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The role of audition in infant babbling 总被引:5,自引:0,他引:5
The traditional belief that audition plays only a minor role in infant vocal development depends upon evidence that deaf infants produce the same kinds of babbling sounds as hearing infants. Evidence in support of this position has been very limited. A more extensive comparison of vocal development in deaf and hearing infants indicates that the traditional belief is in error. Well-formed syllable production is established in the first 10 months of life by hearing infants but not by deaf infants, indicating that audition plays an important role in vocal development. The difference between babbling in the deaf and hearing is apparent if infant vocal sounds are observed from a metaphonological perspective, a view that takes account of the articulatory/acoustic patterns of speech sounds in all mature spoken languages. 相似文献
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Judith Oller 《Cultura y Educación》2013,25(1):203-210
AbstractThis paper presents the theoretical and methodological foundations of the Teixint Cultures ‘Weaving Cultures Together’ project: a communitarian research-action programme aimed at providing literacy skills in Catalan for African immigrant women, which uses their ‘Funds of Knowledge’ to develop bilingual books in Catalan, Arabic and Mandinka for their children. The results show the benefits of implementing projects that promote literacy activities at home as well as the empowerment of immigrant women. 相似文献
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Rochera María José Merino Iris Oller Judith Coll César 《Journal of Science Education and Technology》2019,28(4):399-413
Journal of Science Education and Technology - Recently, the literature has repeatedly reported an interesting decrease in science and technology (S&T) among youngsters, and a drop of... 相似文献
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Vivian M. Umbel Barbara Z. Pearson María C. Fernández D. K. Oller 《Child development》1992,63(4):1012-1020
Receptive vocabulary of Hispanic children in Miami was tested in both English and Spanish with complementary standardized tests, the Peabody Picture Vocabulary Test (PPVT-R) and the Test de Vocabulario en Imágenes Peabody (TVIP-H). 105 bilingual first graders, of middle to high socioeconomic status relative to national norms, were divided according to the language(s) spoken in their homes. Both groups, whether they spoke only Spanish in the home (OSH) or both English and Spanish in the home (ESH), performed near the mean of 100 in Spanish receptive vocabulary (TVIP-H means 97.0 and 96.5); in contrast, ESH group children scored more than 1 SD higher in English than OSH group children (PPVT-R means 88.0 and 69.7, respectively). It appears, therefore, that learning 2 languages at once does not harm receptive language development in the language of origin, while it does lay the groundwork for superior performance in the majority language. Furthermore, an analysis of translation equivalents, items shared by both tests, shows that a statistically significant portion of bilingual children's lexical knowledge does not overlap in their 2 languages and is therefore not reflected in single-language scores. 相似文献
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