音韻能力對兒童詞匯學習之影響-文庫吧資料
2024-10-19 08:05本頁面
【正文】 40 ?Between phonological capacity and word learning ?On word items S o u n d c a te g o r yIVI I IIIIMean scores on word learning4 . 0 03 . 0 02 . 0 01 . 0 00 . 0 01 . 4 71 . 6 01 . 5 91 . 6 8 S o u n d c a t e g o r yIVII IIIIMean scores on word learning4 .0 03 .0 02 .0 01 .0 00 .0 01 .7 61 .8 01 .1 51 .6 3The result of original design The reputed result ? Correlational analyses V a ri a bl e s 01 02 03 04 05 06 07 08 01. W ord l e a rni ng .30* * .25* .34* * .15 .04 .50* * .42* * 02. N onw ords re pe t i t i on .25* .18 .24* .20 .39* * .33* * 03. P honol og i c a l c a pa c i t y .74* * .93* * .71* * .32* * .42* * 04. N e w w ord di s c ri m i na t i on .43* * . 37* * .26* .25* * 05. N e w w ord pr oduc t i on .74* * .29* .42* * 06. P roduc t i on pi c t ure na m i ng .16 .32* * 07. P P V T R .64* * 08. A g e ? A stepwise multiple regression Conclusion 1) The ability to prehend the target labels is plays a major role in the word learning process, while the ability to produce the target labels is important when contextual cues are limited. 2) The phonological form of target words does not affect the word learning process. 3) Vocabulary size is crucial for learning new words, while the role of phonological memory does not appear to be important in this model. Thanks for your attention 。 5 th 狗狗拿著
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