memory capacity the PSD group
Word span task & Nonword repetition task PSD < NL6
Less efficient storage and access the PD group
Word span task (PD=NL6) Nonword repetition task (PD<NL6)
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Target 企鵝qi4-er2
海豚hai3-tun4
公雞gong1-ji1
大象da4-xiang4
Response ki4-er2 hai3-kun4 gong1-gi1 ga4-xiang4
Scoring correct correct correct correct
Scoring: Word Span Task
e.g.
Responses of CSW (PD) in the Word Span Task
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Scoring : Nonword Repetition Task
Target ba3-gan1 chao1-dai3 ku4-shang4
Response ba3-gan1 chao1-gai3 ku4-kang4
Scoring correct-correct correct-incorrect correct-incorrect
e.g.
Responses of CSW (PD) in the Nonword Repetition Task
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Morphosyntactic Capacity Classifier Learning Task
NL5= PD > PSD CL Elicitation Task & CL Learning Task
NL6> PD, PSD Two Possibilities
Avoidance Input frequency
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Conclusion Receptive side of phonological disorders
would bring about difficulties to other aspects of language development
Since the children in the PD group do not show evident receptive side of phonological problems, it is possible for them to have age-expected syntactic capacity.