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Sample records for greater phonological morphological

  1. Phonetic Pause Unites Phonology and Semantics against Morphology and Syntax

    Science.gov (United States)

    Sakarna, Ahmad Khalaf; Mobaideen, Adnan

    2012-01-01

    The present study investigates the phonological effect triggered by the different types of phonetic pause used in Quran on morphology, syntax, and semantics. It argues that Quranic pause provides interesting evidence about the close relation between phonology and semantics, from one side, and semantics, morphology, and syntax, from the other…

  2. Morphological processing with deficient phonological short-term memory.

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    Kavé, Gitit; Ze'ev, Hagit Bar; Lev, Anita

    2007-07-01

    This paper investigates the processing of Hebrew derivational morphology in an individual (S.E.) with deficient phonological short-term memory. In comparison to 10 age- and education-matched men, S.E. was impaired on digit span tasks and demonstrated no recency effect in word list recall. S.E. had low word retention span, but he exhibited phonological similarity and word length effects. His ability to make lexical decisions was intact. In a paired-associate test S.E. successfully learned semantically and morphologically related pairs but not phonologically related pairs, and his learning of nonwords was facilitated by the presence of Hebrew consonant roots. Semantic and morphological similarity enhanced immediate word recall. Results show that S.E. is capable of conducting morphological decomposition of Hebrew-derived words despite his phonological deficit, suggesting that transient maintenance of morphological constituents is independent of temporary storage and rehearsal of phonological codes, and that each is processed separately within short-term memory.

  3. Morphological and Phonological Structure in Zulu Reduplication

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    Cook, Toni

    2013-01-01

    This dissertation provides an account of Zulu reduplication within the derivational framework of Distributed Morphology (DM). New Zulu data challenge the idea of reified domains like the D(erivational)-Stem and Macrostem as relevant constituents for reduplication (Downing 1997, Hyman, Inkelas, and Sibanda 2009). Instead, a crucial distinction is…

  4. The role of phonology, morphology, and orthography in English and Russian spelling.

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    Boulware-Gooden, Regina; Joshi, R Malatesha; Grigorenko, Elena

    2015-05-01

    The purpose of the present study was to explore the role of phonology, morphology and orthography in predicting the spelling performance in English-speaking and Russian-speaking children. Tests that tap phonology, morphology and orthography were administered to students in grades 4 and 6 in the USA and Russia. Multiple regression analyses showed that phonology and morphology contributed more for spelling of English words while orthography and morphology contributed more to the spelling of Russian words. The results are explained in terms of the orthographic nature of English and Russian languages as well as the instructional practices and the importance of morphology in spelling in both the languages. Copyright © 2015 John Wiley & Sons, Ltd.

  5. Preschool Phonological and Morphological Awareness As Longitudinal Predictors of Early Reading and Spelling Development in Greek.

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    Diamanti, Vassiliki; Mouzaki, Angeliki; Ralli, Asimina; Antoniou, Faye; Papaioannou, Sofia; Protopapas, Athanassios

    2017-01-01

    Different language skills are considered fundamental for successful reading and spelling acquisition. Extensive evidence has highlighted the central role of phonological awareness in early literacy experiences. However, many orthographic systems also require the contribution of morphological awareness. The goal of this study was to examine the morphological and phonological awareness skills of preschool children as longitudinal predictors of reading and spelling ability by the end of first grade, controlling for the effects of receptive and expressive vocabulary skills. At Time 1 preschool children from kindergartens in the Greek regions of Attika, Crete, Macedonia, and Thessaly were assessed on tasks tapping receptive and expressive vocabulary, phonological awareness (syllable and phoneme), and morphological awareness (inflectional and derivational). Tasks were administered through an Android application for mobile devices (tablets) featuring automatic application of ceiling rules. At Time 2 one year later the same children attending first grade were assessed on measures of word and pseudoword reading, text reading fluency, text reading comprehension, and spelling. Complete data from 104 children are available. Hierarchical linear regression and commonality analyses were conducted for each outcome variable. Reading accuracy for both words and pseudowords was predicted not only by phonological awareness, as expected, but also by morphological awareness, suggesting that understanding the functional role of word parts supports the developing phonology-orthography mappings. However, only phonological awareness predicted text reading fluency at this age. Longitudinal prediction of reading comprehension by both receptive vocabulary and morphological awareness was already evident at this age, as expected. Finally, spelling was predicted by preschool phonological awareness, as expected, as well as by morphological awareness, the contribution of which is expected to

  6. The Role of Phonological versus Morphological Skills in the Development of Arabic Spelling: An Intervention Study

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    Taha, Haitham; Saiegh-Haddad, Elinor

    2016-01-01

    The current study investigated the contribution of two linguistic intervention programs, phonological and morphological to the development of word spelling among skilled and poor native Arabic readers, in three grades: second, fourth and sixth. The participants were assigned to three experimental groups: morphological intervention, phonological…

  7. Phonology and Morphology of Mambay (Niger-Congo, Adamawa)

    NARCIS (Netherlands)

    Anonby, Erik John

    2008-01-01

    Mambay is an Adamawa (Niger-Congo) language spoken by 15,000 people in Chad and Cameroon. The study opens with historical and linguistic background. A phonological inventory of the language is then presented and distribution patterns are examined. Some striking phenomena include a profoundly

  8. Preschool Phonological and Morphological Awareness As Longitudinal Predictors of Early Reading and Spelling Development in Greek

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    Vassiliki Diamanti

    2017-11-01

    Full Text Available Different language skills are considered fundamental for successful reading and spelling acquisition. Extensive evidence has highlighted the central role of phonological awareness in early literacy experiences. However, many orthographic systems also require the contribution of morphological awareness. The goal of this study was to examine the morphological and phonological awareness skills of preschool children as longitudinal predictors of reading and spelling ability by the end of first grade, controlling for the effects of receptive and expressive vocabulary skills. At Time 1 preschool children from kindergartens in the Greek regions of Attika, Crete, Macedonia, and Thessaly were assessed on tasks tapping receptive and expressive vocabulary, phonological awareness (syllable and phoneme, and morphological awareness (inflectional and derivational. Tasks were administered through an Android application for mobile devices (tablets featuring automatic application of ceiling rules. At Time 2 one year later the same children attending first grade were assessed on measures of word and pseudoword reading, text reading fluency, text reading comprehension, and spelling. Complete data from 104 children are available. Hierarchical linear regression and commonality analyses were conducted for each outcome variable. Reading accuracy for both words and pseudowords was predicted not only by phonological awareness, as expected, but also by morphological awareness, suggesting that understanding the functional role of word parts supports the developing phonology–orthography mappings. However, only phonological awareness predicted text reading fluency at this age. Longitudinal prediction of reading comprehension by both receptive vocabulary and morphological awareness was already evident at this age, as expected. Finally, spelling was predicted by preschool phonological awareness, as expected, as well as by morphological awareness, the contribution of which is

  9. The Role of Phonological versus Morphological Skills in the Development of Arabic Spelling: An Intervention Study.

    Science.gov (United States)

    Taha, Haitham; Saiegh-Haddad, Elinor

    2016-06-01

    The current study investigated the contribution of two linguistic intervention programs, phonological and morphological to the development of word spelling among skilled and poor native Arabic readers, in three grades: second, fourth and sixth. The participants were assigned to three experimental groups: morphological intervention, phonological intervention and a non-intervention control group. Phonological awareness, morphological awareness, and spelling abilities were tested before and after the intervention. Participants from both linguistic intervention programs and in all grades made significant progress in linguistic awareness and spelling after the intervention. The results showed that both intervention programs were successful in promoting children's spelling skills in both groups. Also, older poor readers showed a stronger response to the morphological intervention than the older skilled readers. A transfer effect was found with the phonological training contributing to the morphological skills and vice versa. The results of the current study were discussed in the light of developmental and psycholinguistic views of spelling acquisition as well as the characteristics of Arabic language and orthography.

  10. The Contributions of Phonological and Morphological Awareness to Literacy Skills in the Adult Basic Education Population

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    Fracasso, Lucille E.; Bangs, Kathryn; Binder, Katherine S.

    2016-01-01

    The Adult Basic Education (ABE) population consists of a wide range of abilities with needs that may be unique to this set of learners. The purpose of this study was to better understand the relative contributions of phonological decoding and morphological awareness to spelling, vocabulary, and comprehension across a sample of ABE students. In…

  11. Effect of phonological and morphological awareness on reading comprehension in Hebrew-speaking adolescents with reading disabilities.

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    Schiff, Rachel; Schwartz-Nahshon, Sarit; Nagar, Revital

    2011-06-01

    This research explored phonological and morphological awareness among Hebrew-speaking adolescents with reading disabilities (RD) and its effect on reading comprehension beyond phonological and word-reading abilities. Participants included 39 seventh graders with RD and two matched control groups of normal readers: 40 seventh graders matched for chronological age (CA) and 38 third graders matched for reading age (RA). We assessed phonological awareness, word reading, morphological awareness, and reading comprehension. Findings indicated that the RD group performed similarly to the RA group on phonological awareness but lower on phonological decoding. On the decontextualized morphological task, RD functioned on par with RA, whereas in a contextualized task RD performed above RA but lower than CA. In reading comprehension, RD performed as well as RA. Finally, results indicated that for normal readers contextual morphological awareness uniquely contributed to reading comprehension beyond phonological and word-reading abilities, whereas no such unique contribution emerged for the RD group. The absence of an effect of morphological awareness in predicting reading comprehension was suggested to be related to a different recognition process employed by RD readers which hinder the ability of these readers to use morphosemantic structures. The lexical quality hypothesis was proposed as further support to the findings, suggesting that a low quality of lexical representation in RD students leads to ineffective reading skills and comprehension. Lexical representation is thus critical for both lexical as well as comprehension abilities.

  12. The role of semantic and phonological factors in word recognition: an ERP cross-modal priming study of derivational morphology.

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    Kielar, Aneta; Joanisse, Marc F

    2011-01-01

    Theories of morphological processing differ on the issue of how lexical and grammatical information are stored and accessed. A key point of contention is whether complex forms are decomposed during recognition (e.g., establish+ment), compared to forms that cannot be analyzed into constituent morphemes (e.g., apartment). In the present study, we examined these issues with respect to English derivational morphology by measuring ERP responses during a cross-modal priming lexical decision task. ERP priming effects for semantically and phonologically transparent derived words (government-govern) were compared to those of semantically opaque derived words (apartment-apart) as well as "quasi-regular" items that represent intermediate cases of morphological transparency (dresser-dress). Additional conditions independently manipulated semantic and phonological relatedness in non-derived words (semantics: couch-sofa; phonology: panel-pan). The degree of N400 ERP priming to morphological forms varied depending on the amount of semantic and phonological overlap between word types, rather than respecting a bivariate distinction between derived and opaque forms. Moreover, these effects could not be accounted for by semantic or phonological relatedness alone. The findings support the theory that morphological relatedness is graded rather than absolute, and depend on the joint contribution of form and meaning overlap. Copyright © 2010 Elsevier Ltd. All rights reserved.

  13. Variant patterns of Subject-Verb agreement in Portuguese: morphological and phonological issues

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    Maria Antónia Mota

    2013-12-01

    Full Text Available In this paper, we start from a basic assumption: agreement is a most relevant operation for the Portuguese language speakers as a whole. The data from different varieties of Portuguese support this view, both in the Subject-Verb domain and within the NP, as well as the fact that speakers don’t prefer the simplest solutions: the most productive plural agreement forms are the most complex ones, morphologically and phonologically. We focus the discussion on the interplay between different linguistic factors intervening in and promoting variant overt and covert patterns of agreement (the existence of agreement and the presence of visible marks, as expected in standard canonical schemes, constitute two separate questions. More specifically, we claim that it is worth to take into account the matching between the morphological and the phonological properties and features of the verb cells, in order to fully understand the attested variant outputs and the variant patterns of subject-verb agreement. We assume that the 3rdplural person-number marker has to be described in morphophonological terms, and we conclude that agreement is a morpho-phono-syntactic process, sensitive to the lexical-semantic features and discourse properties of the controller.

  14. Ecological specialization and morphological diversification in Greater Antillean boas.

    Science.gov (United States)

    Reynolds, R Graham; Collar, David C; Pasachnik, Stesha A; Niemiller, Matthew L; Puente-Rolón, Alberto R; Revell, Liam J

    2016-08-01

    Colonization of islands can dramatically influence the evolutionary trajectories of organisms, with both deterministic and stochastic processes driving adaptation and diversification. Some island colonists evolve extremely large or small body sizes, presumably in response to unique ecological circumstances present on islands. One example of this phenomenon, the Greater Antillean boas, includes both small (<90 cm) and large (4 m) species occurring on the Greater Antilles and Bahamas, with some islands supporting pairs or trios of body-size divergent species. These boas have been shown to comprise a monophyletic radiation arising from a Miocene dispersal event to the Greater Antilles, though it is not known whether co-occurrence of small and large species is a result of dispersal or in situ evolution. Here, we provide the first comprehensive species phylogeny for this clade combined with morphometric and ecological data to show that small body size evolved repeatedly on separate islands in association with specialization in substrate use. Our results further suggest that microhabitat specialization is linked to increased rates of head shape diversification among specialists. Our findings show that ecological specialization following island colonization promotes morphological diversity through deterministic body size evolution and cranial morphological diversification that is contingent on island- and species-specific factors. © 2016 The Author(s). Evolution © 2016 The Society for the Study of Evolution.

