The Difference Between The Students In Middle School And Primary School In The Phonological Planning Encoding And Intervention Advice For Teachers And Parents

Phonological encoding is one of the most important processes in speech production.The proper selection of phonological encoclidg planning unit will affect verbal fluency.Based on previous studies,it is found that there are individual differences in the size of phonological coding planning units.The purpose of this study is to investigate the size and range of phonological coding planning unit in the process of speech production among primary and secondary school students.and the difference between them.In this study,the extension of the graph-word interference paradigm was used to explore the range of phonological coding planning units in speech production of 28 middle school students and 35 primary school students by comparing the effects of related or unrelated phonological interference stimuli on response time(i.e.phonological facilitation effect).In the experiment,two horizontally arranged pictures and an auditory stimuli were presented at the same time.The subjects were asked to name the two pictures with juxtaposed phrases and ignore the sound as much as possible and.The results show that both middle school students and primary school students have found the phonological facilitation effect on the first two syllables of the first noun,that is,the latency of naming under related condition is significantly shorter than that under unrelated condition,indicating that the phonological encoding planning unit of primary and secondary school students is the first noun;both middle school students and primary school students have produced phonological inhibition effect on the second noun,namely,the latency of naming under related condition is significantly longer than that under unrelated condition,indicating that both middle school students and primary school students’ phonological encoding planning unit is the first noun or the second noun.The phonological facilitation effect of the first syllable of the first word is greater than that of the second syllable in both middle school students and primary school students is significantly,which indicates that the phonological encoding unit of primary and secondary school students is syllable.The error rate of middle school students’ verbal fluency is significantly lower than that of primary school students,which shows that middle school students’ verbal fluency is better than that of primary school students.The difference of lexical interference effect between primarv cind secondary school students(that is,the latency of naming is significantly shorter than the baseline condition under the unrelated phonologically condition)indicates that there are differences in attention control processing stage before lexical selection stage between primary and secondary school students.There are differences in the processing of single pictures naming between primary and secondary school students,which indicates that there may be differences in the familiarity of pictures between them.Refering to the results,the corresponding conclusions are drawn:1.The difference of verbal fluency between primary and secondary school students may not be due to the difference of phonological coding planning units.2.Different attention control stages before lexical selection stage and different familiarity of pictures may be the reasons for the difference of verbal fluency among primary and secondary school students.Based on the conclusion,the relevant suggestions are put forward to improve the fluency of students’ oral expression and daily teaching activities.1.Memory capacity training should be carried out to improve the ability of attention control before lexical selection.2.Use abundant teaching methods to increase students’Tamiliarity with learning content.