The contributions of global spectral and amplitude structure to speech perception by English-speaking adults and children and Mandarin-speaking adults

2007 ◽  
Vol 122 (5) ◽  
pp. 3032
Author(s):  
Susan Nittrouer ◽  
Joanna H. Lowenstein
Keyword(s):  
Speech Perception ◽  
Adults And Children ◽  
English Speaking

Snapshots of tellings in interactions between adults and children aged two, three and three and a half in an Australian context

2019 ◽  
Vol 3 (1-2) ◽  
pp. 119-143 ◽  
Author(s):  
Anna Filipi
Keyword(s):  
Social Activity ◽  
Second Child ◽  
Object A ◽  
Birthday Party ◽  
Final Sample ◽  
The Social ◽  
Two Samples ◽  
Adults And Children ◽  
English Speaking ◽  
Australian English

This paper examines how and by whom tellings with two young children are triggered at ages 23, 36 and 42 months. The data for the investigation is derived from a larger Australian English corpus of over 50 hours of interactions in the home, although one of the children is a bilingual Italian/ English-speaking child. The data is derived from two parent/child dyads, and in the case of the child aged 42 months, a triadic interaction between a mother, her own child and a second child. Using the micro-analytic methods of conversation analysis, the study analyses five samples of tellings. The first two describe how a child, Cassandra, aged 23 months, is invited to recount events of her day by her parents. The trigger for these tellings is the social activity of sharing everyday routine events. The next two samples focus on Rosie at 36 months who is also invited to share a telling by her parent about a birthday party celebration and one about a neighbourhood cat, Claude. The first telling is triggered by an object, a balloon from a birthday party from the day before, while the second is triggered by play involving the character of a cat, initially derived from a favourite story, Hairy Maclary. In the final sample, Cassandra, aged 42 months, initiates a telling about an experience at her grandmother’s which is trigged by a picture in a book. The analyses in each case reveal the interactional issues that arise in the action of telling and how these are dealt with by all participants. By focusing on the three ages, key features in the children’s participation in storytelling are uncovered.

scholarly journals Vocoded speech perception with simulated shallow insertion depths in adults and children

2017 ◽  
Vol 141 (1) ◽  
pp. EL45-EL50 ◽  
Author(s):  
Arifi Waked ◽  
Sara Dougherty ◽  
Matthew J. Goupell
Keyword(s):  
Speech Perception ◽  
Adults And Children ◽  
Vocoded Speech

scholarly journals The Perception in Saudi Learners of the English Bilabial Stops and the English Labio-Dental Fricatives

2021 ◽  
Vol 11 (1) ◽  
pp. 278
Author(s):  
Salih Alzahrani
Keyword(s):  
Saudi Arabia ◽  
The Other ◽  
Lexical Knowledge ◽  
Early Stages ◽  
Adults And Children ◽  
English Speaking ◽  
The Difference

Learning to produce and to identify sounds (phonemes) is not the same as learning the difference between sounds which leads to meaning delivery. One part of the acquisition of phonetics is the ability to perceive sounds which distinguish differences in meaning. This paper explores the perception in Saudi learners of the English Bilabial Stops /p/ and /b/ and the English Labio-dental Fricatives /f/ and /v/. Four different groups took part in this experiment. These groups were divided according to their age and their exposure to English either in English speaking countries or elsewhere. The participants had to listen to the different phonemes occurring initially, medially and finally. One of these groups of words contained non-sense words to test the participants’ mis-perceptions when they do not recognize the sounds as part of their mental lexical knowledge. The results show these four groups faced difficulties perceiving and recognizing some sounds according to their exposure to English. Two groups, consisting of adults and children, showed very few misperceptions and/or missed sounds because they studied English in Australia for more than three years. Children had better perception than adults. The other groups show to had more misperceptions and/or missed sounds. Participants who had studied English in Australia for less than six months showed fewer misperceptions than those participants who had studied English in Saudi Arabia. This study suggests that teaching articulation (pronunciation) to Saudi learners of English in early stages is essential in order to avoid unconscious miscommunications due to the wrong perception and production of phonemes.