  15. Does Writing System Influence the Associations between Phonological Awareness, Morphological Awareness, and Reading? A Meta-Analysis

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    Ruan, Yufang; Georgiou, George K.; Song, Shuang; Li, Yixun; Shu, Hua

    2018-01-01

    Differences in how writing systems represent language raise important questions about the extent to which the role of linguistic skills such as phonological awareness (PA) and morphological awareness (MA) in reading is universal. In this meta-analysis, the authors examined the relationship between PA, MA, and reading (accuracy, fluency, and…

  16. Effects of Phonological and Orthographic Shifts on Children's Processing of Written Morphology: A Time-Course Study

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    Quémart, Pauline; Casalis, Séverine

    2014-01-01

    We report two experiments that investigated whether phonological and/or orthographic shifts in a base word interfere with morphological processing by French 3rd, 4th, and 5th graders and adults (as a control group) along the time course of visual word recognition. In both experiments, prime-target pairs shared four possible relationships:…

  17. Development and Relationships Between Phonological Awareness, Morphological Awareness and Word Reading in Spoken and Standard Arabic

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    Rachel Schiff

    2018-04-01

    Full Text Available This study addressed the development of and the relationship between foundational metalinguistic skills and word reading skills in Arabic. It compared Arabic-speaking children’s phonological awareness (PA, morphological awareness, and voweled and unvoweled word reading skills in spoken and standard language varieties separately in children across five grade levels from childhood to adolescence. Second, it investigated whether skills developed in the spoken variety of Arabic predict reading in the standard variety. Results indicate that although individual differences between students in PA are eliminated toward the end of elementary school in both spoken and standard language varieties, gaps in morphological awareness and in reading skills persisted through junior and high school years. The results also show that the gap in reading accuracy and fluency between Spoken Arabic (SpA and Standard Arabic (StA was evident in both voweled and unvoweled words. Finally, regression analyses showed that morphological awareness in SpA contributed to reading fluency in StA, i.e., children’s early morphological awareness in SpA explained variance in children’s gains in reading fluency in StA. These findings have important theoretical and practical contributions for Arabic reading theory in general and they extend the previous work regarding the cross-linguistic relevance of foundational metalinguistic skills in the first acquired language to reading in a second language, as in societal bilingualism contexts, or a second language variety, as in diglossic contexts.

  18. Development and Relationships Between Phonological Awareness, Morphological Awareness and Word Reading in Spoken and Standard Arabic

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    Schiff, Rachel; Saiegh-Haddad, Elinor

    2018-01-01

    This study addressed the development of and the relationship between foundational metalinguistic skills and word reading skills in Arabic. It compared Arabic-speaking children’s phonological awareness (PA), morphological awareness, and voweled and unvoweled word reading skills in spoken and standard language varieties separately in children across five grade levels from childhood to adolescence. Second, it investigated whether skills developed in the spoken variety of Arabic predict reading in the standard variety. Results indicate that although individual differences between students in PA are eliminated toward the end of elementary school in both spoken and standard language varieties, gaps in morphological awareness and in reading skills persisted through junior and high school years. The results also show that the gap in reading accuracy and fluency between Spoken Arabic (SpA) and Standard Arabic (StA) was evident in both voweled and unvoweled words. Finally, regression analyses showed that morphological awareness in SpA contributed to reading fluency in StA, i.e., children’s early morphological awareness in SpA explained variance in children’s gains in reading fluency in StA. These findings have important theoretical and practical contributions for Arabic reading theory in general and they extend the previous work regarding the cross-linguistic relevance of foundational metalinguistic skills in the first acquired language to reading in a second language, as in societal bilingualism contexts, or a second language variety, as in diglossic contexts. PMID:29686633

  19. The Role of Morphological and Phonological Awareness in the Early Development of Word Spelling and Reading in Typically Developing and Disabled Arabic Readers.

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    Saiegh-Haddad, Elinor; Taha, Haitham

    2017-11-01

    The study is a cross-sectional developmental investigation of morphological and phonological awareness in word spelling and reading in Arabic in reading-accuracy disabled (RD) children and in age-matched typically developing (TR) controls in grades 1-4 (N = 160). Morphological awareness tasks targeted the root and word pattern derivational system of Arabic, in both the oral and the written modalities. Phonological awareness employed a variety of orally administered segmentation and deletion tasks. The results demonstrated early deficits in morphological awareness, besides deficits in phonological awareness, in RD children as compared with typically developing controls, as well as in word and pseudoword spelling and reading (voweled and unvoweled). While phonological awareness emerged as the strongest predictor of reading, morphological awareness was also found to predict unique variance in reading, and even more so in spelling, beyond phonological awareness and cognitive skills. The results demonstrate the early emergence of morphological awareness deficits, alongside phonological deficits in Arabic RD, as well as the role of morphological processing in early reading and spelling. These findings reflect the centrality of derivational morphology in the structure of the spoken and the written Arabic word. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

  20. Alterations in white matter pathways underlying phonological and morphological processing in Chinese developmental dyslexia

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    Mengmeng Su

    2018-06-01

    Full Text Available Chinese is a logographic language that is different from alphabetic languages in visual and semantic complexity. Thus far, it is still unclear whether Chinese children with dyslexia show similar disruption of white matter pathways as in alphabetic languages. The present study focused on the alteration of white matter pathways in Chinese children with dyslexia. Using diffusion tensor imaging tractography, the bilateral arcuate fasciculus (AF-anterior, AF-posterior and AF-direct segments, inferior fronto-occipital fasciculus (IFOF and inferior longitudinal fasciculus (ILF were delineated in each individual’s native space. Compared with age-matched controls, Chinese children with dyslexia showed reduced fractional anisotropy in the left AF-direct and the left ILF. Further regression analyses revealed a functional dissociation between the left AF-direct and the left ILF. The AF-direct tract integrity was associated with phonological processing skill, an ability important for reading in all writing systems, while the ILF integrity was associated with morphological processing skill, an ability more strongly recruited for Chinese reading. In conclusion, the double disruption locus in Chinese children with dyslexia, and the functional dissociation between dorsal and ventral pathways reflect both universal and specific properties of reading in Chinese.

  1. Greater pre-stimulus effective connectivity from the left inferior frontal area to other areas is associated with better phonological decoding in dyslexic readers

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    Richard E Frye

    2010-12-01

    Full Text Available Functional neuroimaging studies suggest that neural networks that subserve reading are organized differently in dyslexic readers (DRs and typical readers (TRs, yet the hierarchical structure of these networks has not been well studied. We used Granger Causality (GC to examine the effective connectivity of the preparatory network that occurs prior to viewing a non-word stimulus that requires phonological decoding in 7 DRs and 10 TRs who were young adults. The neuromagnetic activity that occurred 500 ms prior to each rhyme trial was analyzed from sensors overlying the left and right inferior frontal areas (IFA, temporoparietal areas (TPA, and ventral occipitotemporal areas (VOTA within the low, medium, and high beta and gamma sub-bands. A mixed-model analysis determined whether connectivity to or from the left and right IFAs differed across connectivity direction (into vs. out of the IFAs, brain areas, reading group, and/or performance. Results indicated that greater connectivity in the low beta sub-band from the left IFA to other cortical areas was significantly related to better non-word rhyme discrimination in DRs but not TRs. This suggests that the left IFA is an important cortical area involved in compensating for poor phonological function in DRs. We suggest that the left IFA activates a wider-than usual network prior to each trial in the service of supporting otherwise effortful phonological decoding in DRs. The fact that the left IFA provides top-down activation to both posterior left hemispheres areas used by typical readers for phonological decoding and homologous right hemisphere areas is discussed. In contrast, within the high gamma sub-band, better performance was associated with decreased connectivity between the left IFA and other brain areas, in both reading groups. Overly strong gamma connectivity during the pre-stimulus period may interfere with subsequent transient activation and deactivation of sub-networks once the non

  2. Understanding the Contributions of Prosodic Phonology to Morphological Development: Implications for Children with Specific Language Impairment

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    Demuth, Katherine; Tomas, Ekaterina

    2016-01-01

    A growing body of research with typically developing children has begun to show that the acquisition of grammatical morphemes interacts not only with a developing knowledge of syntax, but also with developing abilities at the interface with prosodic phonology. In particular, a Prosodic Licensing approach to these issues provides a framework for…

  3. The role of phase synchronisation between low frequency amplitude modulations in child phonology and morphology speech tasks.

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    Flanagan, Sheila; Goswami, Usha

    2018-03-01

    Recent models of the neural encoding of speech suggest a core role for amplitude modulation (AM) structure, particularly regarding AM phase alignment. Accordingly, speech tasks that measure linguistic development in children may exhibit systematic properties regarding AM structure. Here, the acoustic structure of spoken items in child phonological and morphological tasks, phoneme deletion and plural elicitation, was investigated. The phase synchronisation index (PSI), reflecting the degree of phase alignment between pairs of AMs, was computed for 3 AM bands (delta, theta, beta/low gamma; 0.9-2.5 Hz, 2.5-12 Hz, 12-40 Hz, respectively), for five spectral bands covering 100-7250 Hz. For phoneme deletion, data from 94 child participants with and without dyslexia was used to relate AM structure to behavioural performance. Results revealed that a significant change in magnitude of the phase synchronisation index (ΔPSI) of slower AMs (delta-theta) systematically accompanied both phoneme deletion and plural elicitation. Further, children with dyslexia made more linguistic errors as the delta-theta ΔPSI increased. Accordingly, ΔPSI between slower temporal modulations in the speech signal systematically distinguished test items from accurate responses and predicted task performance. This may suggest that sensitivity to slower AM information in speech is a core aspect of phonological and morphological development.

  4. The roles of word-form frequency and phonological neighbourhood density in the acquisition of Lithuanian noun morphology.

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    Savičiūtė, Eglė; Ambridge, Ben; Pine, Julian M

    2018-05-01

    Four- and five-year-old children took part in an elicited familiar and novel Lithuanian noun production task to test predictions of input-based accounts of the acquisition of inflectional morphology. Two major findings emerged. First, as predicted by input-based accounts, correct production rates were correlated with the input frequency of the target form, and with the phonological neighbourhood density of the noun. Second, the error patterns were not compatible with the systematic substitution of target forms by either (a) the most frequent form of that noun or (b) a single morphosyntactic default form, as might be predicted by naive versions of a constructivist and generativist account, respectively. Rather, most errors reflected near-miss substitutions of singular for plural, masculine for feminine, or nominative/accusative for a less frequent case. Together, these findings provide support for an input-based approach to morphological acquisition, but are not adequately explained by any single account in its current form.

  5. Circumpolar variation in morphological characteristics of Greater White-fronted Geese Anser albifrons

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    Ely, Craig R.; Fox, A.D.; Alisauskas, R.T.; Andreev, A.; Bromley, R.G.; Degtyarev, Andrei G.; Ebbinge, B.; Gurtovaya, E.N.; Kerbes, R.; Kondratyev, Alexander V.; Kostin, I.; Krechmar, A.V.; Litvin, K.E.; Miyabayashi, Y.; Moou, J.H.; Oates, R.M.; Orthmeyer, D.L.; Sabano, Yutaka; Simpson, S.G.; Solovieva, D.V.; Spindler, Michael A.; Syroechkovsky, Y.V.; Takekawa, John Y.; Walsh, A.

    2005-01-01

    Capsule: Greater White-fronted Geese show significant variation in body size from sampling locations throughout their circumpolar breeding range. Aims: To determine the degree of geographical variation in body size of Greater White-fronted Geese and identify factors contributing to any apparent patterns in variation. Methods: Structural measures of >3000 geese from 16 breeding areas throughout the Holarctic breeding range of the species were compared statistically. Results: Palearctic forms varied clinally, and increased in size from the smallest forms on the Kanin and Taimyr peninsulas in western Eurasia to the largest forms breeding in the Anadyr Lowlands of eastern Chukotka. Clinal variation was less apparent in the Nearctic, as both the smallest form in the Nearctic and the largest form overall (the Tule Goose) were from different breeding areas in Alaska. The Tule Goose was 25% larger than the smallest form. Birds from Greenland (A. a. flavirostris) were the second largest, although only slightly larger than geese from several North American populations. Body size was not correlated with breeding latitude but was positively correlated with temperature on the breeding grounds, breeding habitat, and migration distance. Body mass of Greater White-fronted Geese from all populations remained relatively constant during the period of wing moult. Morphological distinctness of eastern and western Palearctic forms concurs with earlier findings of complete range disjunction. Conclusions: Patterns of morphological variation in Greater White-fronted Geese across the Holarctic can be generally attributed to adaptation to variable breeding environments, migration requirements, and phylo-geographical histories. 

  6. Spontaneous Language Production in Bilingual Parkinson's Disease Patients: Evidence of Greater Phonological, Morphological and Syntactic Impairments in Native Language

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    Zanini, Sergio; Tavano, Alessandro; Fabbro, Franco

    2010-01-01

    Nine early non-demented bilingual (L1--Friulian, L2--Italian) patients with Parkinson's disease and nine normal controls matched for age, sex and years of education were studied on a spontaneous language production task. All subjects had acquired L1 from birth in a home environment and L2 at the age of six at school formally. Patients with PD…

  7. Phonology without universal grammar.

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    Archangeli, Diana; Pulleyblank, Douglas

    2015-01-01

    The question of identifying the properties of language that are specific human linguistic abilities, i.e., Universal Grammar, lies at the center of linguistic research. This paper argues for a largely Emergent Grammar in phonology, taking as the starting point that memory, categorization, attention to frequency, and the creation of symbolic systems are all nonlinguistic characteristics of the human mind. The articulation patterns of American English rhotics illustrate categorization and systems; the distribution of vowels in Bantu vowel harmony uses frequencies of particular sequences to argue against Universal Grammar and in favor of Emergent Grammar; prefix allomorphy in Esimbi illustrates the Emergent symbolic system integrating phonological and morphological generalizations. The Esimbi case has been treated as an example of phonological opacity in a Universal Grammar account; the Emergent analysis resolves the pattern without opacity concerns.

  8. Gradient phonological inconsistency affects vocabulary learning.

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    Muench, Kristin L; Creel, Sarah C

    2013-09-01

    Learners frequently experience phonologically inconsistent input, such as exposure to multiple accents. Yet, little is known about the consequences of phonological inconsistency for language learning. The current study examines vocabulary acquisition with different degrees of phonological inconsistency, ranging from no inconsistency (e.g., both talkers call a picture /vig/) to mild but detectable inconsistency (e.g., one talker calls a picture a /vig/, and the other calls it a /vIg/), up to extreme inconsistency (e.g., the same picture is both a /vig/ and a /dIdʒ/). Previous studies suggest that learners readily extract consistent phonological patterns, given variable input. However, in Experiment 1, adults acquired phonologically inconsistent vocabularies more slowly than phonologically consistent ones. Experiment 2 examined whether word-form inconsistency alone, without phonological competition, was a source of learning difficulty. Even without phonological competition, listeners learned faster in 1 accent than in 2 accents, but they also learned faster in 2 accents (/vig/ = /vIg/) than with completely different labels (/vig/ = /dIdʒ/). Overall, results suggest that learners exposed to multiple accents may experience difficulty learning when 2 forms mismatch by more than 1 phonological feature, plus increased phonological competition due to a greater number of word forms. Implications for learning from variable input are discussed. PsycINFO Database Record (c) 2013 APA, all rights reserved.

