目的 探讨发声复述及延迟时间对特定型语言障碍(SLI)儿童新词命名学习的影响。 方法 2017年11月至12月，来自普通幼儿园的儿童45例分为SLI组、生理年龄匹配组和语言能力匹配组，每组15例。采用3(组别)×2(发声复述：有/无)×2(延迟时间：10 s/5 min)三因素混合实验设计，考察发声复述和延迟时间对SLI儿童新词命名学习的影响。 结果 组别主效应显著(F = 3.706, P < 0.05)，发声复述主效应非常显著(F = 25.570, P < 0.001)，延迟时间主效应非常显著(F = 226.746, P < 0.001)；发声复述和延迟时间交互效应非常显著(F = 22.808, P < 0.001)，延迟时间和组别交互效应显著(F = 3.739, P < 0.05)。其他因素交互效应均不显著。 结论 SLI儿童存在新词命名学习缺陷，发声复述策略能减少新词语音信息在短时记忆中的衰退，改善新词命名。
Objective To explore impacts of vocal rehearsal and retention duration on novel word naming in children with specific language impairment (SLI). Methods November to December, 2017, 45 children from kindergartens were selected in SLI group (n = 15), physiological age matching group (n = 15) and language ability matching group (n = 15). A three-factor mixed experimental design was used to investigate the effects of three factors: groups, vocal rehearsal (with/without) and retention duration (ten seconds/five minutes). Results The main effects of groups (F = 3.706, P < 0.05), vocal rehearsal (F = 25.570, P < 0.001) and retention duration (F = 226.746, P < 0.001) were significant. The interaction effects of vocal rehearsal×retention duration (F = 22.808, P < 0.001) and retention duration×groups (F = 3.739, P < 0.05) were significant. The interaction effects between other factors were not significant. Conclusion There are novel word naming learning defects in SLI children. However, the vocal rehearsal strategy may promote novel word naming learning and reduce the decline of novel word phonological information in short-term memory, to improve the phenomenon of novel word naming defects.
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