English‐speaking listeners’ sensitivity to allophone appropriateness in real and nonword speech perception

2001 ◽  
Vol 109 (5) ◽  
pp. 2316-2316
Author(s):  
Amanda K. Jones
Keyword(s):  
Speech Perception ◽  
English Speaking

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 Does Early Phonetic Differentiation Predict Later Phonetic Development? Evidence From a Longitudinal Study of /ɹ/ Development in Preschool Children

2021 ◽  
pp. 1-21
Author(s):  
Benjamin Munson ◽  
Mara K. Logerquist ◽  
Hyuna Kim ◽  
Alisha Martell ◽  
Jan Edwards
Keyword(s):  
Preschool Children ◽  
Speech Perception ◽  
Inhibitory Control ◽  
Limiting Factors ◽  
Vocabulary Size ◽  
Show Evidence ◽  
English Speaking ◽  
Degree Of Differentiation ◽  
Age Range ◽  
Time Point

Purpose We evaluated whether children whose inaccurate /ɹ/ productions showed evidence phonetic differentiation with /w/ at 3.5–4.5 years of age improved in /ɹ/ production over the next year more than children whose inaccurate productions did not show evidence of such differentiation. We also examined whether speech perception, inhibitory control, and vocabulary size predicted growth in /ɹ/. Method A set of typically developing, monolingual English-speaking preschool children ( n = 136) produced tokens of /ɹ/− and /w/−initial words at two time points (TPs), at which they were 39–52 and 51–65 months old. Children's productions of /ɹ/ and /w/ were narrowly phonetically transcribed. Children's productions at the earlier time point were rated by naïve listeners using a visual analog scale measure of phoneme goodness; these ratings were used to assess the degree of phonetic differentiation between /ɹ/ and /w/. Results Accuracy for both phonemes varied considerably at both TPs. The growth in accuracy of /ɹ/ between the two TPs was not predicted by any individual-differences measures, nor by the degree of differentiation between /ɹ/ and /w/at the earlier time point. Conclusion Low vocabulary size, low inhibitory control, poor speech perception, and the absence of early phonetic differentiation are not necessarily limiting factors in predicting /ɹ/ growth in individual children in the age range we studied.

Auditory Training to Improve Speech Perception and Self-Efficacy in Aging Adults

2020 ◽  
Vol 63 (4) ◽  
pp. 1270-1281
Author(s):  
Leah Fostick ◽  
Riki Taitelbaum-Swead ◽  
Shulamith Kreitler ◽  
Shelly Zokraut ◽  
Miriam Billig
Keyword(s):  
Speech Perception ◽  
Self Efficacy ◽  
Temporal Order Judgment ◽  
Auditory Training ◽  
Intensity Discrimination ◽  
Training Design ◽  
Auditory Temporal Processing ◽  
Temporal Properties ◽  
Computer Based ◽  
Aging Adults

Purpose Difficulty in understanding spoken speech is a common complaint among aging adults, even when hearing impairment is absent. Correlational studies point to a relationship between age, auditory temporal processing (ATP), and speech perception but cannot demonstrate causality unlike training studies. In the current study, we test (a) the causal relationship between a spatial–temporal ATP task (temporal order judgment [TOJ]) and speech perception among aging adults using a training design and (b) whether improvement in aging adult speech perception is accompanied by improved self-efficacy. Method Eighty-two participants aged 60–83 years were randomly assigned to a group receiving (a) ATP training (TOJ) over 14 days, (b) non-ATP training (intensity discrimination) over 14 days, or (c) no training. Results The data showed that TOJ training elicited improvement in all speech perception tests, which was accompanied by increased self-efficacy. Neither improvement in speech perception nor self-efficacy was evident following non-ATP training or no training. Conclusions There was no generalization of the improvement resulting from TOJ training to intensity discrimination or generalization of improvement resulting from intensity discrimination training to speech perception. These findings imply that the effect of TOJ training on speech perception is specific and such improvement is not simply the product of generally improved auditory perception. It provides support for the idea that temporal properties of speech are indeed crucial for speech perception. Clinically, the findings suggest that aging adults can be trained to improve their speech perception, specifically through computer-based auditory training, and this may improve perceived self-efficacy.

Adaptation of the Connected Speech Test: Rerecording and Passage Equivalency

2020 ◽  
Vol 29 (2) ◽  
pp. 259-264 ◽  
Author(s):  
Hasan K. Saleh ◽  
Paula Folkeard ◽  
Ewan Macpherson ◽  
Susan Scollie
Keyword(s):  
Speech Perception ◽  
North American ◽  
First Language ◽  
Intraclass Correlation ◽  
Normal Hearing ◽  
Connected Speech ◽  
Internal Reliability ◽  
Speech Test ◽  
The Mean ◽  
Unit Standard

Purpose The original Connected Speech Test (CST; Cox et al., 1987) is a well-regarded and often utilized speech perception test. The aim of this study was to develop a new version of the CST using a neutral North American accent and to assess the use of this updated CST on participants with normal hearing. Method A female English speaker was recruited to read the original CST passages, which were recorded as the new CST stimuli. A study was designed to assess the newly recorded CST passages' equivalence and conduct normalization. The study included 19 Western University students (11 females and eight males) with normal hearing and with English as a first language. Results Raw scores for the 48 tested passages were converted to rationalized arcsine units, and average passage scores more than 1 rationalized arcsine unit standard deviation from the mean were excluded. The internal reliability of the 32 remaining passages was assessed, and the two-way random effects intraclass correlation was .944. Conclusion The aim of our study was to create new CST stimuli with a more general North American accent in order to minimize accent effects on the speech perception scores. The study resulted in 32 passages of equivalent difficulty for listeners with normal hearing.

An Exploratory Study on Augmentative and Alternative Communication Classroom Integration Training for Special Educators Who Work With Children With Complex Communication Needs in the Bahamas

2019 ◽  
Vol 4 (5) ◽  
pp. 991-1016
Author(s):  
Shameka Stanford ◽  
Ovetta Harris
Keyword(s):  
Augmentative And Alternative Communication ◽  
Special Educators ◽  
Communication Disorders ◽  
Alternative Communication ◽  
The Bahamas ◽  
Complex Communication Needs ◽  
English Speaking ◽  
Communication Needs ◽  
Classroom Integration ◽  
And Training

Purpose In 2011, the United Nations estimated there were between 180 and 220 million youth with disabilities living around the world, and 80% of them resided in developing countries. Over the last 6 years, this number has increased significantly, and now, over 1 million people live in the Caribbean with some form of disability such as communication disorders resulting in complex communication needs (CCN). Method This publication discusses the benefits of an exploratory, descriptive, nonexperimental study on augmentative and alternative communication (AAC) classroom integration training for 8 special educators in the Bahamas who work with children with CCN. Results The results of this study revealed that 100% of the participants reported the study to be effective in increasing their knowledge and skill in the area of implementing AAC into their classrooms, enhancing their ability to team teach and incorporate AAC opportunities for all students with CCN within their classrooms, and increasing their knowledge and skill overall in the areas of AAC and CCN. Conclusion The findings highlight an important area of potential professional development and training that can be replicated in other English-speaking Caribbean territories focused on AAC classroom integration training program for special educators who teach students with CCN.

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