  9. Swahili Loanwords in Gorwaa and Iraqw: Phonological and ...

    African Journals Online (AJOL)

    When Swahili words are borrowed into Gorwaa and Iraqw, they are typically nativized according to a series of observable patterns. This work offers an account of how Swahili borrowings are integrated phonologically and morphologically into these languages. Phonologically, non-native phonemes are typically replaced by ...

  10. What is the Phonological Word in Dagbani? A Positional ...

    African Journals Online (AJOL)

    This paper offers a phonological diagnostic for defining the word in Dagbani, a Gur language of Ghana. It shows that a morphological unit that constitutes a complete word blocks contrast-neutralising phonological processes from target segments within its boundaries when triggered across its boundary. In sub-word units, ...

  11. Advances in the treatment of children with phonological disorders

    Directory of Open Access Journals (Sweden)

    Ceron, Marizete Ilha

    2013-04-01

    Full Text Available Introduction: Treatment of phonological disorders considering extra-linguistic and linguistic variables are important to ensure that the alteration is resolved promptly and in the best manner as possible. Aim: To analyze therapeutic advances (phonetic inventory, phonological system, and distinctive features in children with phonological disorders by considering the therapeutic approach used, the severity of the phonological disorder, age, and the number of therapeutic sessions. Methods: We conducted a case series study of 94 children aged 3 years, 9 months through 8 years, 5 months. The children were divided into groups based on the therapeutic approach used (Modified Cycles, Maximal Oppositions, ABAB-Withdrawal, and Multiple Probes, the severity of their phonological disorder, age, and the number of therapy sessions with each individual. Phonetic inventory, the phonological system, and the number of altered distinctive features were analyzed. Results: The greater the number of therapy sessions, the greater the number of sounds acquired. The number of sounds present in the phonetic inventory and phonological system increased and the severity of the phonological disorder decreased with all of the therapeutic approaches studied. There was also a reduction in the incidence of altered distinctive features. Conclusion: There was a favorable evolution in phonetic inventory and phonological system acquisitions as well as a reduction in the number of altered distinctive features for all 3 therapeutic models regardless of the severity of the phonological disorder, age, or number of sessions.

  12. Phonological coding during reading.

    Science.gov (United States)

    Leinenger, Mallorie

    2014-11-01

    The exact role that phonological coding (the recoding of written, orthographic information into a sound based code) plays during silent reading has been extensively studied for more than a century. Despite the large body of research surrounding the topic, varying theories as to the time course and function of this recoding still exist. The present review synthesizes this body of research, addressing the topics of time course and function in tandem. The varying theories surrounding the function of phonological coding (e.g., that phonological codes aid lexical access, that phonological codes aid comprehension and bolster short-term memory, or that phonological codes are largely epiphenomenal in skilled readers) are first outlined, and the time courses that each maps onto (e.g., that phonological codes come online early [prelexical] or that phonological codes come online late [postlexical]) are discussed. Next the research relevant to each of these proposed functions is reviewed, discussing the varying methodologies that have been used to investigate phonological coding (e.g., response time methods, reading while eye-tracking or recording EEG and MEG, concurrent articulation) and highlighting the advantages and limitations of each with respect to the study of phonological coding. In response to the view that phonological coding is largely epiphenomenal in skilled readers, research on the use of phonological codes in prelingually, profoundly deaf readers is reviewed. Finally, implications for current models of word identification (activation-verification model, Van Orden, 1987; dual-route model, e.g., M. Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001; parallel distributed processing model, Seidenberg & McClelland, 1989) are discussed. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

  13. Gradient Weight in Phonology

    Science.gov (United States)

    Ryan, Kevin Michael

    2011-01-01

    Research on syllable weight in generative phonology has focused almost exclusively on systems in which weight is treated as an ordinal hierarchy of clearly delineated categories (e.g. light and heavy). As I discuss, canonical weight-sensitive phenomena in phonology, including quantitative meter and quantity-sensitive stress, can also treat weight…

  14. Metrical Phonology and SLA.

    Science.gov (United States)

    Tice, Bradley S.

    Metrical phonology, a linguistic process of phonological stress assessment and diagrammatic simplification of sentence and word stress, is discussed as it is found in the English language with the intention that it may be used in second language instruction. Stress is defined by its physical and acoustical correlates, and the principles of…

  15. In Further Defense of a Non-Phonological Account for Sanskrit Root-Initial Aspiration Alternations.

    Science.gov (United States)

    Janda, Richard D.; Joseph, Brian D.

    In this paper the morphological argument for the conditioning of Sanskrit aspiration and deaspiration is renewed in theoretically current terms, bringing forth new arguments and examining previously undiscussed major weaknesses in the purely phonological (autosegmental) argument. Relevant phonological, morphological, and lexical facts are…

  16. Practical Phonetics and Phonology

    DEFF Research Database (Denmark)

    Collins, Beverley; Mees, Inger M.

    Practical Phonetics and Phonology:   presents the essentials of the subject in a lively way whilst stressing the day-to-day applications of phonetics and phonology   covers all the core concepts of speech science such as: the phoneme, syllable structure, production of speech, vowel and consonant...... language and linguistics and those training for a certificate in TEFL. The accompanying website to this book can be found at: www.routledge.com/textbooks/9780415425148...

  17. Metrical Phonology: German Sound System.

    Science.gov (United States)

    Tice, Bradley S.

    Metrical phonology, a linguistic process of phonological stress assessment and diagrammatic simplification of sentence and word stress, is discussed as it is found in the English and German languages. The objective is to promote use of metrical phonology as a tool for enhancing instruction in stress patterns in words and sentences, particularly in…

  18. Do Children with Phonological Delay Have Phonological Short-Term and Phonological Working Memory Deficits?

    Science.gov (United States)

    Waring, Rebecca; Eadie, Patricia; Liow, Susan Rickard; Dodd, Barbara

    2017-01-01

    While little is known about why children make speech errors, it has been hypothesized that cognitive-linguistic factors may underlie phonological speech sound disorders. This study compared the phonological short-term and phonological working memory abilities (using immediate memory tasks) and receptive vocabulary size of 14 monolingual preschool…

  19. Learning general phonological rules from distributional information: a computational model.

    Science.gov (United States)

    Calamaro, Shira; Jarosz, Gaja

    2015-04-01

    Phonological rules create alternations in the phonetic realizations of related words. These rules must be learned by infants in order to identify the phonological inventory, the morphological structure, and the lexicon of a language. Recent work proposes a computational model for the learning of one kind of phonological alternation, allophony (Peperkamp, Le Calvez, Nadal, & Dupoux, 2006). This paper extends the model to account for learning of a broader set of phonological alternations and the formalization of these alternations as general rules. In Experiment 1, we apply the original model to new data in Dutch and demonstrate its limitations in learning nonallophonic rules. In Experiment 2, we extend the model to allow it to learn general rules for alternations that apply to a class of segments. In Experiment 3, the model is further extended to allow for generalization by context; we argue that this generalization must be constrained by linguistic principles. Copyright © 2014 Cognitive Science Society, Inc.

  20. Three Latin Phonological Details

    DEFF Research Database (Denmark)

    Olsen, Birgit Anette

    2006-01-01

    The present paper deals with three minor details of Latin phonology: 1) the development of the initial sequence *u¿l¿-, where it is suggested that an apparent vacillation between ul- and vol-/vul- represents sandhi variants going back to the proto-language, 2) the adjectives ama¯rus ‘bitter' and ...

  1. Practical Phonetics and Phonology

    DEFF Research Database (Denmark)

    Collins, Beverley; Mees, Inger M.

    This wide-ranging introduction to practical aspects of English phonetics and phonology offers an accessible overview of the subject, with activities, study questions, sample analyses, commentaries and key readings. The flexible "two-dimensional" structure is built around four sections - introduct......This wide-ranging introduction to practical aspects of English phonetics and phonology offers an accessible overview of the subject, with activities, study questions, sample analyses, commentaries and key readings. The flexible "two-dimensional" structure is built around four sections...... - introduction, development, exploration and extension - which offer self-contained stages for study. Each topic can also be read across these sections, enabling the reader to build gradually on the knowledge gained....

  2. Hong Kong English: phonological features

    OpenAIRE

    Irina-Ana Drobot

    2008-01-01

    The aim of the paper is to present phonological features of Hong Kong English, which is a variety of New English. I examine features of the sound system (vowel and consonantal systems), characteristics of stress, rhythm, intonation, and phonological processes of the English spoken by Hongkongers. The way in which the accent and characteristics of the Hong Kong variety of English differs from standard, RP English is pointed out. Influences of Chinese and Cantonese on the phonological features ...

  3. Do the Hard Things First: A Randomized Controlled Trial Testing the Effects of Exemplar Selection on Generalization Following Therapy for Grammatical Morphology

    Science.gov (United States)

    Van Horne, Amanda Jean Owen; Fey, Marc; Curran, Maura

    2017-01-01

    Purpose: Complexity-based approaches to treatment have been gaining popularity in domains such as phonology and aphasia but have not yet been tested in child morphological acquisition. In this study, we examined whether beginning treatment with easier-to-inflect (easy first) or harder-to-inflect (hard first) verbs led to greater progress in the…

  4. Electrophysiological signatures of phonological and semantic maintenance in sentence repetition.

    Science.gov (United States)

    Meltzer, Jed A; Kielar, Aneta; Panamsky, Lilia; Links, Kira A; Deschamps, Tiffany; Leigh, Rosie C

    2017-08-01

    Verbal short-term memory comprises resources for phonological rehearsal, which have been characterized anatomically, and for maintenance of semantic information, which are less understood. Sentence repetition tasks tap both processes interactively. To distinguish brain activity involved in phonological vs. semantic maintenance, we recorded magnetoencephalography during a sentence repetition task, incorporating three manipulations emphasizing one mechanism over the other. Participants heard sentences or word lists and attempted to repeat them verbatim after a 5-second delay. After MEG, participants completed a cued recall task testing how much they remembered of each sentence. Greater semantic engagement relative to phonological rehearsal was hypothesized for 1) sentences vs. word lists, 2) concrete vs. abstract sentences, and 3) well recalled vs. poorly recalled sentences. During auditory perception and the memory delay period, we found highly left-lateralized activation in the form of 8-30 Hz event-related desynchronization. Compared to abstract sentences, concrete sentences recruited posterior temporal cortex bilaterally, demonstrating a neural signature for the engagement of visual imagery in sentence maintenance. Maintenance of arbitrary word lists recruited right hemisphere dorsal regions, reflecting increased demands on phonological rehearsal. Sentences that were ultimately poorly recalled in the post-test also elicited extra right hemisphere activation when they were held in short-term memory, suggesting increased demands on phonological resources. Frontal midline theta oscillations also reflected phonological rather than semantic demand, being increased for word lists and poorly recalled sentences. These findings highlight distinct neural resources for phonological and semantic maintenance, with phonological maintenance associated with stronger oscillatory modulations. Copyright © 2017 Elsevier Inc. All rights reserved.

  5. The Third Factor in Phonology

    Directory of Open Access Journals (Sweden)

    Bridget Samuels

    2009-09-01

    Full Text Available This article attempts to investigate how much of phonology can be explained by properties of general cognition and the Sensorimotor system — in other words, third-factor principles, in support of the evolutionary scenario posed by Hauser et al. (2002a. It argues against Pinker & Jackendoff’s (2005: 212 claim that “major characteristics of phonology are specific to language (or to language & music, [and] uniquely human,” and their conclusion that “phonology represents a major counterexample to the recursion-only hypothesis.” Contrary to the statements by Anderson (2004 and Yip (2006a, 2006b to the effect that phonology has not been tested in animals, it is shown that virtually all the abilities that underlie phonological competence have been shown in other species.

  6. The role of the phonological loop in English word learning: a comparison of Chinese ESL learners and native speakers.

    Science.gov (United States)

    Hamada, Megumi; Koda, Keiko

    2011-04-01

    Although the role of the phonological loop in word-retention is well documented, research in Chinese character retention suggests the involvement of non-phonological encoding. This study investigated whether the extent to which the phonological loop contributes to learning and remembering visually introduced words varies between college-level Chinese ESL learners (N = 20) and native speakers of English (N = 20). The groups performed a paired associative learning task under two conditions (control versus articulatory suppression) with two word types (regularly spelled versus irregularly spelled words) differing in degree of phonological accessibility. The results demonstrated that both groups' recall declined when the phonological loop was made less available (with irregularly spelled words and in the articulatory suppression condition), but the decline was greater for the native group. These results suggest that word learning entails phonological encoding uniformly across learners, but the contribution of phonology varies among learners with diverse linguistic backgrounds.

