Abstract：
UNASSIGNED: This study builds upon an established effective training method to investigate the advantages of high variability phonetic identification training for enhancing lexical tone perception and production in Mandarin-speaking pediatric cochlear implant (CI) recipients, who typically face ongoing challenges in these areas.
UNASSIGNED: Thirty-two Mandarin-speaking children with CIs were quasirandomly assigned into the training group (TG) and the control group (CG). The 16 TG participants received five sessions of high variability phonetic training (HVPT) within a period of 3 weeks. The CG participants did not receive the training. Perception and production of Mandarin tones were administered before (pretest) and immediately after (posttest) the completion of HVPT via lexical tone recognition task and picture naming task. Both groups participated in the identical pretest and posttest with the same time frame between the two test sessions.
UNASSIGNED: TG showed significant improvement from pretest to posttest in identifying Mandarin tones for both trained and untrained speech stimuli. Moreover, perceptual learning of HVPT significantly facilitated trainees\' production of T1 and T2 as rated by a cohort of 10 Mandarin-speaking adults with normal hearing, which was corroborated by acoustic analyses revealing improved fundamental frequency (F0) median for T1 and T2 production and enlarged F0 movement for T2 production. In contrast, TG children\'s production of T3 and T4 showed nonsignificant changes across two test sessions. Meanwhile, CG did not exhibit significant changes in either perception or production.
UNASSIGNED: The results suggest a limited and inconsistent transfer of perceptual learning to lexical tone production in children with CIs, which challenges the notion of a robust transfer and highlights the complexity of the interaction between perceptual training and production outcomes. Further research on individual differences with a longitudinal design is needed to optimize the training protocol or tailor interventions to better meet the diverse needs of learners.
UNASSIGNED: Thirty-two Mandarin-speaking children with CIs were quasirandomly assigned into the training group (TG) and the control group (CG). The 16 TG participants received five sessions of high variability phonetic training (HVPT) within a period of 3 weeks. The CG participants did not receive the training. Perception and production of Mandarin tones were administered before (pretest) and immediately after (posttest) the completion of HVPT via lexical tone recognition task and picture naming task. Both groups participated in the identical pretest and posttest with the same time frame between the two test sessions.
UNASSIGNED: TG showed significant improvement from pretest to posttest in identifying Mandarin tones for both trained and untrained speech stimuli. Moreover, perceptual learning of HVPT significantly facilitated trainees\' production of T1 and T2 as rated by a cohort of 10 Mandarin-speaking adults with normal hearing, which was corroborated by acoustic analyses revealing improved fundamental frequency (F0) median for T1 and T2 production and enlarged F0 movement for T2 production. In contrast, TG children\'s production of T3 and T4 showed nonsignificant changes across two test sessions. Meanwhile, CG did not exhibit significant changes in either perception or production.
UNASSIGNED: The results suggest a limited and inconsistent transfer of perceptual learning to lexical tone production in children with CIs, which challenges the notion of a robust transfer and highlights the complexity of the interaction between perceptual training and production outcomes. Further research on individual differences with a longitudinal design is needed to optimize the training protocol or tailor interventions to better meet the diverse needs of learners.
摘要：
■本研究建立在一种有效的训练方法的基础上，以研究高变异性语音识别训练在增强普通话儿科人工耳蜗（CI）接受者的词汇语调感知和产生方面的优势，他们通常在这些领域面临持续的挑战。
■将32名有CI的会说普通话的儿童准随机分为训练组（TG）和对照组（CG）。16名TG参与者在3周内接受了五次高变异性语音训练（HVPT）。CG参与者没有接受培训。在通过词汇音调识别任务和图片命名任务完成HVPT之前（前测）和之后（后测）立即进行普通话音调的感知和产生。两组在两个测试会话之间以相同的时间范围参加相同的前测和后测。
■TG在识别经过训练和未经训练的言语刺激的普通话音调方面显示出从前测到后测的显着改善。此外，HVPT的感知学习显着促进了受训者T1和T2的产生，这是由10名听力正常的讲普通话的成年人组成的队列所评估的，声学分析证实了这一点，表明T1和T2生产的基频（F0）中位数有所提高，T2生产的F0运动扩大。相比之下,TG儿童的T3和T4的产生在两个测试阶段中没有显着变化。同时,CG在感知或生产方面均未表现出显着变化。
■结果表明，在有CI的儿童中，感知学习向词汇音调产生的转移有限且不一致，这挑战了健壮转移的概念，并强调了感知训练和生产结果之间相互作用的复杂性。需要进一步研究纵向设计的个体差异，以优化培训方案或定制干预措施，以更好地满足学习者的多样化需求。
■将32名有CI的会说普通话的儿童准随机分为训练组（TG）和对照组（CG）。16名TG参与者在3周内接受了五次高变异性语音训练（HVPT）。CG参与者没有接受培训。在通过词汇音调识别任务和图片命名任务完成HVPT之前（前测）和之后（后测）立即进行普通话音调的感知和产生。两组在两个测试会话之间以相同的时间范围参加相同的前测和后测。
■TG在识别经过训练和未经训练的言语刺激的普通话音调方面显示出从前测到后测的显着改善。此外，HVPT的感知学习显着促进了受训者T1和T2的产生，这是由10名听力正常的讲普通话的成年人组成的队列所评估的，声学分析证实了这一点，表明T1和T2生产的基频（F0）中位数有所提高，T2生产的F0运动扩大。相比之下,TG儿童的T3和T4的产生在两个测试阶段中没有显着变化。同时,CG在感知或生产方面均未表现出显着变化。
■结果表明，在有CI的儿童中，感知学习向词汇音调产生的转移有限且不一致，这挑战了健壮转移的概念，并强调了感知训练和生产结果之间相互作用的复杂性。需要进一步研究纵向设计的个体差异，以优化培训方案或定制干预措施，以更好地满足学习者的多样化需求。
