A perceptual‐learning deficit in adults with reading disorders interpreted as evidence of a developmental delay.

Beverly A. Wright; Julia J. Huyck; Carmen Aliyeva

doi:10.1121/1.3587871

A Perceptual Learning Deficit in Chinese Developmental Dyslexia as Revealed by Visual Texture Discrimination Training

Dyslexia ◽

10.1002/dys.1475 ◽

2014 ◽

Vol 20 (3) ◽

pp. 280-296 ◽

Cited By ~ 19

Author(s):

Zhengke Wang ◽

Alice Cheng-Lai ◽

Yan Song ◽

Laurie Cutting ◽

Yuzheng Jiang ◽

...

Keyword(s):

Perceptual Learning ◽

Discrimination Training ◽

Developmental Dyslexia ◽

Visual Texture ◽

Learning Deficit ◽

Texture Discrimination

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Vowel Perception in Children With and Without Language Impairment

Journal of Speech Language and Hearing Research ◽

10.1044/jshr.3904.860 ◽

1996 ◽

Vol 39 (4) ◽

pp. 860-869 ◽

Cited By ~ 42

Author(s):

Rachel E. Stark ◽

John M. Heinz

Keyword(s):

Steady State ◽

Perceptual Learning ◽

Short Duration ◽

Language Impairment ◽

Learning Deficit ◽

Vowel Perception ◽

Long Duration ◽

Central Representation

Twenty-four children with language impairment (LI) and 22 children without language impairment (LN) participated in a study of discrimination, identification, and serial ordering of the highly dissimilar vowels /a/ versus /i/, and the highly similar vowels /ε/ versus /æ/. The vowel pairs were presented to the subjects in long- and short-duration sets. Both groups had greater difficulty in identifying /ε/ versus /æ/ than /a/ versus /i/. Neither group had greater difficulty with the short- than the long-duration vowel sets. The LI children were less efficient than the LN in identifying /a/ versus /i/, but could identify them accurately. They were significantly less accurate than the LN in identifying /ε/ versus /æ/. The majority of the children who could identify the /a/ and /i/ vowels were able to order them serially as well, although this second task appeared to be more difficult than identification. Fewer LI than LN children were able to proceed to the serial ordering task with /ε/ and /æ/. The children who could not identify the vowels within a set were almost always able to discriminate them. It was concluded that LI children have an auditory perceptual learning deficit and consequently a less robust central representation for steady state vowels than LN.

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Prologue to the Forum: Vocabulary Across the School Grades

Language Speech and Hearing Services in Schools ◽

10.1044/2019_lshss-19-00007 ◽

2019 ◽

Vol 50 (4) ◽

pp. 461-465 ◽

Cited By ~ 1

Author(s):

Suzanne M. Adlof

Keyword(s):

Word Learning ◽

Vocabulary Instruction ◽

Elementary Grades ◽

Reading Disorders ◽

Vocabulary Intervention ◽

New Words ◽

School Grades ◽

Grade Levels ◽

Ability Levels ◽

Instructional Settings

Purpose This prologue introduces the LSHSS Forum: Vocabulary Across the School Grades. The goals of the forum are to provide an overview of the importance of vocabulary to literacy and academic achievement, to review evidence regarding best practices for vocabulary instruction, and to highlight recent research related to word learning with students across different grade levels. Method The prologue provides a foundational overview of vocabulary's role in literacy and introduces the topics of the other ten articles in the forum. These include clinical focus articles, research reviews, and word-learning and vocabulary intervention studies involving students in elementary grades through college. Conclusion Children with language and reading disorders experience specific challenges learning new words, but all students can benefit from high-quality vocabulary instruction. The articles in this issue highlight the characteristics of evidence-based vocabulary interventions for children of different ages, ability levels, and language backgrounds and provide numerous examples of intervention activities that can be modified for use in individual, small-group, or large-group instructional settings.

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Perceptual Learning of Vocoded Speech With and Without Contralateral Hearing: Implications for Cochlear Implant Rehabilitation

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-20-00385 ◽

2020 ◽

pp. 1-10

Author(s):

Martin Chavant ◽

Alexis Hervais-Adelman ◽

Olivier Macherey

Keyword(s):

Cochlear Implant ◽

Perceptual Learning ◽

Speech Signal ◽

Training Phase ◽

Monosyllabic Words ◽

Low Pass ◽

Contralateral Ear ◽

Number Of Individuals ◽

Insight Into ◽

Vocoded Speech

Purpose An increasing number of individuals with residual or even normal contralateral hearing are being considered for cochlear implantation. It remains unknown whether the presence of contralateral hearing is beneficial or detrimental to their perceptual learning of cochlear implant (CI)–processed speech. The aim of this experiment was to provide a first insight into this question using acoustic simulations of CI processing. Method Sixty normal-hearing listeners took part in an auditory perceptual learning experiment. Each subject was randomly assigned to one of three groups of 20 referred to as NORMAL, LOWPASS, and NOTHING. The experiment consisted of two test phases separated by a training phase. In the test phases, all subjects were tested on recognition of monosyllabic words passed through a six-channel “PSHC” vocoder presented to a single ear. In the training phase, which consisted of listening to a 25-min audio book, all subjects were also presented with the same vocoded speech in one ear but the signal they received in their other ear differed across groups. The NORMAL group was presented with the unprocessed speech signal, the LOWPASS group with a low-pass filtered version of the speech signal, and the NOTHING group with no sound at all. Results The improvement in speech scores following training was significantly smaller for the NORMAL than for the LOWPASS and NOTHING groups. Conclusions This study suggests that the presentation of normal speech in the contralateral ear reduces or slows down perceptual learning of vocoded speech but that an unintelligible low-pass filtered contralateral signal does not have this effect. Potential implications for the rehabilitation of CI patients with partial or full contralateral hearing are discussed.

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