  7. Phonological learning in semantic dementia.

    Science.gov (United States)

    Jefferies, Elizabeth; Bott, Samantha; Ehsan, Sheeba; Lambon Ralph, Matthew A

    2011-04-01

    Patients with semantic dementia (SD) have anterior temporal lobe (ATL) atrophy that gives rise to a highly selective deterioration of semantic knowledge. Despite pronounced anomia and poor comprehension of words and pictures, SD patients have well-formed, fluent speech and normal digit span. Given the intimate connection between phonological STM and word learning revealed by both neuropsychological and developmental studies, SD patients might be expected to show good acquisition of new phonological forms, even though their ability to map these onto meanings is impaired. In contradiction of these predictions, a limited amount of previous research has found poor learning of new phonological forms in SD. In a series of experiments, we examined whether SD patient, GE, could learn novel phonological sequences and, if so, under which circumstances. GE showed normal benefits of phonological knowledge in STM (i.e., normal phonotactic frequency and phonological similarity effects) but reduced support from semantic memory (i.e., poor immediate serial recall for semantically degraded words, characterised by frequent item errors). Next, we demonstrated normal learning of serial order information for repeated lists of single-digit number words using the Hebb paradigm: these items were well-understood allowing them to be repeated without frequent item errors. In contrast, patient GE showed little learning of nonsense syllable sequences using the same Hebb paradigm. Detailed analysis revealed that both GE and the controls showed a tendency to learn their own errors as opposed to the target items. Finally, we showed normal learning of phonological sequences for GE when he was prevented from repeating his errors. These findings confirm that the ATL atrophy in SD disrupts phonological processing for semantically degraded words but leaves the phonological architecture intact. Consequently, when item errors are minimised, phonological STM can support the acquisition of new phoneme

  8. Phonological Concept Learning.

    Science.gov (United States)

    Moreton, Elliott; Pater, Joe; Pertsova, Katya

    2017-01-01

    Linguistic and non-linguistic pattern learning have been studied separately, but we argue for a comparative approach. Analogous inductive problems arise in phonological and visual pattern learning. Evidence from three experiments shows that human learners can solve them in analogous ways, and that human performance in both cases can be captured by the same models. We test GMECCS (Gradual Maximum Entropy with a Conjunctive Constraint Schema), an implementation of the Configural Cue Model (Gluck & Bower, ) in a Maximum Entropy phonotactic-learning framework (Goldwater & Johnson, ; Hayes & Wilson, ) with a single free parameter, against the alternative hypothesis that learners seek featurally simple algebraic rules ("rule-seeking"). We study the full typology of patterns introduced by Shepard, Hovland, and Jenkins () ("SHJ"), instantiated as both phonotactic patterns and visual analogs, using unsupervised training. Unlike SHJ, Experiments 1 and 2 found that both phonotactic and visual patterns that depended on fewer features could be more difficult than those that depended on more features, as predicted by GMECCS but not by rule-seeking. GMECCS also correctly predicted performance differences between stimulus subclasses within each pattern. A third experiment tried supervised training (which can facilitate rule-seeking in visual learning) to elicit simple rule-seeking phonotactic learning, but cue-based behavior persisted. We conclude that similar cue-based cognitive processes are available for phonological and visual concept learning, and hence that studying either kind of learning can lead to significant insights about the other. Copyright © 2015 Cognitive Science Society, Inc.

  9. Hong Kong English: phonological features

    Directory of Open Access Journals (Sweden)

    Irina-Ana Drobot

    2008-01-01

    Full Text Available The aim of the paper is to present phonological features of Hong Kong English, which is a variety of New English. I examine features of the sound system (vowel and consonantal systems, characteristics of stress, rhythm, intonation, and phonological processes of the English spoken by Hongkongers. The way in which the accent and characteristics of the Hong Kong variety of English differs from standard, RP English is pointed out. Influences of Chinese and Cantonese on the phonological features of Hong Kong English are noticeable

  10. Phonetics, Phonology, and Applied Linguistics.

    Science.gov (United States)

    Nadasdy, Adam

    1995-01-01

    Examines recent trends in phonetics and phonology and their influence on second language instruction, specifically grammar and lexicography. An annotated bibliography discusses nine important works in the field. (99 references) (MDM)

  11. Examining the relationship between immediate serial recall and immediate free recall: common effects of phonological loop variables but only limited evidence for the phonological loop.

    Science.gov (United States)

    Spurgeon, Jessica; Ward, Geoff; Matthews, William J

    2014-07-01

    We examined the contribution of the phonological loop to immediate free recall (IFR) and immediate serial recall (ISR) of lists of between one and 15 words. Following Baddeley (1986, 2000, 2007, 2012), we assumed that visual words could be recoded into the phonological store when presented silently but that recoding would be prevented by concurrent articulation (CA; Experiment 1). We further assumed that the use of the phonological loop would be evidenced by greater serial recall for lists of phonologically dissimilar words relative to lists of phonologically similar words (Experiments 2A and 2B). We found that in both tasks, (a) CA reduced recall; (b) participants recalled short lists from the start of the list, leading to enhanced forward-ordered recall; (c) participants were increasingly likely to recall longer lists from the end of the list, leading to extended recency effects; (d) there were significant phonological similarity effects in ISR and IFR when both were analyzed using serial recall scoring; (e) these were reduced by free recall scoring and eliminated by CA; and (f) CA but not phonological similarity affected the tendency to initiate recall with the first list item. We conclude that similar mechanisms underpin ISR and IFR. Critically, the phonological loop is not strictly necessary for the forward-ordered recall of short lists on both tasks but may augment recall by increasing the accessibility of the list items (relative to CA), and in so doing, the order of later items is preserved better in phonologically dissimilar than in phonologically similar lists. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  12. Phonological recovery in Spanish developmental dyslexics through the tip-of-the-tongue paradigm.

    Science.gov (United States)

    Suárez-Coalla, Paz; Collazo Alonso, Aida; González-Nosti, María

    2013-01-01

    Developmental dyslexics have difficulties accessing and retrieving the phonological form of words, in the absence of a deficit at the semantic level. The aim of this work was to study, through the Tip-of-the-tongue (TOT) paradigm, the problems of lexical access in Spanish-speaking developmental dyslexics and the relationship with their phonological awareness. A group of developmental dyslexics (14) and other children without reading difficulties (14), aged 7 to 12, performed a picture naming task of medium and low frequency and a task of phonological awareness. The results indicated that dyslexic children generally show a greater number of TOT phenomena than the control group. Despite being able to provide semantic information of the drawing, they had difficulties retrieving partial phonological information. These results indicate that developmental dyslexic children have particular difficulty in accessing the phonological form of words, which may be interesting for the development of intervention programs for these children.

  13. Selective attention to phonology dynamically modulates initial encoding of auditory words within the left hemisphere.

    Science.gov (United States)

    Yoncheva, Yuliya; Maurer, Urs; Zevin, Jason D; McCandliss, Bruce D

    2014-08-15

    Selective attention to phonology, i.e., the ability to attend to sub-syllabic units within spoken words, is a critical precursor to literacy acquisition. Recent functional magnetic resonance imaging evidence has demonstrated that a left-lateralized network of frontal, temporal, and posterior language regions, including the visual word form area, supports this skill. The current event-related potential (ERP) study investigated the temporal dynamics of selective attention to phonology during spoken word perception. We tested the hypothesis that selective attention to phonology dynamically modulates stimulus encoding by recruiting left-lateralized processes specifically while the information critical for performance is unfolding. Selective attention to phonology was captured by manipulating listening goals: skilled adult readers attended to either rhyme or melody within auditory stimulus pairs. Each pair superimposed rhyming and melodic information ensuring identical sensory stimulation. Selective attention to phonology produced distinct early and late topographic ERP effects during stimulus encoding. Data-driven source localization analyses revealed that selective attention to phonology led to significantly greater recruitment of left-lateralized posterior and extensive temporal regions, which was notably concurrent with the rhyme-relevant information within the word. Furthermore, selective attention effects were specific to auditory stimulus encoding and not observed in response to cues, arguing against the notion that they reflect sustained task setting. Collectively, these results demonstrate that selective attention to phonology dynamically engages a left-lateralized network during the critical time-period of perception for achieving phonological analysis goals. These findings suggest a key role for selective attention in on-line phonological computations. Furthermore, these findings motivate future research on the role that neural mechanisms of attention may

  14. Selective attention to phonology dynamically modulates initial encoding of auditory words within the left hemisphere

    Science.gov (United States)

    Yoncheva; Maurer, Urs; Zevin, Jason; McCandliss, Bruce

    2015-01-01

    Selective attention to phonology, i.e., the ability to attend to sub-syllabic units within spoken words, is a critical precursor to literacy acquisition. Recent functional magnetic resonance imaging evidence has demonstrated that a left-lateralized network of frontal, temporal, and posterior language regions, including the visual word form area, supports this skill. The current event-related potential (ERP) study investigated the temporal dynamics of selective attention to phonology during spoken word perception. We tested the hypothesis that selective atten tion to phonology dynamically modulates stimulus encoding by recruiting left-lateralized processes specifically while the information critical for performance is unfolding. Selective attention to phonology was captured by ma nipulating listening goals: skilled adult readers attended to either rhyme or melody within auditory stimulus pairs. Each pair superimposed rhyming and melodic information ensuring identical sensory stimulation. Selective attention to phonology produced distinct early and late topographic ERP effects during stimulus encoding. Data- driven source localization analyses revealed that selective attention to phonology led to significantly greater re cruitment of left-lateralized posterior and extensive temporal regions, which was notably concurrent with the rhyme-relevant information within the word. Furthermore, selective attention effects were specific to auditory stimulus encoding and not observed in response to cues, arguing against the notion that they reflect sustained task setting. Collectively, these results demonstrate that selective attention to phonology dynamically engages a left-lateralized network during the critical time-period of perception for achieving phonological analysis goals. These findings support the key role of selective attention to phonology in the development of literacy and motivate future research on the neural bases of the interaction between phonological

  15. Correspondence Theory and Phonological Blending in French

    Directory of Open Access Journals (Sweden)

    Lee Scott

    2014-07-01

    Full Text Available Though less productive than rival word-formation processes like compounding and affixation, blending is still a rich source of neologisms in French. Despite this productivity, however, blends are often seen by scholars as unpredictable, uninteresting, or both. This analysis picks up where recent studies of blending have left off, using Correspondence Theory and a bundle of segmental constraints to deal with this phenomenon as it pertains to French. More specifically, it shows that blending is the result of a single output standing in correspondence with two or more other outputs, and that we do not need to refer to prosodic information, which is crucial in accounts of blending in languages with lexical stress like English, to account for the process in French. The analysis also differs from previous studies in that it locates blending exclusively within the phonology, leaving its morphological and semantic characteristics to be handled by other processes in the grammar.

  16. The relationship of femoral neck shaft angle and adiposity to greater trochanteric pain syndrome in women. A case control morphology and anthropometric study

    Science.gov (United States)

    Fearon, AM; Stephens, S; Cook, JL; Smith, PN; Neeman, T; Cormick, W; Scarvell, JM

    2012-01-01

    Objective To evaluate if pelvic or hip width predisposed women to developing greater trochanteric pain syndrome (GTPS). Design Prospective case control study. Participants Four groups were included in the study: those gluteal tendon reconstructions (n=31, GTR), those with conservatively managed GTPS (n=29), those with hip osteoarthritis (n=20, OA) and 22 asymptomatic participants (ASC). Methods Anterior-posterior pelvic x-rays were evaluated for femoral neck shaft angle; acetabular index, and width at the lateral acetabulum, and the superior and lateral aspects of the greater trochanter. Body mass index, and waist, hip and greater trochanter girth were measured. Data were analysed using a one-way analysis of variance (ANOVA; posthoc Scheffe analysis), then multivariate analysis. Results The GTR group had a lower femoral neck shaft angle than the other groups (p=0.007). The OR (95% CI) of having a neck shaft angle of less than 134°, relative to the ASC group: GTR=3.33 (1.26 to 8.85); GTPS=1.4 (0.52 to 3.75); OA=0.85 (0.28 to 2.61). The OR of GTR relative to GTPS was 2.4 (1.01 to 5.6). No group difference was found for acetabular or greater trochanter width. Greater trochanter girth produced the only anthropometric group difference (mean (95% CI) in cm) GTR=103.8 (100.3 to 107.3), GTPS=105.9 (100.2 to 111.6), OA=100.3 (97.7 to 103.9), ASC=99.1 (94.7 to 103.5), (ANOVA: p=0.036). Multivariate analysis confirmed adiposity is associated with GTPS. Conclusion A lower neck shaft angle is a risk factor for, and adiposity is associated with, GTPS in women. PMID:22547561

  17. A Phonology of Darfur Arabic

    NARCIS (Netherlands)

    Roset, C.

    2015-01-01

    In the introduction of this article, I summon the state of the art of Sudanic Arabic and the language situation in Darfur. Then the inventory of the consonants and vowels in the language variety at issue are given, followed by phonological processes, syllable structure, word stress and historical

  18. Phonological awareness and sinusoidal amplitude modulation in phonological dislexia.

    Science.gov (United States)

    Peñaloza-López, Yolanda; Herrera-Rangel, Aline; Pérez-Ruiz, Santiago J; Poblano, Adrián

    2016-04-01

    Dyslexia is the difficulty of children in learning to read and write as results of neurological deficiencies. The objective was to test the Phonological awareness (PA) and Sinusoidal amplitude modulation (SAM) threshold in children with Phonological dyslexia (PD). We performed a case-control, analytic, cross sectional study. We studied 14 children with PD and 14 control children from 7 to 11 years of age, by means of PA measurement and by SAM test. The mean age of dyslexic children was 8.39 years and in the control group was 8.15. Children with PD exhibited inadequate skills in PA, and SAM. We found significant correlations between PA and SAM at 4 Hertz frequency, and calculated regression equations that predicts between one-fourth and one-third of variance of measurements. Alterations in PA and SAM found can help to explain basis of deficient language processing exhibited by children with PD.

