Abstract
SummaryThe aim of this study was to analyze the auditory behavior in Pitch(PPS) and Duration(DPS)Pattern Sequence tests and in the Dichotic Listening (Dichotic Digits Test/DDT) of familiar and unfamiliar words (Staggered Spondaic Words/SSW) in Japanese descendants that speak Japanese and Japanese descendants that do not speak Japanese, and to compare these findings with a group of non-Japanese descendants who have no contact with the Japanese language. Method: 60 High School graduates aged 17 to 40 years were evaluated. Subjects were divided into three groups: GJJ, Japanese descendants that speak Brazilian Portuguese and Japanese; GJP, Japanese descendants that speak Portuguese and do not speak Japanese; GBP non-oriental descendants that speak Brazilian Portuguese. All subjects filled in a questionnaire about their languages and musical abilities. Their ability in pattern-recognition tests was assessed by the PPS and DPS tests, their ability to recognize familiar words was tested by DDT and their ability to recognize unfamiliar words was tested by SSW. Results. GJJ and GJP showed higher performances than the group of Brazilians (GBP) in the PPS. Results: show a statistically significant difference among the groups with a higher mean for the SSW results in GJJ compred to GJP and GBP. Conclusion:The results of SSW test seem to be influenced by bilingualism.
Highlights
Language learning is normally done through hearing
We divided the sample into three groups; the first was composed of Japanese descendants who spoke both Brazilian Portuguese and Japanese (GJJ); the second group included Japanese descendants who spoke Brazilian Portuguese but not Japanese (GJP); and the third group consisted of Brazilians who were not descendants of Orientals, who spoke Brazilian Portuguese and not Japanese (GBP)
We found that group: Japanese descendants speaking Japanese (GJJ) included mostly second and third generation Japanese descendants, and that 95% of the GJP group was composed of third generation Japanese; these numbers are statistically significant
Summary
Language learning is normally done through hearing. We learn a language by listening and speaking, which allows us to communicate ideas, feelings and desires in our environment.There is a belief that exposure to two languages may bring benefits to auditory development.Auditory processing is what we do with what we listen;[1] this is a cognitive construction based on an auditory signal that makes information functionally useful. Language learning is normally done through hearing. We learn a language by listening and speaking, which allows us to communicate ideas, feelings and desires in our environment. There is a belief that exposure to two languages may bring benefits to auditory development. Auditory processing is what we do with what we listen;[1] this is a cognitive construction based on an auditory signal that makes information functionally useful. Auditory processing involves sound perception, but more importantly, identification, location, attention, analysis, memory, and auditory information retrieval capabilities. It is related to the manner by which we apply previous knowledge to better understand a message and to how auditory information is integrated and associated with visual and other sensory stimuli
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