Effects of receptive language ability on the neural representation of phonetic category structure

2018 ◽  
Vol 144 (3) ◽  
pp. 1798-1798
Author(s):  
Julia R. Drouin ◽  
Rachel M. Theodore
Keyword(s):  
Receptive Language ◽  
Language Ability ◽  
Category Structure ◽  
Neural Representation ◽  
Phonetic Category

The relationship of delay of gratification and time comprehension in 4-year-old children

2017 ◽  
Vol 42 (4) ◽  
pp. 434-438 ◽  
Author(s):  
Norbert Zmyj
Keyword(s):  
Delay Of Gratification ◽  
Receptive Language ◽  
Language Ability ◽  
Chance Level ◽  
Running Time ◽  
Comprehension Task ◽  
Prepotent Response ◽  
Relationship Of ◽  
To Receive ◽  
The Relationship

In a typical delay-of-gratification task, children have the choice between eating a small amount of treats immediately and waiting in order to receive a larger number of treats. To date, it has not been investigated whether children’s time comprehension is related to the ability to wait for the larger number of treats. Time comprehension can be tested by presenting children with three hourglasses containing different amounts of sand and asking them about the running time of the hourglasses (e.g., “Which hourglass will finish first?”). In this study, 75 four-year-old children were tested with a delay-of-gratification task, a time comprehension task, and a receptive language task. Children who ate the treat immediately in the delay-of-gratification task did not perform above chance level in the time comprehension task. In contrast, children who waited in the delay-of-gratification task, either for some time or until the end of the task, did perform above chance level. Correlation analyses revealed that performance in the time comprehension task and in the delay-of-gratification task correlated even after controlling for receptive language ability. Thus, children’s time comprehension is related to their ability to delay a prepotent response. The nature of this correlation is discussed.

Phonetic Category Structure of [I]

1997 ◽  
Vol 40 (6) ◽  
pp. 1406-1424 ◽  
Author(s):  
Joan E. Sussman ◽  
Brian Gekas
Keyword(s):  
Category Structure ◽  
Prototype Theory ◽  
Current Investigation ◽  
Phonetic Category ◽  
Phonetic Categories ◽  
Vowel Categories ◽  
Fixed Standard

The current investigation examined the structure of the phonetic category [I] for 13 listeners. Experiments reported are results from identification, "best exemplar," and discrimination tasks using 105 [I] stimuli. The tokens were synthesized along a mel-spaced vowel continuum that differed in first and second formants. All stimuli ended in a 30 ms [b] sound. Results showed that 10 of 13 listeners demonstrated differing choices of the best exemplars, although most were within 37.5 mels of the central best exemplar chosen in the first experiment. Seven of the participants demonstrated "circular" patterns in identification of the [I] category that appeared to be organized around a central "best exemplar." Six participants showed other identification patterns: "downward, " "upward," and "left-extending," with "best exemplars" on an edge or border of the phonetic categories. Graded category structure from a central "best exemplar" was apparent only in the averaged identification results, and not for individual participants. The size of the [I] category was significantly smaller than that surrounding the [i] best exemplar reported in a prior study by Sussman and Lauckner-Morano (1995). Finally, listeners had equivalent or better discrimination sensitivity with the best exemplar as the fixed standard compared to that for a "poor" exemplar token 45 mels away from the best exemplar. Results showed that phonetic category structure for the lax vowel [I] was different from the similar, but tense vowel [i]. The findings question whether prototype theory is generalizable to vowel categories other than [i].

scholarly journals Lexically guided perceptual tuning of internal phonetic category structure

2016 ◽  
Vol 140 (4) ◽  
pp. EL307-EL313 ◽  
Author(s):  
Julia R. Drouin ◽  
Rachel M. Theodore ◽  
Emily B. Myers
Keyword(s):  
Category Structure ◽  
Phonetic Category

scholarly journals Individual Differences in the Use of Acoustic-Phonetic Versus Lexical Cues for Speech Perception

2021 ◽  
Vol 6 ◽  
Author(s):  
Nikole Giovannone ◽  
Rachel M. Theodore
Keyword(s):  
Speech Perception ◽  
Speech Processing ◽  
Receptive Language ◽  
Language Ability ◽  
Natural Speech ◽  
Stimulus Input ◽  
Lexical Information ◽  
Speech Input ◽  
High Conflict ◽  
Lexical Cues