  19. Neural signatures of phonological deficits in Chinese developmental dyslexia.

    Science.gov (United States)

    Cao, Fan; Yan, Xin; Wang, Zhao; Liu, Yanni; Wang, Jin; Spray, Gregory J; Deng, Yuan

    2017-02-01

    There has been debate on whether phonological deficits explain reading difficulty in Chinese, since Chinese is a logographic language which does not employ grapheme-phoneme-correspondence rules and remote memorization seems to be the main method to acquire reading. In the current study, we present neuroimaging evidence that the phonological deficit is also a signature of Chinese dyslexia. Specifically, we found that Chinese children with dyslexia (DD) showed reduced brain activation in the left dorsal inferior frontal gyrus (dIFG) when compared to both age-matched controls (AC) and reading-matched controls (RC) during an auditory rhyming judgment task. This suggests that the phonological processing deficit in this region may be a signature of dyslexia in Chinese, rather than a difference due to task performance or reading ability, which was matched on DD and RC. At exactly the same region of the left dIFG, we found a positive correlation between brain activation and reading skill in DD, suggesting that the phonological deficit is associated with the severity of dyslexia. We also found increased brain activation in the right precentral gyrus in DD than both AC and RC, suggesting a compensation of reliance on articulation. Functional connectivity analyses revealed that DD had a weaker connection between the left superior temporal gyrus (STG) and fusiform gyrus (FG) than the two control groups, suggesting that the reduced connection between phonology and orthography is another neural signature of dyslexia. In contrast, DD showed greater connectivity between the left dIFG and the left inferior parietal lobule (IPL) than both control groups, suggesting a reduced segregation between the language network and default mode network in dyslexic children. We also found that connectivity between the left STG and the left dIFG was sensitive to task performance and/or reading skill rather than being dyslexic or not, because AC was greater than both RC and DD, while the

  20. Orthographic Transparency Enhances Morphological Segmentation in Children Reading Hebrew Words

    Science.gov (United States)

    Haddad, Laurice; Weiss, Yael; Katzir, Tami; Bitan, Tali

    2018-01-01

    Morphological processing of derived words develops simultaneously with reading acquisition. However, the reader’s engagement in morphological segmentation may depend on the language morphological richness and orthographic transparency, and the readers’ reading skills. The current study tested the common idea that morphological segmentation is enhanced in non-transparent orthographies to compensate for the absence of phonological information. Hebrew’s rich morphology and the dual version of the Hebrew script (with and without diacritic marks) provides an opportunity to study the interaction of orthographic transparency and morphological segmentation on the development of reading skills in a within-language design. Hebrew speaking 2nd (N = 27) and 5th (N = 29) grade children read aloud 96 noun words. Half of the words were simple mono-morphemic words and half were bi-morphemic derivations composed of a productive root and a morphemic pattern. In each list half of the words were presented in the transparent version of the script (with diacritic marks), and half in the non-transparent version (without diacritic marks). Our results show that in both groups, derived bi-morphemic words were identified more accurately than mono-morphemic words, but only for the transparent, pointed, script. For the un-pointed script the reverse was found, namely, that bi-morphemic words were read less accurately than mono-morphemic words, especially in second grade. Second grade children also read mono-morphemic words faster than bi-morphemic words. Finally, correlations with a standardized measure of morphological awareness were found only for second grade children, and only in bi-morphemic words. These results, showing greater morphological effects in second grade compared to fifth grade children suggest that for children raised in a language with a rich morphology, common and easily segmented morphemic units may be more beneficial for younger compared to older readers. Moreover

  1. Orthographic Transparency Enhances Morphological Segmentation in Children Reading Hebrew Words

    Directory of Open Access Journals (Sweden)

    Laurice Haddad

    2018-01-01

    Full Text Available Morphological processing of derived words develops simultaneously with reading acquisition. However, the reader’s engagement in morphological segmentation may depend on the language morphological richness and orthographic transparency, and the readers’ reading skills. The current study tested the common idea that morphological segmentation is enhanced in non-transparent orthographies to compensate for the absence of phonological information. Hebrew’s rich morphology and the dual version of the Hebrew script (with and without diacritic marks provides an opportunity to study the interaction of orthographic transparency and morphological segmentation on the development of reading skills in a within-language design. Hebrew speaking 2nd (N = 27 and 5th (N = 29 grade children read aloud 96 noun words. Half of the words were simple mono-morphemic words and half were bi-morphemic derivations composed of a productive root and a morphemic pattern. In each list half of the words were presented in the transparent version of the script (with diacritic marks, and half in the non-transparent version (without diacritic marks. Our results show that in both groups, derived bi-morphemic words were identified more accurately than mono-morphemic words, but only for the transparent, pointed, script. For the un-pointed script the reverse was found, namely, that bi-morphemic words were read less accurately than mono-morphemic words, especially in second grade. Second grade children also read mono-morphemic words faster than bi-morphemic words. Finally, correlations with a standardized measure of morphological awareness were found only for second grade children, and only in bi-morphemic words. These results, showing greater morphological effects in second grade compared to fifth grade children suggest that for children raised in a language with a rich morphology, common and easily segmented morphemic units may be more beneficial for younger compared to older

  2. Incremental phonological encoding during unscripted sentence production

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    Florian T Jaeger

    2012-11-01

    Full Text Available We investigate phonological encoding during unscripted sentence production, focusing on the effect of phonological overlap on phonological encoding. Previous work on this question has almost exclusively employed isolated word production or highly scripted multiword production. These studies have led to conflicting results: some studies found that phonological overlap between two words facilitates phonological encoding, while others found inhibitory effects. One worry with many of these paradigms is that they involve processes that are not typical to everyday language use, which calls into question to what extent their findings speak to the architectures and mechanisms underlying language production. We present a paradigm to investigate the consequences of phonological overlap between words in a sentence while leaving speakers much of the lexical and structural choices typical in everyday language use. Adult native speakers of English described events in short video clips. We annotated the presence of disfluencies and the speech rate at various points throughout the sentence, as well as the constituent order. We find that phonological overlap has an inhibitory effect on phonological encoding. Specifically, if adjacent content words share their phonological onset (e.g., hand the hammer, they are preceded by production difficulty, as reflected in fluency and speech rate. We also find that this production difficulty affects speakers’ constituent order preferences during grammatical encoding. We discuss our results and previous works to isolate the properties of other paradigms that resulted in facilitatory or inhibitory results. The data from our paradigm also speak to questions about the scope of phonological planning in unscripted speech and as to whether phonological and grammatical encoding interact.

  3. A programme for bidirectional phonology and phonetics and their acquisition and evolution

    NARCIS (Netherlands)

    Boersma, P.; Benz, A.; Mattausch, J.

    2011-01-01

    This paper summarizes an existing bidirectional six-level model of phonology and phonetics (and a bit of morphology). Bidirectionality in this case refers to the modelling of both the speaking process (production) and the listening process (comprehension). The elements of the grammar (the

  4. Phonological length, phonetic duration and aphasia

    NARCIS (Netherlands)

    Gilbers, D.G.; Bastiaanse, Y.R.M.; van der Linde, K.J.

    1997-01-01

    This study discusses an error type that is expected to occur in aphasics suffering from a phonological disorder, i.e. Wernicke's and conduction aphasics, but not in aphasics suffering from a phonetic disorder, i.e. Broca's aphasics. The critical notion is 'phonological length'. It will be argued

  5. Early Phonological Development: Creating an Assessment Test

    Science.gov (United States)

    Stoel-Gammon, Carol; Williams, A. Lynn

    2013-01-01

    This paper describes a new protocol for assessing the phonological systems of two-year-olds with typical development and older children with delays in vocabulary acquisition. The test (Profiles of Early Expressive Phonological Skills ("PEEPS"), Williams & Stoel-Gammon, in preparation) differs from currently available assessments in…

  6. British Celtic influence on English phonology

    NARCIS (Netherlands)

    Laker, Stephen

    2010-01-01

    The dissertation assesses the influence of British Celtic on the phonological development of English during and shortly after the Anglo-Saxon settlement period, ca. AD 450–700. By reconstructing and then comparing the phonological systems of both British Celtic and English at the time of contact, an

  7. Phonological Priming and Cohort Effects in Toddlers

    Science.gov (United States)

    Mani, Nivedita; Plunkett, Kim

    2011-01-01

    Adult word recognition is influenced by prior exposure to phonologically or semantically related words ("cup" primes "cat" or "plate") compared to unrelated words ("door"), suggesting that words are organised in the adult lexicon based on their phonological and semantic properties and that word recognition implicates not just the heard word, but…

  8. Orthographic vs. Phonologic Syllables in Handwriting Production

    Science.gov (United States)

    Kandel, Sonia; Herault, Lucie; Grosjacques, Geraldine; Lambert, Eric; Fayol, Michel

    2009-01-01

    French children program the words they write syllable by syllable. We examined whether the syllable the children use to segment words is determined phonologically (i.e., is derived from speech production processes) or orthographically. Third, 4th and 5th graders wrote on a digitiser words that were mono-syllables phonologically (e.g.…

  9. Phonological Advance Planning in Sentence Production

    Science.gov (United States)

    Oppermann, Frank; Jescheniak, Jorg D.; Schriefers, Herbert

    2010-01-01

    Our study addresses the scope of phonological advance planning during sentence production using a novel experimental procedure. The production of German sentences in various syntactic formats (SVO, SOV, and VSO) was cued by presenting pictures of the agents of previously memorized agent-action-patient scenes. To tap the phonological activation of…

  10. Phonological awareness and working memory: Comparisons ...

    African Journals Online (AJOL)

    The aim of this study was to compare the working memory and phonological awareness profiles of children from diverse linguistic backgrounds, as well as to investigate the constructs that underlie these skills. A total of 119 children, all in their first year of learning to read in English, were administered phonological ...

  11. Can a bird brain do phonology?

    Directory of Open Access Journals (Sweden)

    Bridget D. Samuels

    2015-07-01

    Full Text Available A number of recent studies have revealed correspondences between song- and language-related neural structures, pathways, and gene expression in humans and songbirds. Analyses of vocal learning, song structure, and the distribution of song elements have similarly revealed a remarkable number of shared characteristics with human speech. This article reviews recent developments in the understanding of these issues with reference to the phonological phenomena observed in human language. This investigation suggests that birds possess a host of abilities necessary for human phonological computation, as evidenced by behavioral, neuroanatomical, and molecular genetic studies. Vocal-learning birds therefore present an excellent model for studying some areas of human phonology, though differences in the primitives of song and language as well as the absence of a human-like morphosyntax make human phonology differ from birdsong phonology in crucial ways.

  12. Semantic, phonologic, and verb fluency in Huntington's disease

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    Mariana Jardim Azambuja

    Full Text Available Abstract Verbal fluency tasks have been identified as important indicators of executive functioning impairment in patients with frontal lobe dysfunction. Although the usual evaluation of this ability considers phonologic and semantic criteria, there is some evidence that fluency of verbs would be more sensitive in disclosing frontostriatal physiopathology since frontal regions primarily mediate retrieval of verbs. Huntington's disease usually affects these circuitries. Objective: To compare three types of verbal fluency task in the assessment of frontal-striatal dysfunction in HD subjects. Methods: We studied 26 Huntington's disease subjects, divided into two subgroups: mild (11 and moderate (15 along with 26 normal volunteers matched for age, gender and schooling, for three types of verbal fluency: phonologic fluency (F-A-S, semantic fluency and fluency of verbs. Results: Huntington's disease subjects showed a significant reduction in the number of words correctly generated in the three tasks when compared to the normal group. Both controls and Huntington's disease subjects showed a similar pattern of decreasing task performance with the greatest number of words being generated by semantic elicitation followed by verbs and lastly phonologic criteria. We did not find greater production of verbs compared with F-A-S and semantic conditions. Moreover, the fluency of verbs distinguished only the moderate group from controls. Conclusion: Our results indicated that phonologic and semantic fluency can be used to evaluate executive functioning, proving more sensitive than verb fluency. However, it is important to point out that the diverse presentations of Huntington's disease means that an extended sample is necessary for more consistent analysis of this issue.

  13. Morphological awareness and early and advanced reading and spelling in Dutch

    NARCIS (Netherlands)

    Rispens, J.E.; McBride-Chang, C.; Reitsma, P.

    2008-01-01

    This study investigated the relations of three aspects of morphological awareness to word recognition and spelling skills of Dutch speaking children. Tasks of inflectional and derivational morphology and lexical compounding, as well as measures of phonological awareness, vocabulary and mathematics

  14. Morphological awareness and early and advanced word recognition and spelling in Dutch

    NARCIS (Netherlands)

    Rispens, J.E.; McBride-Chang, C.; Reitsma, P.

    2008-01-01

    This study investigated the relations of three aspects of morphological awareness to word recognition and spelling skills of Dutch speaking children. Tasks of inflectional and derivational morphology and lexical compounding, as well as measures of phonological awareness, vocabulary and mathematics

  15. Phonological Processing in CFhildren with Down Syndrome

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    Zahra Soleymani

    2005-06-01

    Full Text Available Objective: To determine phonological processing in elemantery children with Down syndrome Materials and Methods: Phonetic test is used to extract phonological processing in 40 child with Down syndrome .They were normal in hearing and oral structure. Results: There was significant difference between girls and boys in some subgroups of phonological processing. In assimilation, voiceless assimilation in boys and complete assimilation in girls were the most. Nasal assimilation in girls and fricative assimilation in boys were the least. In substitution, the least mean belonged to liquid and nasal substitution in girls and voice ness substitution in boys. In general there was no significant difference between age and phonological awareness; however, there was direct correlation between syllable structure and age and reverse correlation between age and stop assimilation. Conclusion: In addition to 3 groups of phonological processing including: syllable structure, assimilation, and substitution, omission was seen. The difference between girls and boys indicates they are impressed by the phonetic structure of words in different ways. Correlation between age and phonological processing shows phonological errors may be resulted from deviation.

  16. [Working memory, phonological awareness and spelling hypothesis].

    Science.gov (United States)

    Gindri, Gigiane; Keske-Soares, Márcia; Mota, Helena Bolli

    2007-01-01

    Working memory, phonological awareness and spelling hypothesis. To verify the relationship between working memory, phonological awareness and spelling hypothesis in pre-school children and first graders. Participants of this study were 90 students, belonging to state schools, who presented typical linguistic development. Forty students were preschoolers, with the average age of six and 50 students were first graders, with the average age of seven. Participants were submitted to an evaluation of the working memory abilities based on the Working Memory Model (Baddeley, 2000), involving phonological loop. Phonological loop was evaluated using the Auditory Sequential Test, subtest 5 of Illinois Test of Psycholinguistic Abilities (ITPA), Brazilian version (Bogossian & Santos, 1977), and the Meaningless Words Memory Test (Kessler, 1997). Phonological awareness abilities were investigated using the Phonological Awareness: Instrument of Sequential Assessment (CONFIAS - Moojen et al., 2003), involving syllabic and phonemic awareness tasks. Writing was characterized according to Ferreiro & Teberosky (1999). Preschoolers presented the ability of repeating sequences of 4.80 digits and 4.30 syllables. Regarding phonological awareness, the performance in the syllabic level was of 19.68 and in the phonemic level was of 8.58. Most of the preschoolers demonstrated to have a pre-syllabic writing hypothesis. First graders repeated, in average, sequences of 5.06 digits and 4.56 syllables. These children presented a phonological awareness of 31.12 in the syllabic level and of 16.18 in the phonemic level, and demonstrated to have an alphabetic writing hypothesis. The performance of working memory, phonological awareness and spelling level are inter-related, as well as being related to chronological age, development and scholarity.

