SASKARSME AR NEZINĀMO: INDIVIDUĀLO ATŠĶIRBU IZPĒTE NEPAZĪSTAMAS RUNAS UZTVERĒ DAŽĀDĀS GRUPĀS
Atslēgvārdi:
uztvere svešvalodā, muzikalitāte, sociālekonomiskais statuss (SES), bērni, pusaudži, pieaugušie, UDHS, mūziķiAnotācija
Neirofizioloģiskie un biheiviorālie pētījumi ir uzrādījuši būtisku pārklāšanos starp mūzikas un valodas apstrādi, īpaši dzirdes informācijas atšķiršanas un fonoloģiskās jutības kontekstā. Muzikālā izglītība, svešvalodu pieredze, sociālekonomiskais statuss (SES) un neiroattīstības traucējumi, piemēram, uzmanības deficīta un hiperaktivitātes sindroms (UDHS), katrs ir saistīti ar individuālām atšķirībām ar valodas apguvi saistītās prasmēs. Tomēr šie faktori reti tiek analizēti vienotā, daudzfaktoru ietvarā. Šajā pētījumā tika izmantots daudzfaktoru šķērsgriezuma dizains, lai noskaidrotu, kā muzikālā izglītība, svešvalodu prasmes, SES un UDHS ir saistīti ar nepazīstamas runas uztveri dažādās vecuma grupās. Pētījumā aplūkoti pieci pētnieciskie jautājumi par muzikālās izglītības, svešvalodu prasmju, UDHS, ar dziedāšanu saistīto mainīgo un sociālekonomiskā statusa ietekmi uz nepazīstamas verbālas informācijas uztveri bērniem, pusaudžiem un pieaugušajiem. Trīs vecuma grupu iekļaušana ļāva veikt šķērsgriezuma salīdzinājumus, tomēr pētījums nebija longitudināls.
Pētījumā piedalījās kopumā 724 dalībnieki (bērni, pusaudži un pieaugušie). Visi dalībnieki bija vācu valodas dzimtās valodas lietotāji; neliela apakšgrupa norādīja uz bilingvālu pieredzi. Nevienam nebija iepriekšējas pieredzes ar nepazīstamajām mērķvalodām (tagalu, mandarīnu, persiešu, japāņu valodu). Dzirdes stāvoklis un UDHS izpausmes tika novērtētas, izmantojot pašnovērtējumu. Nepazīstamas runas uztvere tika mērīta ar adaptētu vārdu atpazīšanas uzdevumu, kas simulēja agrīnos svešvalodas apguves posmus. Eksperiments tika veikts tiešsaistē, ievērojot standartizētas instrukcijas. Dalībnieki tika iedalīti grupās pēc muzikālās izglītības (tostarp profesionālās muzikālās izglītības), svešvalodu prasmēm, UDHS izpausmēm un sociālekonomiskā statusa, kas tika operacionalizēts, izmantojot ISCED-97 klasifikāciju par vecāku un pašu dalībnieku izglītības līmeni. Statistiskajā analīzē tika izmantotas divfaktoru dispersijas analīzes (ANOVA), neatkarīgo izlašu t-testi un post-hoc salīdzinājumi.
Kopumā rezultāti liecina, ka muzikālā izglītība un agrīnie sociālekonomiskie apstākļi ir saistīti ar individuālām atšķirībām nepazīstamas runas uztverē, un muzikālā izglītība izvirzījās kā īpaši spēcīgs faktors, it īpaši pieaugušo vecumā. Zemāki rezultāti dalībniekiem ar UDHS norāda, ka uzmanības regulācijas un dzirdes apstrādes īpatnības var ietekmēt svešvalodas uztveres agrīnos posmus. Ņemot vērā šķērsgriezuma un biheiviorālā pētījuma dizainu, nav iespējams izdarīt secinājumus par attīstības virzieniem vai neirālajiem mehānismiem. Lai noskaidrotu cēloņsakarības un attīstības dinamiku, nepieciešami longitudināli un neirofizioloģiski pētījumi.
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