学生区分运动言语障碍的知觉技能学习

IF 0.4 Q4 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY Communication Sciences and Disorders-CSD Pub Date : 2020-01-01 DOI:10.30707/TLCSD4.1/HPOA9389
Johanna Boult, J. Brownell
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引用次数: 0

摘要

摘要目的:本研究旨在通过比较语言病理学研究生的知觉技能测试前后的表现,来确定语言病理学研究生的知觉技能是否在学习了语言病理学课程后有所提高。测试后感知技能表现与学业成绩之间的潜在关系也被调查。方法:在开始MSD课程内容的指导之前,对SLP硕士项目的学生进行了听力和诊断技能基线和学习后评估(BPLALDS;达菲,n.d.a))。整个学期,学生都在课堂上进行教学,辅以音频和视频模块。在课程结束时,BPLALDS被用作后测。描述了知觉技能发展的变化,并将其与整体课程表现进行了比较。结果:知觉能力后测得分显著高于前测得分。事后比较显示,学得相对更多的学生是那些将知觉知识概括为新刺激的学生。学业成绩分配与感知能力的变化密切相关,但只能解释部分变化。结论:虽然与运动语言障碍的鉴别诊断相关的感知能力的一些差异可以由学术成就来解释,但其他因素,如学生从新病例中归纳知识的能力,可能也有贡献。作者反思了学习理论可以为这些结果提供信息的方式。
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Student Learning of Perceptual Skills Related to Differentiating Motor Speech Disorders
Purpose: This study aimed to determine if Speech-Language Pathology (SLP) graduate students’ perceptual skills improved after taking an MSD course by comparing pre- and posttest performance. The potential relationship between posttest perceptual-skills performance and academic performance was also investigated.Method: Before beginning instruction in MSD course content, students in a Master’s program in SLP were given a pretest (The Baseline & Post Learning Assessment of Listening & Diagnostics Skills (BPLALDS; Duffy, n.d.a)). Throughout the semester, students were exposed to didactic learning in the classroom supplemented by audio and video modules. At the end of the course, the BPLALDS was used as a posttest. Variation in perceptual skills development was described and compared to overall course performance. Results: Scores on posttests of perceptual ability were significantly higher than pretest scores. Post-hoc comparisons revealed that students who learned relatively more were those who generalized perceptual knowledge to novel stimuli. Academic grade assignment correlated strongly with but accounted for only some of the variation in perceptual ability. Conclusion: Although some variation in perceptual ability related to differentially diagnosing motor speech disorders can be accounted for by academic attainment, additional factors, such as students’ ability to generalize knowledge from novel to new cases, likely contribute. The authors reflect on the manner in which learning theory can inform these results.
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来源期刊
Communication Sciences and Disorders-CSD
Communication Sciences and Disorders-CSD AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY-
CiteScore
0.90
自引率
80.00%
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0
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