  17. Spelling Errors in French-speaking Children with Dyslexia: Phonology May Not Provide the Best Evidence.

    Science.gov (United States)

    Daigle, Daniel; Costerg, Agnès; Plisson, Anne; Ruberto, Noémia; Varin, Joëlle

    2016-05-01

    For children with dyslexia, learning to write constitutes a great challenge. There has been consensus that the explanation for these learners' delay is related to a phonological deficit. Results from studies designed to describe dyslexic children's spelling errors are not always as clear concerning the role of phonological processes as those found in reading studies. In irregular languages like French, spelling abilities involve other processes than phonological processes. The main goal of this study was to describe the relative contribution of these other processes in dyslexic children's spelling ability. In total, 32 francophone dyslexic children with a mean age of 11.4 years were compared with 24 reading-age matched controls (RA) and 24 chronological-age matched controls (CA). All had to write a text that was analysed at the graphemic level. All errors were classified as either phonological, morphological, visual-orthographic or lexical. Results indicated that dyslexic children's spelling ability lagged behind not only that of the CA group but also of the RA group. Because the majority of errors, in all groups, could not be explained by inefficiency of phonological processing, the importance of visual knowledge/processes will be discussed as a complementary explanation of dyslexic children's delay in writing. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

  18. Influences of Phonological Context on Tense Marking in Spanish–English Dual Language Learners

    Science.gov (United States)

    Barlow, Jessica A.; Potapova, Irina; Pruitt-Lord, Sonja

    2017-01-01

    Purpose The emergence of tense-morpheme marking during language acquisition is highly variable, which confounds the use of tense marking as a diagnostic indicator of language impairment in linguistically diverse populations. In this study, we seek to better understand tense-marking patterns in young bilingual children by comparing phonological influences on marking of 2 word-final tense morphemes. Method In spontaneous connected speech samples from 10 Spanish–English dual language learners aged 56–66 months (M = 61.7, SD = 3.4), we examined marking rates of past tense -ed and third person singular -s morphemes in different environments, using multiple measures of phonological context. Results Both morphemes were found to exhibit notably contrastive marking patterns in some contexts. Each was most sensitive to a different combination of phonological influences in the verb stem and the following word. Conclusions These findings extend existing evidence from monolingual speakers for the influence of word-final phonological context on morpheme production to a bilingual population. Further, novel findings not yet attested in previous research support an expanded consideration of phonological context in clinical decision making and future research related to word-final morphology. PMID:28750415

  19. THE PHONOLOGICAL SYSTEM OF SPANISH

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    Claudia S. Salcedo

    2010-10-01

    Full Text Available Spanish articulatory phonetics, the classification of sounds and the physiological mechanism used in the production of phonemes are discussed in this article. The process of learning a language consists of classifying sounds within the target language. Since the learner may be hearing the utterance in a different way than the native speaker some objective criteria are needed to classify sounds. If these distinctions are not mastered, he may be perceived as sounding awkward. Other phonological processes are applied in informal situations due to socio-linguistic factors such as age, social class, and education. Sound deletion in particular phonological environments are not done randomly by the speaker, but by necessity to retain semantic comprehension. Allophonic choices within phonemes make up the dialect for a particular area.

  1. Input and output phonological processing in dyslexia

    DEFF Research Database (Denmark)

    Poulsen, Mads; Elbro, Carsten

    Word production difficulties are well documented in dyslexia, whereas the results are mixed for receptive phonological processing. This asymmetry raises two questions: are receptive difficulties revealed when speed is considered? Are receptive and productive abilities related? To answer these que......Word production difficulties are well documented in dyslexia, whereas the results are mixed for receptive phonological processing. This asymmetry raises two questions: are receptive difficulties revealed when speed is considered? Are receptive and productive abilities related? To answer...

  2. Comparison of phonological awareness between children with cochlear implants and children with hearing aids

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    Farzad Weisi

    2013-02-01

    Full Text Available Introduction: Advanced phonological skills are important for the acquisition of reading skills. Children with hearing impairment have reading skills are weaker than others because of auditory inputs and due to the defect in phonological skills. The use of hearing aids and cochlear implants help to collect information on people who are hard of hearing.Material and Methods: This descriptive - analytic study was done on 12 children with cochlear implant and 12 children with hearing aids that was selected from second grades students of Tehran primary schools. Children's phonological performance was assessed by phonological subtests of Nama reading test and the data were analyzed using SPSS 16.Results: The results showed that the means of scores of children with cochlear implants in Rhyme task were significantly greater than the children with hearing aids (P=0.034. But in means of scores of Phone deletion and Nonword reading tasks were not significant different between two groups (P=0.919, P=0.670.Discussion: Cochlear implant with accessibility auditory inputs can facilitated the acquisition of phonological awareness skills in hearing loss children. But whereas the other language inputs such as sight and touch input helped to developing these skills, children with hearing aids too also can acquisition these skills.

  3. Phonological analysis of substitution errors of patients with apraxia of speech

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    Maysa Luchesi Cera

    Full Text Available Abstract The literature on apraxia of speech describes the types and characteristics of phonological errors in this disorder. In general, phonemes affected by errors are described, but the distinctive features involved have not yet been investigated. Objective: To analyze the features involved in substitution errors produced by Brazilian-Portuguese speakers with apraxia of speech. Methods: 20 adults with apraxia of speech were assessed. Phonological analysis of the distinctive features involved in substitution type errors was carried out using the protocol for the evaluation of verbal and non-verbal apraxia. Results: The most affected features were: voiced, continuant, high, anterior, coronal, posterior. Moreover, the mean of the substitutions of marked to markedness features was statistically greater than the markedness to marked features. Conclusions: This study contributes toward a better characterization of the phonological errors found in apraxia of speech, thereby helping to diagnose communication disorders and the selection criteria of phonemes for rehabilitation in these patients.

  4. Phonological simplifications, apraxia of speech and the interaction between phonological and phonetic processing.

    Science.gov (United States)

    Galluzzi, Claudia; Bureca, Ivana; Guariglia, Cecilia; Romani, Cristina

    2015-05-01

    Research on aphasia has struggled to identify apraxia of speech (AoS) as an independent deficit affecting a processing level separate from phonological assembly and motor implementation. This is because AoS is characterized by both phonological and phonetic errors and, therefore, can be interpreted as a combination of deficits at the phonological and the motoric level rather than as an independent impairment. We apply novel psycholinguistic analyses to the perceptually phonological errors made by 24 Italian aphasic patients. We show that only patients with relative high rate (>10%) of phonetic errors make sound errors which simplify the phonology of the target. Moreover, simplifications are strongly associated with other variables indicative of articulatory difficulties - such as a predominance of errors on consonants rather than vowels - but not with other measures - such as rate of words reproduced correctly or rates of lexical errors. These results indicate that sound errors cannot arise at a single phonological level because they are different in different patients. Instead, different patterns: (1) provide evidence for separate impairments and the existence of a level of articulatory planning/programming intermediate between phonological selection and motor implementation; (2) validate AoS as an independent impairment at this level, characterized by phonetic errors and phonological simplifications; (3) support the claim that linguistic principles of complexity have an articulatory basis since they only apply in patients with associated articulatory difficulties. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

  5. What Models of Verbal Working Memory Can Learn from Phonological Theory: Decomposing the Phonological Similarity Effect

    Science.gov (United States)

    Schweppe, Judith; Grice, Martine; Rummer, Ralf

    2011-01-01

    Despite developments in phonology over the last few decades, models of verbal working memory make reference to phoneme-sized phonological units, rather than to the features of which they are composed. This study investigates the influence on short-term retention of such features by comparing the serial recall of lists of syllables with varying…

  6. Strong and long: effects of word length on phonological binding in verbal short-term memory.

    Science.gov (United States)

    Jefferies, Elizabeth; Frankish, Clive; Noble, Katie

    2011-02-01

    This study examined the effects of item length on the contribution of linguistic knowledge to immediate serial recall (ISR). Long words are typically recalled more poorly than short words, reflecting the greater demands that they place on phonological encoding, rehearsal, and production. However, reverse word length effects--that is, better recall of long than short words--can also occur in situations in which phonological maintenance is difficult, suggesting that long words derive greater support from long-term lexical knowledge. In this study, long and short words and nonwords (containing one vs. three syllables) were presented for immediate serial recall in (a) pure lists and (b) unpredictable mixed lists of words and nonwords. The mixed-list paradigm is known to disrupt the phonological stability of words, encouraging their phonemes to recombine with the elements of other list items. In this situation, standard length effects were seen for nonwords, while length effects for words were absent or reversed. A detailed error analysis revealed that long words were more robust to the mixed-list manipulation than short words: Their phonemes were less likely to be omitted and to recombine with phonemes from other list items. These findings support an interactive view of short-term memory, in which long words derive greater benefits from lexical knowledge than short words-especially when their phonological integrity is challenged by the inclusion of nonwords in mixed lists.

  7. Patterns of cerebral activation during lexical and phonological reading in Portuguese

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    Senaha M.L.H.

    2005-01-01

    Full Text Available According to the concepts of cognitive neuropsychology, there are two principal routes of reading processing: a lexical route, in which global reading of words occurs and a phonological route, responsible for the conversion of the graphemes into their respective phonemes. In the present study, functional magnetic resonance imaging (fMRI was used to investigate the patterns of cerebral activation in lexical and phonological reading by 13 healthy women with a formal educational level greater than 11 years. Participants were submitted to a silent reading task containing three types of stimuli: real words (irregular and foreign words, nonwords and illegitimate graphic stimuli. An increased number of activated voxels were identified by fMRI in the word reading (lexical processing than in the nonword reading (phonological processing task. In word reading, activation was greater than for nonwords in the following areas: superior, middle and inferior frontal gyri, and bilateral superior temporal gyrus, right cerebellum and the left precentral gyrus, as indicated by fMRI. In the reading of nonwords, the activation was predominant in the right cerebellum and in the left superior temporal gyrus. The results of the present study suggest the existence of differences in the patterns of cerebral activation during lexical and phonological reading, with greater involvement of the right hemisphere in reading words than nonwords.

  8. Phonological complexity and prosodic structure in assessment of Serbian phonological development

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    Nevena Buđevac

    2010-06-01

    Full Text Available In this research we investigate the relevance of phonological parameters in acquisition of Serbian language. Implementation of British Test of Phonological Screeing (TOPhS, van der Lely and Harris, 1999 has revealed that phonological complexity (syllabic and metrical structure influences accuracy in non-word repetition task and could be used in assessment of phonological development of typically developing children, as well as of children with Grammatical Specific Language Impairment (G-SLI (van der Lely and Harris, 1999; Gallon, Harris & van der Lely, 2007. Having in mind phonological properties of Serbian language (Zec, 2000, 2007, we hypothesized that several parameters can be used in assessment of phonological development in Serbian: a. onset (consonants cluster at the beginning of syllable; b. rime (consonant at the end of syllable. c. word of three syllables, and d. placement of stressed syllable in a word. Combination of these parameters gave us a list of 96 pseudo words of different levels of complexity. Participants were 14 adults and 30 children from kindergarten divided into three age groups (3, 4 and 5 years. Task for the participants was to loudly repeat every pseudo-word, and their reproduction was recorded. Transcription of their answers and coding of errors allowed us to analyze impact of different parameters on accuracy of phonological reproduction in children of different ages. The results indicate that the ability for reproduction of Serbian phonological properties develops in early preschool period. The most difficult is cluster of consonants at the beginning of syllable, and consonant at the end of syllable. These two parameters are even more difficult for reproduction in three-syllable words or in words that have more then one parameter marked. Placement of stress in a word is acquired even before 3 years. In other words, the results have shown that investigated features could be good indicators in assessment of early

  9. Vocabulary knowledge, phonological representations and phonological sensitivity in Spanish-speaking low-and middle-SES preschoolers

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    Beatriz Diuk

    2013-08-01

    Full Text Available The aim of this study was to examine the relationships among vocabulary knowledge, phonological representations and phonological sensitivity in 80 Spanish-speaking preschool children from middle- and low-SES families. Significant social class differences were obtained on all tasks except syllable matching. Regression analyses were carried out to test the predictive power of vocabulary knowledge and accuracy of phonological representations on the phonological sensitivity measures. Receptive vocabulary predicted rhyme identification. Syllable matching was predicted by a task tapping accuracy of phonological representations. The fact that rhyme identification was predicted by vocabulary knowledge but syllable matching was predicted by a measure tapping accuracy of phonological representations in both groups suggests that early lexical development sets the stage for the development of the lower levels of phonological sensitivity but identification of smaller units requires more accurate and segmented phonological representations.

  10. Phonological Awareness Intervention for Children with Childhood Apraxia of Speech

    Science.gov (United States)

    Moriarty, Brigid C.; Gillon, Gail T.

    2006-01-01

    Aims: To investigate the effectiveness of an integrated phonological awareness intervention to improve the speech production, phonological awareness and printed word decoding skills for three children with childhood apraxia of speech (CAS) aged 7;3, 6;3 and 6;10. The three children presented with severely delayed phonological awareness skills…

  11. The Effects of Phonological Skills and Vocabulary on Morphophonological Processing

    Science.gov (United States)

    Boersma, Tiffany; Baker, Anne; Rispens, Judith; Weerman, Fred

    2018-01-01

    Morphophonological processing involves the phonological analysis of morphemes. Item-specific phonological characteristics have been shown to influence morphophonological skills in children. This study investigates the relative contributions of broad phonological skills and vocabulary to production and judgement accuracies of the Dutch past tense…

  12. Articulation of Phonologically Similar Items Disrupts Free Recall of Nonwords

    Science.gov (United States)

    Nishiyama, Ryoji; Ukita, Jun

    2013-01-01

    The present study sought to clarify whether phonological similarity of encoded information impairs free recall performance (the phonological similarity effect: PSE) for nonwords. Five experiments examined the influence of the encoding process on the PSE in a step-by-step fashion, by using lists that consisted of phonologically similar (decoy)…

  13. The development of phonological awareness literacy measures for ...

    African Journals Online (AJOL)

    This study outlines the development of linguistically based, language-specific measures of phonological awareness in isiXhosa and presents some preliminary findings. Hitherto, the study of phonological awareness has predominantly focussed on English, and to date phonological awareness in Bantu languages has not ...

