Phoneme Perception and the Structure of Lexical Neighborhoods

2011 ◽  
Author(s):  
Mary M. Flaherty ◽  
James R. Sawusch
1993 ◽  
Vol 70 (1-2) ◽  
pp. 1-12 ◽  
Author(s):  
Alfredo Ardila
Keyword(s):  

2007 ◽  
Vol 11 (4) ◽  
pp. 233-241 ◽  
Author(s):  
Nancy Tye-Murray ◽  
Mitchell Sommers ◽  
Brent Spehar

2016 ◽  
Vol 7 ◽  
Author(s):  
Heidrun Bien ◽  
Adriana Hanulíková ◽  
Andrea Weber ◽  
Pienie Zwitserlood
Keyword(s):  

2001 ◽  
Vol 44 (4) ◽  
pp. 568-591 ◽  
Author(s):  
Todd M. Bailey ◽  
Ulrike Hahn

2004 ◽  
Vol 16 (8) ◽  
pp. 1375-1387 ◽  
Author(s):  
G. Dehaene-Lambertz ◽  
T. Gliga

Investigating the degree of similarity between infants' and adults' representation of speech is critical to our understanding of infants' ability to acquire language. Phoneme perception plays a crucial role in language processing, and numerous behavioral studies have demonstrated similar capacities in infants and adults, but are these subserved by the same neural substrates or networks? In this article, we review event-related potential (ERP) results obtained in infants during phoneme discrimination tasks and compare them to results from the adult literature. The striking similarities observed both in behavior and ERPs between initial and mature stages suggest a continuity in processing and neural structure. We argue that infants have access at the beginning of life to phonemic representations, which are modified without training or implicit instruction, but by the statistical distributions of speech input in order to converge to the native phonemic categories.


2016 ◽  
Vol 38 (2) ◽  
pp. 233-262 ◽  
Author(s):  
CAROLYN PYTLYK

ABSTRACTThis research investigated first language (L1) and second language (L2) orthographic effects on L2 phoneme perception. Twenty-five native English learners of Russian (n = 13) and Mandarin (n = 12) participated in an auditory phoneme counting task, using stimuli organized along two parameters: consistency and homophony. The learners more successfully counted phonemes in L2 words with consistent letter–phoneme correspondences (e.g., всё /fsʲɔ/, three letters/three phonemes) than in words with inconsistent correspondences (e.g., звать /zvatʲ/, five letters/four phonemes), indicating that L2 phoneme awareness is influenced by L2 orthography and that orthographic effects are not limited to the L1. In addition, the lack of any L1 homophone effects suggests that L2 orthographic effects overrode any potential L1 orthographic interference for these intermediate-level learners, suggesting orthographic effects may be language specific.


2020 ◽  
Vol 148 (4) ◽  
pp. 2813-2813
Author(s):  
Miwako Hisagi ◽  
Eve Higby ◽  
Mike Zandona ◽  
Justin Kent ◽  
Daniela Castillo ◽  
...  

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