Previous research suggests that individuals with weaker receptive language show increased reliance on lexical information for speech perception relative to individuals with stronger receptive language, which may reflect a difference in how acoustic-phonetic and lexical cues are weighted for speech processing. Here we examined whether this relationship is the consequence of conflict between acoustic-phonetic and lexical cues in speech input, which has been found to mediate lexical reliance in sentential contexts. Two groups of participants completed standardized measures of language ability and a phonetic identification task to assess lexical recruitment (i.e., a Ganong task). In the high conflict group, the stimulus input distribution removed natural correlations between acoustic-phonetic and lexical cues, thus placing the two cues in high competition with each other; in the low conflict group, these correlations were present and thus competition was reduced as in natural speech. The results showed that 1) the Ganong effect was larger in the low compared to the high conflict condition in single-word contexts, suggesting that cue conflict dynamically influences online speech perception, 2) the Ganong effect was larger for those with weaker compared to stronger receptive language, and 3) the relationship between the Ganong effect and receptive language was not mediated by the degree to which acoustic-phonetic and lexical cues conflicted in the input. These results suggest that listeners with weaker language ability down-weight acoustic-phonetic cues and rely more heavily on lexical knowledge, even when stimulus input distributions reflect characteristics of natural speech input.

Exploring the association of infant receptive language and pitch variability in fathers’ infant-directed speech

2019 ◽  
Vol 46 (04) ◽  
pp. 800-811 ◽  
Author(s):  
Jean QUIGLEY ◽  
Elizabeth NIXON ◽  
Sarah LAWSON
Keyword(s):  
Infant Development ◽  
Child Language ◽  
Receptive Language ◽  
Language Ability ◽  
Hierarchical Regression ◽  
Prosodic Features ◽  
Unstructured Play ◽  
The Relationship ◽  
Bayley Scales ◽  
Pitch Variability

AbstractThe objective of this study was to examine the links between prosodic features of paternal Infant-Directed Speech (IDS) and child characteristics. Pitch variability measures were extracted from the speech samples of 50 fathers during unstructured play with their two-year-old children. Evidence for a link between child receptive language ability (measured by the Bayley Scales of Infant Development III) and fathers’ pitch variability was obtained from Multiple Hierarchical Regression. Findings support the hypothesis that fathers tailor their speech to their children. This is one of the few studies to examine the relationship between fathers’ IDS and child language ability.

scholarly journals THE EFFECTIVENESS OF READ-ALOUD LEARNING METHODS WITH PICTURE STORYBOOK MEDIA TO IMPROVE RECEPTIVE AND EXPRESSIVE LANGUAGE SKILLS IN EARLY CHILDREN

2022 ◽  
Vol 6 (1) ◽  
Author(s):  
Mudy Endahwati ◽  
Bachtiar S Bachri ◽  
Umi Anugerah Izzati
Keyword(s):  
Early Childhood ◽  
Language Skills ◽  
Expressive Language ◽  
Receptive Language ◽  
Language Ability ◽  
Read Aloud ◽  
Control Group ◽  
Learning Method ◽  
Learning Methods ◽  
Picture Story

This study aims to conduct empirical research to determine the difference in effectiveness between the read-aloud learning method and serial image media with other methods usually used by teachers to improve receptive language skills in early childhood. This type of research uses a nonequivalent control group experimental design with a quantitative approach. The variables in this study consisted independent variable in this study is the read-aloud learning method with picture story media (X),  the dependent variable in this study is expressive language ability (Y1) and expressive language ability (Y2). The results showed that (1) the read-aloud learning method with picture series media was more effective than the learning methods commonly used by teachers to improve receptive language skills in early childhood, statistically, the F = 5.766 with a significant level of p = 0.022 smaller than 5%; (2) The read-aloud learning method with serial picture story media is more effective than the learning methods commonly used by teachers to improve expressive language skills in early childhood; statistically, the value of F = 1,028 significant level p = 0.012 less than 5%. The results of this study can provide new insights and innovations in the effectiveness of learning the read-aloud method in storytelling activities that are useful for developing children's receptive and expressive language skills

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