  14. TOWARDS A USAGE-BASED COGNITIVE PHONOLOGY

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    Gitten Kristiansen

    2006-12-01

    Full Text Available The usage-based conception of language is a major tenet in Cognitive Linguistics, but cognitive phonology has not yet been developed sufficiently in this direction. Often, phonemic analysis is carried out at the high level of abstraction of `a language´, disregarding rich patterns of languageinternal variation. This paper first argues that cognitive phonology must aim at a higher degree of descriptive refinement, especially in the direction of social variation. Then it goes on to examine the implications of a usage-based and multi-faceted model for a theoretical discussion of the phoneme as a prototype category.

  15. Phonology in English language teaching an international approach

    CERN Document Server

    Pennington, Martha C

    2014-01-01

    Phonology in English Language Teaching is an introductory text, specifically directed at the needs of language teachers internationally. Combining an overview of English phonology with structured practical guidance, this text shows how phonology can be applied in the classroom.An introductory chapter provides the philosophical framework, followed by separate chapters on the phonology of consonants, vowels and prosody. As well as presenting core material on English phonology, the book explores the relationship of orthography to the English sound system from a historical and a pre

  16. Phonological Planning during Sentence Production: Beyond the Verb.

    Science.gov (United States)

    Schnur, Tatiana T

    2011-01-01

    The current study addresses the extent of phonological planning during spontaneous sentence production. Previous work shows that at articulation, phonological encoding occurs for entire phrases, but encoding beyond the initial phrase may be due to the syntactic relevance of the verb in planning the utterance. I conducted three experiments to investigate whether phonological planning crosses multiple grammatical phrase boundaries (as defined by the number of lexical heads of phrase) within a single phonological phrase. Using the picture-word interference paradigm, I found in two separate experiments a significant phonological facilitation effect to both the verb and noun of sentences like "He opens the gate." I also altered the frequency of the direct object and found longer utterance initiation times for sentences ending with a low-frequency vs. high-frequency object offering further support that the direct object was phonologically encoded at the time of utterance initiation. That phonological information for post-verbal elements was activated suggests that the grammatical importance of the verb does not restrict the extent of phonological planning. These results suggest that the phonological phrase is unit of planning, where all elements within a phonological phrase are encoded before articulation. Thus, consistent with other action sequencing behavior, there is significant phonological planning ahead in sentence production.

  17. Grammatical constraints on phonological encoding in speech production.

    Science.gov (United States)

    Heller, Jordana R; Goldrick, Matthew

    2014-12-01

    To better understand the influence of grammatical encoding on the retrieval and encoding of phonological word-form information during speech production, we examine how grammatical class constraints influence the activation of phonological neighbors (words phonologically related to the target--e.g., MOON, TWO for target TUNE). Specifically, we compare how neighbors that share a target's grammatical category (here, nouns) influence its planning and retrieval, assessed by picture naming latencies, and phonetic encoding, assessed by word productions in picture names, when grammatical constraints are strong (in sentence contexts) versus weak (bare naming). Within-category (noun) neighbors influenced planning time and phonetic encoding more strongly in sentence contexts. This suggests that grammatical encoding constrains phonological processing; the influence of phonological neighbors is grammatically dependent. Moreover, effects on planning times could not fully account for phonetic effects, suggesting that phonological interaction affects articulation after speech onset. These results support production theories integrating grammatical, phonological, and phonetic processes.

  18. Multilingual phonological analysis and speech synthesis

    NARCIS (Netherlands)

    Coleman, J.S.; Dirksen, A.; Hussain, S.; Waals, J.

    1996-01-01

    We give an overview of multilingual speech synthesis using the IPOX system. The first part discusses work in progress for various languages: Tashlhit Berber, Urdu and Dutch. The second part discusses a multilingual phonological grammar, which can be adapted to a particular language by setting

  19. Phonological Networks and New Word Learning

    Science.gov (United States)

    Service, Elisabet

    2006-01-01

    The first report of a connection between vocabulary learning and phonological short-term memory was published in 1988 (Baddeley, Papagno, & Vallar, 1988). At that time, both Susan Gathercole and I were involved in longitudinal studies, investigating the relation between nonword repetition and language learning. We both found a connection. Now,…

  20. Challenging the Superiority of Phonological Fluency

    DEFF Research Database (Denmark)

    Erz, Antonia; Christensen, Bo

    2014-01-01

    The results of three laboratory experiments contribute to our understanding of effects of phonological fluency on correct recognition and recall of novel brand names, being relevant to the areas of information processing, memory, and branding. Employing the full range of fluency, the results offer...

  1. Phonological Awareness for American Sign Language

    Science.gov (United States)

    Corina, David P.; Hafer, Sarah; Welch, Kearnan

    2014-01-01

    This paper examines the concept of phonological awareness (PA) as it relates to the processing of American Sign Language (ASL). We present data from a recently developed test of PA for ASL and examine whether sign language experience impacts the use of metalinguistic routines necessary for completion of our task. Our data show that deaf signers…

  2. Acoustic Evidence for Phonologically Mismatched Speech Errors

    Science.gov (United States)

    Gormley, Andrea

    2015-01-01

    Speech errors are generally said to accommodate to their new phonological context. This accommodation has been validated by several transcription studies. The transcription methodology is not the best choice for detecting errors at this level, however, as this type of error can be difficult to perceive. This paper presents an acoustic analysis of…

  3. CONSONANT SEQUENCE REDUCTION IN CHILD PHONOLOGY

    African Journals Online (AJOL)

    Dr Kola ADENIYI

    of children to effectively sift speech sounds from the noise around them as well as their inability to process every ..... the children were already exposed to in everyday life. These are ..... “On the limits of phonetic determinism in phonology.” In E.

  4. Japanese Suffixal Accentuation and Lexical Phonology.

    Science.gov (United States)

    Tsujimura, Natsuko

    A study examined the applicability of the Ordering Hypothesis to Japanese suffixes. The hypothesis, which claims that affixes that trigger phonological rules (cyclical affixes) do not appear external to affixes that do not, is found to be an inappropriate assumption in Japanese. Examples in English and Chamorro support this finding. It is…

  5. Modulation of Brain Activity during Phonological Familiarization

    Science.gov (United States)

    Majerus, S.; Van der Linden, M.; Collette, F.; Laureys, S.; Poncelet, M.; Degueldre, C.; Delfiore, G.; Luxen, A.; Salmon, E.

    2005-01-01

    We measured brain activity in 12 adults for the repetition of auditorily presented words and nonwords, before and after repeated exposure to their phonological form. The nonword phoneme combinations were either of high (HF) or low (LF) phonotactic frequency. After familiarization, we observed, for both word and nonword conditions, decreased…

  6. Phonological and conceptual activation in speech comprehension

    NARCIS (Netherlands)

    Norris, D.; Cutler, A.; McQueen, J.M.; Butterfield, S.

    2006-01-01

    We propose that speech comprehension involves the activation of token representations of the phonological forms of current lexical hypotheses, separately from the ongoing construction of a conceptual interpretation of the current utterance. In a series of cross-modal priming experiments,

  7. [Intervention in dyslexic disorders: phonological awareness training].

    Science.gov (United States)

    Etchepareborda, M C

    2003-02-01

    Taking into account the systems for the treatment of brain information when drawing up a work plan allows us to recreate processing routines that go from multisensory perception to motor, oral and cognitive production, which is the step prior to executive levels of thought, bottom-up and top-down processing systems. In recent years, the use of phonological methods to prevent or resolve reading disorders has become the fundamental mainstay in the treatment of dyslexia. The work is mainly based on phonological proficiency, which enables the patient to detect phonemes (input), to think about them (performance) and to use them to build words (output). Daily work with rhymes, the capacity to listen, the identification of phrases and words, and handling syllables and phonemes allows us to perform a preventive intervention that enhances the capacity to identify letters, phonological analysis and the reading of single words. We present the different therapeutic models that are most frequently employed. Fast For Word (FFW) training helps make progress in phonematic awareness and other linguistic skills, such as phonological awareness, semantics, syntax, grammar, working memory and event sequencing. With Deco-Fon, a programme for training phonological decoding, work is carried out on the auditory discrimination of pure tones, letters and consonant clusters, auditory processing speed, auditory and phonematic memory, and graphophonological processing, which is fundamental for speech, language and reading writing disorders. Hamlet is a programme based on categorisation activities for working on phonological conceptualisation. It attempts to encourage the analysis of the segments of words, syllables or phonemes, and the classification of a certain segment as belonging or not to a particular phonological or orthographical category. Therapeutic approaches in the early phases of reading are oriented towards two poles based on the basic mechanisms underlying the process of learning

  8. Time course analyses of orthographic and phonological priming effects during word recognition in a transparent orthography.

    Science.gov (United States)

    Zeguers, M H T; Snellings, P; Huizenga, H M; van der Molen, M W

    2014-10-01

    In opaque orthographies, the activation of orthographic and phonological codes follows distinct time courses during visual word recognition. However, it is unclear how orthography and phonology are accessed in more transparent orthographies. Therefore, we conducted time course analyses of masked priming effects in the transparent Dutch orthography. The first study used targets with small phonological differences between phonological and orthographic primes, which are typical in transparent orthographies. Results showed consistent orthographic priming effects, yet phonological priming effects were absent. The second study explicitly manipulated the strength of the phonological difference and revealed that both orthographic and phonological priming effects became identifiable when phonological differences were strong enough. This suggests that, similar to opaque orthographies, strong phonological differences are a prerequisite to separate orthographic and phonological priming effects in transparent orthographies. Orthographic and phonological priming appeared to follow distinct time courses, with orthographic codes being quickly translated into phonological codes and phonology dominating the remainder of the lexical access phase.

  9. Pitch discrimination associated with phonological awareness: Evidence from congenital amusia.

    Science.gov (United States)

    Sun, Yanan; Lu, Xuejing; Ho, Hao Tam; Thompson, William Forde

    2017-03-13

    Research suggests that musical skills are associated with phonological abilities. To further investigate this association, we examined whether phonological impairments are evident in individuals with poor music abilities. Twenty individuals with congenital amusia and 20 matched controls were assessed on a pure-tone pitch discrimination task, a rhythm discrimination task, and four phonological tests. Amusic participants showed deficits in discriminating pitch and discriminating rhythmic patterns that involve a regular beat. At a group level, these individuals performed similarly to controls on all phonological tests. However, eight amusics with severe pitch impairment, as identified by the pitch discrimination task, exhibited significantly worse performance than all other participants in phonological awareness. A hierarchical regression analysis indicated that pitch discrimination thresholds predicted phonological awareness beyond that predicted by phonological short-term memory and rhythm discrimination. In contrast, our rhythm discrimination task did not predict phonological awareness beyond that predicted by pitch discrimination thresholds. These findings suggest that accurate pitch discrimination is critical for phonological processing. We propose that deficits in early-stage pitch discrimination may be associated with impaired phonological awareness and we discuss the shared role of pitch discrimination for processing music and speech.

  10. A consumer guide to phonological evidence

    Directory of Open Access Journals (Sweden)

    Marc van Oostendorp

    2013-02-01

    Full Text Available Modern phonological theory is confronted with a wealth of new data from many different sources. This paper gives a summary and taxonomy of the kinds of evidence we currently have at our disposal. For each type it briefly discusses how it has been used, and gives some of the advantages and disadvantages. The main distinction made is between ‘existing’ data and ‘invented’ data, even though it is shown that such distinctions should be considered very carefully. I argue that each type of data can have a function in phonological argumentation, but also that each type of data has some very specific problems. The best evidence is converging evidence from different sources.

  11. Phonological similarity in working memory span tasks.

    Science.gov (United States)

    Chow, Michael; Macnamara, Brooke N; Conway, Andrew R A

    2016-08-01

    In a series of four experiments, we explored what conditions are sufficient to produce a phonological similarity facilitation effect in working memory span tasks. By using the same set of memoranda, but differing the secondary-task requirements across experiments, we showed that a phonological similarity facilitation effect is dependent upon the semantic relationship between the memoranda and the secondary-task stimuli, and is robust to changes in the representation, ordering, and pool size of the secondary-task stimuli. These findings are consistent with interference accounts of memory (Brown, Neath, & Chater, Psychological Review, 114, 539-576, 2007; Oberauer, Lewandowsky, Farrell, Jarrold, & Greaves, Psychonomic Bulletin & Review, 19, 779-819, 2012), whereby rhyming stimuli provide a form of categorical similarity that allows distractors to be excluded from retrieval at recall.

  12. Phonological similarity effect in complex span task.

    Science.gov (United States)

    Camos, Valérie; Mora, Gérôme; Barrouillet, Pierre

    2013-01-01

    The aim of our study was to test the hypothesis that two systems are involved in verbal working memory; one is specifically dedicated to the maintenance of phonological representations through verbal rehearsal while the other would maintain multimodal representations through attentional refreshing. This theoretical framework predicts that phonologically related phenomena such as the phonological similarity effect (PSE) should occur when the domain-specific system is involved in maintenance, but should disappear when concurrent articulation hinders its use. Impeding maintenance in the domain-general system by a concurrent attentional demand should impair recall performance without affecting PSE. In three experiments, we manipulated the concurrent articulation and the attentional demand induced by the processing component of complex span tasks in which participants had to maintain lists of either similar or dissimilar words. Confirming our predictions, PSE affected recall performance in complex span tasks. Although both the attentional demand and the articulatory requirement of the concurrent task impaired recall, only the induction of an articulatory suppression during maintenance made the PSE disappear. These results suggest a duality in the systems devoted to verbal maintenance in the short term, constraining models of working memory.

  13. The phonological mistake and 5D paradigm

    Directory of Open Access Journals (Sweden)

    Piero Crispiani

    2015-12-01

    Full Text Available In the first part of this article I present a background in scientific studies on dyslexia, from cognitive science to the neuropedagogical perspective. In this investigation the analysis of mental processes is the most important thanks to comparison with genetic research. In the second part, the dyslexic condition is seen from the perspective of the neuro-motor approach, named the Praxic Motor Theory, which improves neural circuits and inter-hemispherical exchange, electrical transmission and evoked potentials. In this perspective, the dyslexia condition is a disorder related to lack of coordination, including disorganization in space-time and lateral dominance. The phonological hypothesis referring to a lack of sign-sound association in dyslexia is inappropriate, as the term phonology has been intended in English literature as a more complex process and not simply an association between phoneme and grapheme. It is related to access to the word, groups of sounds, rather than single sounds. In this sense the dyslexic reader does not make a phonological mistake in terms of association, but a kinetic-motor one, in space-time from left to right.

