语言学习种类多寡对学前儿童认知发展之脑波研究
【外文题名】An EEG Study on the Effects of Language Learning Experience on Preschool Children's Cognitive Development
【作者】 何乃馨
【外文关键词】 Child cognitive development Developmental cognitive neuroscience
【导师姓名】陈锦芬
【学位名称】硕士
【学位年度】暂无
【学位授予单位】暂无
【所属分类】暂无
【录入时间】2014-11-17
【全文挂接】 读秀挂接
【摘要】大腦腦波成熟發展之影響差異狀況，藉以探究語言學習經驗多寡對學前兒童大腦認知與腦波發展的影響關係。
本研究將59位兒童，依其語言學習種類不同分成三組：第一組：只會說國語之單語兒童。共計18人：男10人，女8人。第二組：會說兩種語言之雙語兒童，例如國語＋（閩南語或客家語），國語＋學習英語一年以上者。共計28人：男9人，女19人。第三組：會說兩種語言（例如國語＋閩南語、或國語＋客家語）以及學習英語一年以上之三語兒童共計13人：男8人，女5人。
三組兒童每一位各蒐集三分鐘閉眼休息腦波，經去除偽訊、快速扶立葉（FFT）轉換成δ、θ、α-1、α-2、β-1、β-2 等六個頻率段(0.5-3.5 Hz 、4-7 Hz 、7.5-9Hz、9.5-12.5Hz、13-19 Hz、20-30 Hz)，再由自然倒數LN轉換成，接近常態分配的腦波各頻率絕對功率，統計則採獨立樣本單因子變異數分析，分別就δ、θ、α1、α2、β1、β2各頻率段，進行三組兒童腦波功率差異之比較分析。
此外，為探索語言學習種類、經驗多寡對學前兒童大腦語言功能左側化發展之影響狀況，以二因子（組別×電極點F3/F4）混合設計變異數分析，比較分析三組兒童各頻率段腦波，組別和左右前額腦波功率差異（功能側化）之交互影響狀況。
本研究結果如下：
一、 語言學習種類較多之學前幼兒大腦前額（F3、F4）、中央及頂葉（Cz、Pz）之腦波、在α1、α2、β1成熟波段顯著增加。
二、 語言學習經驗多寡對學前兒童語言功能左側化之影響仍不顯著。...
【外文摘要】An EEG Study on the Effects of Language Learning Experience on Preschool Children’s Cognitive Development July, 2005 Nai-Hsin, Ho Dr. Chin-Fen, Chen ABSTRACT Children in preschool period are critical for their cognitive development. The neural mechanism of how language learning can affect cognitive function of human were gradually studied and known to us in the past few years. However, little is known about the effects of language learning experience difference on preschool children’s cognitive development. This study investigated the effects of different kinds of language learning experience on preschool children’s cognitive development by way of psychophysiological electroencephalographic (EEG) measures. Preschool children (N＝59) were recruited and divided into three groups according to the kind of language they had learned. The first group (boy=10, girl=8) was those mono-language children who can only speak Mandarin, the second group (boy=9, girl=19) was the bilingual children who can speak Mandarin and one of Fukien/Hakkas dialect, or one of Mandarin/ Fukien/Hakkas and learning English with more than one year. The third group (boy=8, girl=5) was the tri-language children who not only can fluently speak two kinds of language but also learning English more than one year. Three minutes resting EEG of each subject were recorded at 6 electrode sites (F3, F4, Cz, Pz, O1, O2). Cleaned EEG epochs of two seconds each were fast Fourier transformed into six frequency bands: δ(0.5-3.5Hz),θ(4-7Hz),α1(7.5-9Hz),α2 (9.5-12.5Hz),β1 (13-19Hz),β2(20-30Hz) and submitted to 3×6 (groups by site) two-way ANOVA separately. The left hemisphere laterality of each frequency bands was also analyzed by conducting two-way ANOVA (groups by left hemisphere laterality F3/F4, O1/O2) separately. The results revealed that preschool children with more kinds of language learning experience has significantly more function power in the fast-waveα1, α2, andβ1 band at the frontal language Broca’s area F3 and F4, central area Cz and Pz. The results indicated that the preschool children with more kinds of language ability have developed a higher mature neural function and higher cognitive development. However, there was no significantly difference of left hemisphere laterality development among the three groups of different language learning experience preschool children. An intervention study with other brain mapping techniques such as positron emission topography (PET) and functional magnetic resonance imaging (fMRI) is suggested to further examine the causal relationship between language learning experience difference and brain development in young kids....