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目的:考察音乐训练和美术训练对大学生的字母-语音视听整合的影响。方法:以视觉(字母)和听觉(语音)为刺激内容，对音乐生、美术生和普通大学生(每组n n＝30)进行辨别任务，采用SPSS 17.0对反应时和击中率进行方差分析和竞争模型(Race model)分析。n 结果:(1)反应时：结果发现组别与刺激类型的交互作用显著(n F＝7.89，n P<0.01)。简单效应分析发现，所有被试对一致的视听刺激(字母B读音B)反应更快，出现冗余信号效应。(2)Race model分析：音乐组视听整合的时间窗口为120～130 ms，美术组为130～190 ms，普通组为120～170 ms(n P<0.01)。音乐组Race model曲线下正值面积(18.95)显著小于美术组(159.43)和普通组(125.01)(n P<0.01)，美术组和普通组之间差异无统计学意义(n P＝0.13)。n 结论:音乐训练对字母-语音视听整合有调节作用，而美术训练对其没有显著影响。“,”Objective:To investigate the effects of music training and art training on the audiovisual integration of letters-speech sounds in college students.Method:Visual letters and auditory speech sounds were used to conduct a discrimination task test in music students, art students and ordinary college students (n n=30 for each group). SPSS17.0 was used to conduct ANOVA and Race model analysis on reaction time and hit rate.n Results:(1) Reaction time: the results showed that the interaction between group and stimulus type was significant(n F=7.89, n P<0.01). The simple effect analysis found that all the participants reacted faster to consistent audiovisual(letters B and speech B) stimuli in comparison to unimodal stimuli, and the redundant signal effect occured.(2) Race model analysis showed that the time window of audiovisual integration were 120-130 ms in the music group, 130-190 ms in the art group, and 120-170 ms in the general group(n P<0.01). The positive area (pAUC) under the Race model curve of the music group(18.95) was significantly smaller than that of the art group(159.43) and the general group(125.01)(n P<0.01), and there was no significant difference between the art group and the general group(n P=0.13).n Conclusion:Music training has a regulating effect on the integration of letters and speech sounds, while art training has no significant effect on it.