東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Novel spoken word learning in adults...

Conner, Peggy S.

FindBook

Google Book

Amazon

博客來

Novel spoken word learning in adults with developmental dyslexia.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Novel spoken word learning in adults with developmental dyslexia./
作者:	Conner, Peggy S.
面頁冊數:	119 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
Contained By:	Dissertation Abstracts International75-02A(E).
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3601865
ISBN:	9781303535864

Novel spoken word learning in adults with developmental dyslexia.
Conner, Peggy S.

Novel spoken word learning in adults with developmental dyslexia. - 119 p.

Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.

Thesis (Ph.D.)--City University of New York, 2013.

A high percentage of individuals with dyslexia struggle to learn unfamiliar spoken words, creating a significant obstacle to foreign language learning after early childhood. The origin of spoken-word learning difficulties in this population, generally thought to be related to the underlying literacy deficit, is not well defined (e.g., Di Betta & Romani, 2006; Jakoby, 2010, 2011). Although it is widely accepted that dyslexia is characterized by a core deficit in phonological processing, considerable debate remains regarding the etiology of this deficit and how it hinders reading and writing development. This study investigates two prominent hypotheses about why people with dyslexia struggle with learning to read and write and examines how these may explain spoken-word learning difficulties. These hypotheses are the phonological representations hypothesis that proposes poorly specified phonological representations can largely account for the literacy difficulties experienced by people with dyslexia, and the perceptual anchoring deficit hypothesis that suggests these challenges stem from a reduced ability to implicitly benefit from repetitions of phonological information.

ISBN: 9781303535864Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Novel spoken word learning in adults with developmental dyslexia.
LDR:03720nam a2200313 4500 001 1958549
005 20140421080413.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303535864
035 $a (MiAaPQ)AAI3601865
035 $a AAI3601865
040 $a MiAaPQ $c MiAaPQ
100 1 $a Conner, Peggy S. $3 2093670
245 1 0 $a Novel spoken word learning in adults with developmental dyslexia.
300 $a 119 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
500 $a Adviser: Loraine K. Obler.
502 $a Thesis (Ph.D.)--City University of New York, 2013.
520 $a A high percentage of individuals with dyslexia struggle to learn unfamiliar spoken words, creating a significant obstacle to foreign language learning after early childhood. The origin of spoken-word learning difficulties in this population, generally thought to be related to the underlying literacy deficit, is not well defined (e.g., Di Betta & Romani, 2006; Jakoby, 2010, 2011). Although it is widely accepted that dyslexia is characterized by a core deficit in phonological processing, considerable debate remains regarding the etiology of this deficit and how it hinders reading and writing development. This study investigates two prominent hypotheses about why people with dyslexia struggle with learning to read and write and examines how these may explain spoken-word learning difficulties. These hypotheses are the phonological representations hypothesis that proposes poorly specified phonological representations can largely account for the literacy difficulties experienced by people with dyslexia, and the perceptual anchoring deficit hypothesis that suggests these challenges stem from a reduced ability to implicitly benefit from repetitions of phonological information.
520 $a Thirty-nine individuals, 16 with and 23 without dyslexia were given novel spoken words paired with pictures of novel objects in a story format. The relative contribution of the participants' phonological knowledge (sublexical and lexical representations) and perceptual anchoring (the ability to benefit from stimulus-specific repetitions) to this novel word-learning task was measured by two aspects of a production task. The independent variables of the phonological properties of the word forms and the effects of repetitions over test time informed us about phonological knowledge and perceptual anchoring respectively. The participants' novel word productions in a picture-naming task served as the dependent variable. By measuring the participants' progress in learning words, we quantified the potential benefit provided both by the speech-sound characteristics and by repetitions of the novel words over test time.
520 $a The results suggested that deficits in phonological knowledge and perceptual anchoring make independent contributions to novel spoken-word learning and that a combination of deficits in the two areas contribute to word-learning difficulties in learners with dyslexia. The single best predictor for both groups was a task of phonological awareness, phoneme reversal. Apart from this task, a measure of verbal recall of real words appeared to be a better predictor for typical learners whereas a measure of spelling had greater predictor value for the learners with dyslexia. Spoken-word learning as a dynamic interaction of implicit and explicit memory processes is presented and discussed.
590 $a School code: 0046.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Special. $3 606639
650 4 $a Health Sciences, Speech Pathology. $3 1018105
690 $a 0525
690 $a 0529
690 $a 0460
710 2 $a City University of New York. $b Speech & Hearing Sciences. $3 1022921
773 0 $t Dissertation Abstracts International $g 75-02A(E).
790 $a 0046
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3601865