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題名：中文學齡前幼童的非詞覆誦、詞彙量及音韻能力在發展過程中之動態互動：跨序列研究
作者：李乃欣
作者(外文)：Naihsin Li
校院名稱：臺灣大學
系所名稱：語言學研究所
指導教授：張顯達
學位類別：博士
出版日期：2015
主題關鍵詞：非詞覆誦；接受性詞彙；表達性詞彙；音韻口語輸出能力；nonword repetition；receptive vocabulary；expressive vocabulary；productive phonology
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本研究的目的在於探討非詞覆誦及語言知識（即辭彙量及音韻能力）在發展過程中之動態互動。首先，本研究提出一個工作模型，並預測隨著幼童詞彙量的增加，音韻能力及詞彙量會對於非詞覆誦表現有不同比重的貢獻及影響。此外，本研究也檢視非詞覆誦對於表達性詞彙發展的預測能力。此研究採用了跨序列實驗設計，追蹤三個不同年齡組的小孩（即兩歲、三歲及四歲）各一年的時間。小孩每半年接受一次測試，共受測三次。測試內容包含理解性詞彙，表達性詞彙，音韻口語輸出能力，詞彙區辨，及非詞覆誦。非詞覆誦包含了兩項次作業，分別為暫時詞覆誦（由中文現存音節所組合之非詞）及空缺詞覆誦（由中文之空缺音節所組合之非詞）。研究結果顯示幼童在非詞覆誦的表現隨年紀增長而進步，然而同齡孩童之間存在顯著的個體間差異。分析指出其個體間差異來自孩童的詞彙知識及音韻口語輸出能力之影響，而它們影響的程度則取決於詞彙量及非詞刺激材料的特性。隨著孩童詞彙量的增加，詞彙知識會支持並增進他們在非詞覆誦之表現。音韻口語輸出能力也會調節孩童在非詞覆誦的表現，但其效果發生在詞彙效應之後。當孩童達到相當的詞彙量，並皆會以詞彙資源來處理非詞時，他們的個體間差異則轉而取決於他們的音韻口語輸出能力。暫時詞覆誦作業及空缺詞覆誦作業在非詞刺激材料上的差異，則可反映不同語言層面在新詞處理時的作用。當兩者都受到音韻口語輸出能力的影響時，暫時詞覆誦會額外受到詞彙知識的影響。基於這些發現，本研究最後提出了一個修正模型來說明非詞覆誦的機制。同時本研究也證明孩童在非詞覆誦的表現可預測他們在表達性詞彙的發展。
This study explored the dynamic relationship among language knowledge (i.e. vocabulary size and phonological capacities) and nonword repetition (NWR). Specifically, we proposed a three-phase working model which predicted that phonological capacities and vocabulary size might be dominating factors to NWR at different phases. Moreover, we examined the predictability of NWR to expressive vocabulary development. The study was conducted in a cross-sequential design. We recruited three cohorts of typically-developing children, respectively from the ages of 2, 3, and 4. They were followed for one year, tested at three time points, with an interval of 6 months. The children were tested with receptive vocabulary, expressive vocabulary, productive phonology, word discrimination, and NWR, which included nonce word repetition and gap word repetition. Inspection on children’s NWR revealed growth with age. However, children of the same age manifested considerable individual variation. Findings of the analyses verified that productive phonology and vocabulary knowledge played roles in children’s NWR development. Nevertheless, the extent to which they contributed to the variance in NWR was determined by the increase in vocabulary size and the nature of the stimuli. The effect of lexical knowledge was consistently found in children from age 2 to age 5, as evidenced by the vocabulary breadth effect in the age 2 and the lexicality effect in the older children. The findings indicated that children made use of existing vocabulary knowledge to support their encoding of novel sound forms. The mediation of productive phonology to NWR usually occurred after the mediation of vocabulary; however, productive phonology took over the role of determining NWR variation when children reached a certain level of vocabulary size and learned to retrieve for lexical support when encoding nonwords. The repetition of nonce words and the repetition of gap words were found to involved different processes. While the repetition of both types of nonwords was mediated by productive phonology, the repetition of nonce words was additionally supported by lexical knowledge. Based on the finding above, a revised model was developed to account for the processes involved in NWR. Furthermore, our study provided the evidence that NWR could predict children’s subsequent expressive vocabulary knowledge.
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