Pediatric Outcomes with the Nucleus 24 Contour: North American Clinical Trial

2002 ◽  
Vol 111 (5_suppl) ◽  
pp. 56-61 ◽  
Author(s):  
Steve Staller ◽  
Jennifer Arcaroli ◽  
Aaron Parkinson ◽  
Patti Arndt
Keyword(s):  
Speech Perception ◽  
Hearing Aids ◽  
Electrode Array ◽  
Profound Hearing Loss ◽  
Open Set ◽  
Adults And Children ◽  
The Mean ◽  
Nucleus 24 ◽  
Indications For Use ◽  
Better Than

The Nucleus 24 Contour is a new cochlear implant that has recently undergone clinical trials in adults and children. The Contour uses the same electronics as the previous-generation Nucleus 24 (CI24M) but incorporates a downsized receiver-stimulator and a perimodiolar electrode array. The indications for use were expanded to include children as young as 12 months of age and children 24 months of age and older with severe to profound hearing loss who had open-set word recognition up to 30%. The Contour was successfully implanted in 256 children. The mean level of postoperative speech perception with the Contour was significantly better than the preoperative baseline with hearing aids on all measures. Children who had open-set speech perception in an audition-only condition before surgery demonstrated higher levels of postoperative performance with the Contour than children with no open-set speech perception before surgery.

Auditory–visual speech perception in three- and four-year-olds and its relationship to perceptual attunement and receptive vocabulary

2017 ◽  
Vol 45 (2) ◽  
pp. 273-289 ◽  
Author(s):  
DOĞU ERDENER ◽  
DENIS BURNHAM
Keyword(s):  
Speech Perception ◽  
Native Language ◽  
The Body ◽  
Receptive Vocabulary ◽  
Visual Speech ◽  
Time Period ◽  
Visual Speech Perception ◽  
English Speaking ◽  
Short Time ◽  
The Relationship

AbstractDespite the body of research on auditory–visual speech perception in infants and schoolchildren, development in the early childhood period remains relatively uncharted. In this study, English-speaking children between three and four years of age were investigated for: (i) the development of visual speech perception – lip-reading and visual influence in auditory–visual integration; (ii) the development of auditory speech perception and native language perceptual attunement; and (iii) the relationship between these and a language skill relevant at this age, receptive vocabulary. Visual speech perception skills improved even over this relatively short time period. However, regression analyses revealed that vocabulary was predicted by auditory-only speech perception, and native language attunement, but not by visual speech perception ability. The results suggest that, in contrast to infants and schoolchildren, in three- to four-year-olds the relationship between speech perception and language ability is based on auditory and not visual or auditory–visual speech perception ability. Adding these results to existing findings allows elaboration of a more complete account of the developmental course of auditory–visual speech perception.

Grammatical Morphology and Speech Perception in Children With Specific Language Impairment

1992 ◽  
Vol 35 (5) ◽  
pp. 1076-1085 ◽  
Author(s):  
Laurence B. Leonard ◽  
Karla K. McGregor ◽  
George D. Allen
Keyword(s):  
Speech Perception ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Specific Language ◽  
Speech Stream ◽  
Speech Stimuli ◽  
Grammatical Morphology ◽  
Grammatical Morphemes ◽  
English Speaking ◽  
Performance Profiles

Many English-speaking children with specific language impairment have been found to be especially weak in their use of grammatical morphology. In a separate literature, many children meeting the same subject description have shown significant limitations on tasks involving the perception of rapid acoustic changes. In this study, we attempted to determine whether there were parallels between the grammatical morphological limitations of children with specific language impairment and their performance profiles across several perceptual contrasts. Because most English grammatical morphemes have shorter durations relative to adjacent morphemes in the speech stream, we hypothesized that children with specific language impairment would be especially weak in discriminating speech stimuli whose contrastive portions had shorter durations than the noncontrastive portions. Results from a group of eight children with specific language impairment with documented morphological difficulties confirmed these predictions. Several possible accounts of the observed morphology-perception parallels are offered.

scholarly journals Two-year-olds but not younger children comprehend it in ambiguous contexts: Evidence from preferential looking

2016 ◽  
Vol 44 (1) ◽  
pp. 255-268 ◽  
Author(s):  
BARBORA SKARABELA ◽  
MITSUHIKO OTA
Keyword(s):  
Young Children ◽  
Visual Object ◽  
Prior Context ◽  
Argument Form ◽  
Preferential Looking ◽  
Adults And Children ◽  
English Speaking

AbstractChildren use pronouns in their speech from the earliest word combinations. Yet, it is not clear from these early utterances whether they understand that pronouns are used as substitutes for nouns and entities in the discourse. The aim of this study was to examine whether young children understand the anaphoric function of pronouns, focusing on the interpretation of the pronoun it in English-speaking children at 1;6 and 2;0. We tested whether adults and children would prefer to look at a previously introduced vs. novel visual object depending on the argument form (it, the + noun, a + noun, or silence). Results demonstrate that, like adults, two-year-olds understand that it refers to a previously introduced referent. There is no evidence that this knowledge is established in children at 1;6. This suggests that some time between 1;6 and 2;0 children come to understand that it refers to a highly accessible referent introduced in the prior context.

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