Phonological neighborhood density and intra-speaker variation in vowel production

2017 ◽  
Vol 142 (4) ◽  
pp. 2580-2580
Author(s):  
Benjamin Munson ◽  
Tait Anderson ◽  
Jayanthi Sasisekaran
Keyword(s):  
Neighborhood Density ◽  
Vowel Production ◽  
Phonological Neighborhood Density ◽  
Phonological Neighborhood

scholarly journals The Effect of Phonological Neighborhood Density on Vowel Articulation

2004 ◽  
Vol 47 (5) ◽  
pp. 1048-1058 ◽  
Author(s):  
Benjamin Munson ◽  
Nancy Pearl Solomon
Keyword(s):  
Word Frequency ◽  
Recent Literature ◽  
Low Frequency ◽  
Neighborhood Density ◽  
Low Density ◽  
Vowel Duration ◽  
Vowel Production ◽  
Phonological Neighborhood Density ◽  
Formant Frequencies ◽  
Phonological Neighborhood

Recent literature suggests that phonological neighborhood density and word frequency can affect speech production, in addition to the well-documented effects that they have on speech perception. This article describes 2 experiments that examined how phonological neighborhood density influences the durations and formant frequencies of adults’ productions of vowels in real words. In Experiment 1, 10 normal speakers produced words that covaried in phonological neighborhood density and word frequency. Infrequent words with many phonological neighbors were produced with shorter durations and more expanded vowel spaces than frequent words with few phonological neighbors. Results of this experiment confirmed that this effect was not related to the duration of the vowels constituting the high- and low-density words. In Experiment 2, 15 adults produced words that varied in both word frequency and neighborhood density. Neighborhood density affected vowel articulation in both high- and low-frequency words. Moreover, frequent words were produced with more contracted vowel spaces than infrequent words. There was no interaction between these factors, and the vowel duration did not vary as a function of neighborhood density. Taken together, the results suggest that neighborhood density affects vowel production independent of word frequency and vowel duration.

Successful Implicit Vocabulary Intervention for Three Cantonese-Speaking Toddlers: A Replicated Single-Case Design

2020 ◽  
Vol 63 (12) ◽  
pp. 4148-4161
Author(s):  
Christine S.-Y. Ng ◽  
Stephanie F. Stokes ◽  
Mary Alt
Keyword(s):  
Single Case ◽  
Cross Cultural ◽  
Neighborhood Density ◽  
Expressive Vocabulary ◽  
Single Case Design ◽  
Vocabulary Intervention ◽  
Phonological Neighborhood Density ◽  
Phonological Neighborhood ◽  
And Control ◽  
Case Design

Purpose We report on a replicated single-case design study that measured the feasibility of an expressive vocabulary intervention for three Cantonese-speaking toddlers with small expressive lexicons relative to their age. The aim was to assess the cross-cultural and cross-linguistic feasibility of an intervention method developed for English-speaking children. Method A nonconcurrent multiple-baseline design was used with four baseline data points and 16 intervention sessions per participant. The intervention design incorporated implicit learning principles, high treatment dosage, and control of the phonological neighborhood density of the stimuli. The children (24–39 months) attended 7–9 weeks of twice weekly input-based treatment in which no explicit verbal production was required from the child. Each target word was provided as input a minimum of 64 times in at least two intervention sessions. Treatment feasibility was measured by comparison of how many of the target and control words the child produced across the intervention period, and parent-reported expressive vocabulary checklists were completed for comparison of pre- and postintervention child spoken vocabulary size. An omnibus effect size for the treatment effect of the number of target and control words produced across time was calculated using Kendall's Tau. Results There was a significant treatment effect for target words learned in intervention relative to baselines, and all children produced significantly more target than control words across the intervention period. The effect of phonological neighborhood density on expressive word production could not be evaluated because two of the three children learned all target words. Conclusion The results provide cross-cultural evidence of the feasibility of a model of intervention that incorporated a high-dosage, cross-situational statistical learning paradigm to teach spoken word production to children with small expressive lexicons.

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