音乐训练对发展性阅读障碍儿童反应抑制的影响

杨颖; 霍明珠; 张超; 李文辉

doi:10.16835/j.cnki.1000-9817.2023.08.019

音乐训练对发展性阅读障碍儿童反应抑制的影响

doi: 10.16835/j.cnki.1000-9817.2023.08.019

杨颖¹,
霍明珠¹,
张超²,
李文辉^1, ,

1.
沈阳师范大学学前与初等教育学院, 辽宁 110034
2.
内蒙古赤峰市红山区红山小学

基金项目:

辽宁省基础教育2022年度立项课题项目 LNJB2022055

详细信息

作者简介:
杨颖(1999-), 女, 山东济南人, 在读硕士, 主要研究方向为儿童健康教育

通讯作者:
李文辉, E-mail: llwwhh1984@126.com

利益冲突声明 所有作者声明无利益冲突。
中图分类号: B844.1 R179 G623.71
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- 文章访问数: 448
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- PDF下载量: 29
- 被引次数: 0
出版历程
- 收稿日期: 2023-03-23
- 修回日期: 2023-06-14
- 网络出版日期: 2023-08-26
- 刊出日期: 2023-08-25

Effects of music training on response inhibition among children with developmental dyslexia

1.
School of Preschool and Primary Education, Shenyang Normal University, Shenyang (110034), China

摘要

摘要: 目的探究音乐训练对发展性阅读障碍(development dyslexia, DD)儿童反应抑制能力的影响, 为提高DD儿童反应抑制能力提供理论依据。方法于2020年9—10月, 选取辽宁省沈阳市某小学三至六年级学生, 通过识字量测试与智力测试筛选出DD组儿童27名和阅读匹配(RL)组儿童23名, 使用Go/No-go实验范式探究音乐训练前后DD儿童反应抑制能力的变化, 并进行重复测量方差分析。音乐训练采用以奥尔夫音乐教育法为主的训练方法, 主要包括视唱学习、身体律动、情景表演、合唱学习4个模块。两组一起学习, 每周2次, 每次50 min, 共持续2个月。结果音乐训练前后结果显示，在正确率上，两组测试阶段主效应有统计学意义[F(1，48)=6.13，P＜0.05，η_p²=0.11]，后测正确率[(91.80±0.80)%]高于前测[(89.10±0.90)%]；DD组儿童对符号刺激No-go反应的正确率中，后测成绩[(81.81±10.97)%]好于前测[(73.78±15.26)%](t=-2.33，P=0.03)；RL组儿童对汉字刺激No-go反应的正确率中，后测成绩[(85.59±12.11)%]好于前测[(78.33±12.98)%](t=-2.20，P＜0.05)。在反应时上，DD组儿童的后测成绩[(444.06±77.49)ms]好于前测[(519.01±70.75)ms](t=3.93，P＜0.05)，DD组儿童对符号刺激和汉字刺激前后测差异无统计学意义(P值均＞0.05)。结论 DD组儿童的反应抑制能力存在缺陷。与符号相比, 对汉字的反应抑制能力更差; 音乐训练对DD组儿童符号的抑制能力提升较为明显, 应积极对其开展音乐训练。
- 音乐 /
- 阅读障碍 /
- 反应抑制 /
- 干预性研究 /
- 儿童
Abstract: Objective To explore the influence of music training on the response inhibition ability of children with developmental dysplasia, and to provide a theoretical basis for improving the response inhibition ability of children with developmental dyslexia. Methods From September to October 2020, students from grades 3-6 in a primary school in Shenyang, Liaoning Province were selected. A total of 27 children with dyslexia were selected through literacy test and intelligence test, and 23 children with matched reading level were selected. The Go/No-go experimental paradigm was used to investigate the changes of response inhibition in children with developmental dyslexia before and after ALF music training, induding solfeggio, physical rhythm, music scene performance and chorus. Results The results before and after music training showed that the main effect in the test stage was significant among two groups[F(1, 48)=6.13, P < 0.05, η_p²=0.11], and The accuracy of post-test [(91.80±0.80)%] was significantly higher than that of pre-test [(89.10±0.90)%]; the accuracy of the children with developmental dyslexia in response to the symbolic stimulus No-go was significantly higher in the post-test [(81.81±10.97)%] than in the pre-test [(73.78±15.26)%](t=-2.33, P=0.03); the accuracy of reading matched children's response to Chinese characters stimulation No-go was significantly better in the post-test [(85.59±12.11)%] than in the pre-test [(78.33±12.98)%](t=-2.20, P < 0.05). In terms of response time, the post-test scores of developmental dyslexia children [(444.06±77.49)ms] were significantly better than those of pre-test children [(519.01±70.75)ms], and there was no significant difference between symbol stimulus and Chinese stimulus in developmental dyslexia children (P > 0.05). Conclusion Response inhibition is deficient in children with developmental dyslexia. Compared with symbols, the response inhibition ability of Chinese characters is impaired; Music training significantly improved the inhibitory ability of signs in children with developmental dyslexia.
- Music /
- Dyslexia /
- Reactive inhibition /
- Intervention studies /
- Child
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表 1 DD组与RL组音乐训练前后正确率与反应时比较(x±s)

Table 1. The correct rate and reaction time of DD and RL groups before and after music training(x±s)

组别	训练前后	人数	统计值	正确率/%				Go反应时/ms
组别	训练前后	人数	统计值	符号Go	符号No-go	汉字Go	汉字No-go	Go反应时/ms
DD组	前测	27		100.00±0.19	73.78±15.26	100.00±0.62	76.58±14.85	519.01±70.75
	后测	27		100.00±0.20	81.81±10.97	100.00±0.10	81.91±10.57	444.06±77.49
			t值	-1.00	-2.33	1.55	-1.52	3.93
			P值	0.33	0.03	0.13	0.14	0.01
RL组	前测	23		100.00±0.18	84.43±15.21	100.00±0.39	78.33±12.98	544.86±83.30
	后测	23		100.00±0.21	85.52±12.14	100.00±2.09	85.59±12.11	523.18±90.56
			t值	-1.00	-0.35	-1.82	-2.20	1.21
			P值	0.33	0.73	0.08	0.04	0.24

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