動詞與動作呈現的順序是否影響發展性語言障礙（DLD）兒童的學習？一項新實驗範式的可行性研究

// Does the Sequencing Between a Verb and an Action Impact Learning for Children With Developmental Language Disorder? A Feasibility Study of a New Experimental Paradigm

4–5歲發展性語言障礙（DLD）兒童可行性研究：比較「先聽後看」與「先看後聽」對動詞學習的影響｜結果：先聽條件未達高於機會率；先看條件對結果動詞（result verbs）學習高於機會率，但對方式動詞（manner verbs）不顯著，回憶與類化階段表現不同｜結論：範式可行，需更大樣本驗證，具語言介入應用潛力。

// This feasibility study tested whether the order of hearing a novel verb versus seeing its referent action affects verb learning in 4–5-year-old children with developmental language disorder (DLD), and whether effects differ for manner versus result verbs. Eight children experienced two conditions—verb before action and verb after action—and pointed to show verb knowledge; results were compared to chance and analyzed with an exploratory GEE model. Children showed no above-chance learning in the before condition; in the after condition learning was above chance for result verbs but not manner verbs, with differences between recall and generalization phases. The paradigm is feasible and suggests sequencing influences verb learning in children with DLD, but larger studies are needed to confirm these findings.

Published 2026年9月8日