  14. A phonology-free mobile communication app.

    Science.gov (United States)

    Kondapalli, Ananya; Zhang, Lee R; Patel, Shreya; Han, Xiao; Kim, Hee Jin; Li, Xintong; Altschuler, Eric L

    2016-11-01

    Aphasia - loss of comprehension or expression of language - is a devastating functional sequela of stroke. There are as yet no effective methods for rehabilitation of aphasia. An assistive device that allows aphasia patients to communicate and interact at speeds approaching real time is urgently needed. Behavioral and linguistic studies of aphasia patients show that they retain normal thinking processes and most aspects of language. They lack only phonology: the ability to translate (input) and/or output sounds (or written words) such as "ta-ble" into the image of a four-legged object with a top at which one works or eats. We have made a phonology-free communication mobile app that may be useful for patients with aphasia and other communication disorders. Particular innovations of our app include calling Google Images as a "subroutine" to allow a near-infinite number of choices (e.g. food or clothing items) for patients without having to make countless images, and by the use of animation for words, phrases or concepts that cannot be represented by a single image. We have tested our app successfully in one patient. The app may be of great benefit to patients with aphasia and other communication disorders. Implications for Rehabilitation We have made a phonology-free mobile communication app. This app may facilitate communication for patients with aphasia and other communication disorders.

  15. Phonological reduplication in sign language: rules rule

    Directory of Open Access Journals (Sweden)

    Iris eBerent

    2014-06-01

    Full Text Available Productivity—the hallmark of linguistic competence—is typically attributed to algebraic rules that support broad generalizations. Past research on spoken language has documented such generalizations in both adults and infants. But whether algebraic rules form part of the linguistic competence of signers remains unknown. To address this question, here we gauge the generalization afforded by American Sign Language (ASL. As a case study, we examine reduplication (X→XX—a rule that, inter alia, generates ASL nouns from verbs. If signers encode this rule, then they should freely extend it to novel syllables, including ones with features that are unattested in ASL. And since reduplicated disyllables are preferred in ASL, such rule should favor novel reduplicated signs. Novel reduplicated signs should thus be preferred to nonreduplicative controls (in rating, and consequently, such stimuli should also be harder to classify as nonsigns (in the lexical decision task. The results of four experiments support this prediction. These findings suggest that the phonological knowledge of signers includes powerful algebraic rules. The convergence between these conclusions and previous evidence for phonological rules in spoken language suggests that the architecture of the phonological mind is partly amodal.

  16. Neural correlates of sublexical processing in phonological working memory.

    Science.gov (United States)

    McGettigan, Carolyn; Warren, Jane E; Eisner, Frank; Marshall, Chloe R; Shanmugalingam, Pradheep; Scott, Sophie K

    2011-04-01

    This study investigated links between working memory and speech processing systems. We used delayed pseudoword repetition in fMRI to investigate the neural correlates of sublexical structure in phonological working memory (pWM). We orthogonally varied the number of syllables and consonant clusters in auditory pseudowords and measured the neural responses to these manipulations under conditions of covert rehearsal (Experiment 1). A left-dominant network of temporal and motor cortex showed increased activity for longer items, with motor cortex only showing greater activity concomitant with adding consonant clusters. An individual-differences analysis revealed a significant positive relationship between activity in the angular gyrus and the hippocampus, and accuracy on pseudoword repetition. As models of pWM stipulate that its neural correlates should be activated during both perception and production/rehearsal [Buchsbaum, B. R., & D'Esposito, M. The search for the phonological store: From loop to convolution. Journal of Cognitive Neuroscience, 20, 762-778, 2008; Jacquemot, C., & Scott, S. K. What is the relationship between phonological short-term memory and speech processing? Trends in Cognitive Sciences, 10, 480-486, 2006; Baddeley, A. D., & Hitch, G. Working memory. In G. H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory (Vol. 8, pp. 47-89). New York: Academic Press, 1974], we further assessed the effects of the two factors in a separate passive listening experiment (Experiment 2). In this experiment, the effect of the number of syllables was concentrated in posterior-medial regions of the supratemporal plane bilaterally, although there was no evidence of a significant response to added clusters. Taken together, the results identify the planum temporale as a key region in pWM; within this region, representations are likely to take the form of auditory or audiomotor "templates" or "chunks" at the level of the syllable

  17. GRADIENCE, PHONOTACTICS, AND THE LEXICON IN ENGLISH PHONOLOGY

    Directory of Open Access Journals (Sweden)

    Michael Hammond

    2004-12-01

    Full Text Available Experimental work has established that when subjects judge the phonological wellformedness of nonsense forms, they are strongly affected by the frequency of the phonological elements of the form and by the number of actual words that such a form is similar to. These results challenge phonological theory by suggesting a central role for frequency and the lexicon. In this paper, I review these results and show how they can be easily modelled with Probabilistic Optimality Theory. The payoff is that from very few phonological assumptions we can derive virtually the whole panoply of experimental effects. We can also derive various Local Conjunction effects as well.

  18. Phonological Adaptation of Borrowed Terms in Duramazwi reMimhanzi

    Directory of Open Access Journals (Sweden)

    Gift Mheta

    2011-10-01

    Full Text Available Abstract: This article analyses the phonological characteristics of Shona musical terms borrowed from English. It discusses the phonological processes that take place when words are borrowed directly or indi-rectly from English. Essentially, the article analyses the adoption and adaptation of Shona loan-words at phonological level. It draws examples from the dictionary of Shona musical terms Duramazwi reMimhanzi (2005. This exploration of loan-word adaptation enhances the understanding of the phonological changes that the musical terms undergo during the borrowing process.

  19. Expressive vocabulary of children with normal and deviant phonological development.

    Science.gov (United States)

    Athayde, Marcia de Lima; Mota, Helena Bolli; Mezzomo, Carolina Lisbôa

    2010-01-01

    expressive vocabulary of children with normal and deviant phonological development. to determine whether alterations presented by children with phonological disorders occur only at the phonological level or if there are any impacts on lexical acquisition; to compare the vocabulary performance of children with phonological disorders to reference values presented by the used test. participants of the study were 36 children of both genders, 14 with phonological disorders (Study group) and 22 with typical language development (Control Group). The ABFW - Vocabulary Test (Befi-Lopes, 2000) was used for assessing the expressive vocabulary of children and later to compare the performance of both groups. the performance of children with phonological disorder in the expressive vocabulary test is similar to that of children with normal phonological development. Most of the children of both groups reached the benchmarks proposed by the test for the different semantic fields. The semantic field Places demonstrated to be the most complex for both groups. the alterations presented by children with phonological disorder area limited to the phonological level, having no impact on the lexical aspect of language.

  20. Executive and Phonological Processes in Second-Language Acquisition

    Science.gov (United States)

    Engel de Abreu, Pascale M. J.; Gathercole, Susan E.

    2012-01-01

    This article reports a latent variable study exploring the specific links among executive processes of working memory, phonological short-term memory, phonological awareness, and proficiency in first (L1), second (L2), and third (L3) languages in 8- to 9-year-olds experiencing multilingual education. Children completed multiple L1-measures of…

  1. Phonological awareness and learning to read in Afrikaans | Cockroft ...

    African Journals Online (AJOL)

    In this study, the issue of whether phonological awareness is a precursor to learning to read in Afrikaans or a consequence of literacy was explored. It appears that, for children learning to read in Afrikaans, certain aspects of phonological awareness such as onset and rime detection and syllable manipulation are acquired ...

  2. Disfluency Patterns and Phonological Skills Near Stuttering Onset

    Science.gov (United States)

    Gregg, Brent Andrew; Yairi, Ehud

    2012-01-01

    There is a substantial amount of literature reporting the incidence of phonological difficulties to be higher for children who stutter when compared to normally fluent children, suggesting a link between stuttering and phonology. In view of this, the purpose of the investigation was to determine whether, among children who stutter, there are…

  3. Phonological Awareness Training with Articulation Promotes Early Reading Development

    Science.gov (United States)

    Fälth, Linda; Gustafson, S.; Svensson, I.

    2017-01-01

    In a longitudinal intervention study, the effects of phonological training with articulation for children in a preschool class were analyzed. In total, 69 students participated, divided into an experimental group of 39 and a comparison group of 30 students. The intervention consisted of phonological training with articulation and lasted throughout…

  4. Phonological and Visuospatial Working Memory in Autism Spectrum Disorders

    Science.gov (United States)

    Macizo, P.; Soriano, M. F.; Paredes, N.

    2016-01-01

    We evaluated phonological and visuospatial working memory (WM) in autism spectrum disorders. Autistic children and typically developing children were compared. We used WM tasks that measured phonological and visuospatial WM up to the capacity limit of each children. Overall measures of WM did not show differences between autistic children and…

  5. Implicit Sublexical Phonological Processing in an Acquired Dyslexic Patient.

    Science.gov (United States)

    Hildebrandt, Nancy; Sokol, Scott M.

    1993-01-01

    Reports a case study of an acquired dyslexic subject who showed no evidence of having any access to sublexical phonological information. Notes, however, that the subject showed normal effects of spelling regularity for low-frequency words, suggesting sublexical phonological processing. Suggests that the types of explicit tasks previously used are…

  6. THE PHONOLOGICAL BASIS OF MISSPELLINGS IN THE WRITTEN ...

    African Journals Online (AJOL)

    Misspellings have been a common error in the written English of non-native speakers. ... The study was done with a view to investigating whether the phonology of Kikuyu as a learner's first language and pronunciation of words in English as the second language, based on the influence of the phonology of Kikuyu affects ...

  7. Mixed-List Phonological Similarity Effects in Delayed Serial Recall

    Science.gov (United States)

    Farrell, Simon

    2006-01-01

    Recent experiments have shown that placing dissimilar items on lists of phonologically similar items enhances accuracy of ordered recall of the dissimilar items [Farrell, S., & Lewandowsky, S. (2003). Dissimilar items benefit from phonological similarity in serial recall. "Journal of Experimental Psychology: Learning, Memory, and Cognition," 29,…

  8. Phonological decisions require both the left and right supramarginal gyri.

    Science.gov (United States)

    Hartwigsen, Gesa; Baumgaertner, Annette; Price, Cathy J; Koehnke, Maria; Ulmer, Stephan; Siebner, Hartwig R

    2010-09-21

    Recent functional imaging studies demonstrated that both the left and right supramarginal gyri (SMG) are activated when healthy right-handed subjects make phonological word decisions. However, lesion studies typically report difficulties with phonological processing after left rather than right hemisphere damage. Here, we used a unique dual-site transcranial magnetic stimulation (TMS) approach to test whether the SMG in the right hemisphere contributes to modality-independent (i.e., auditory and visual) phonological decisions. To test task-specificity, we compared the effect of real or sham TMS during phonological, semantic, and perceptual decisions. To test laterality and anatomical specificity, we compared the effect of TMS over the left, right, or bilateral SMG and angular gyri. The accuracy and reaction times of phonological decisions were selectively disrupted relative to semantic and perceptual decisions when real TMS was applied over the left, right, or bilateral SMG. These effects were not observed for TMS over the angular gyri. A follow-up experiment indicated that the threshold-intensity for inducing a disruptive effect on phonological decisions was identical for unilateral TMS over the right or left SMG. Taken together, these findings provide converging evidence that the right SMG contributes to accurate and efficient phonological decisions in the healthy brain, with no evidence that the left and right SMG can compensate for one another during TMS. Our findings motivate detailed studies of phonological processing in patients with acute or long-term damage of the right SMG.

  9. Enhancement of Phonological Memory Following Transcranial Magnetic Stimulation (TMS

    Directory of Open Access Journals (Sweden)

    Matthew P. Kirschen

    2006-01-01

    Full Text Available Phonologically similar items (mell, rell, gell are more difficult to remember than dissimilar items (shen, floy, stap, likely because of mutual interference of the items in the phonological store. Low-frequency transcranial magnetic stimulation (TMS, guided by functional magnetic resonance imaging (fMRI was used to disrupt this phonological confusion by stimulation of the left inferior parietal (LIP lobule. Subjects received TMS or placebo stimulation while remembering sets of phonologically similar or dissimilar pseudo-words. Consistent with behavioral performance of patients with neurological damage, memory for phonologically similar, but not dissimilar, items was enhanced following TMS relative to placebo stimulation. Stimulation of a control region of the brain did not produce any changes in memory performance. These results provide new insights into how the brain processes verbal information by establishing the necessity of the inferior parietal region for optimal phonological storage. A mechanism is proposed for how TMS reduces phonological confusion and leads to facilitation of phonological memory.

  10. The Phonological Problems Encountered by Igbo Students in ...

    African Journals Online (AJOL)

    Chinese language is said to be the hardest language in the world. This may be because of the difference in the phonology of Chinese language and other alphabetic languages. Chinese language is a logographic and tonal language which makes it hard to speak and write. This paper examines the phonological problems ...

  11. Nursery Rhyme Knowledge and Phonological Awareness in Preschool Children

    Science.gov (United States)

    Harper, Laurie J.

    2011-01-01

    Phonological awareness is an important precursor in learning to read. This awareness of phonemes fosters a child's ability to hear and blend sounds, encode and decode words, and to spell phonetically. This quantitative study assessed pre-K children's existing Euro-American nursery rhyme knowledge and phonological awareness literacy, provided…

  12. The Role of Phonological Working Memory in Children with SLI

    Science.gov (United States)

    Torrens, Vicenç; Yagüe, Esther

    2018-01-01

    This article studies three measures of phonological working memory as tools to identify SLI children: word repetition, nonce word repetition, and digit memory. We propose that a deficit in the phonological loop causes a delay in the acquisition of lexicon, morphosyntax, and discourse. In this research we try to find out whether the scores in these…

  13. Phonological and semantic processing during comprehension in Wernicke's aphasia: An N400 and Phonological Mapping Negativity Study.

    Science.gov (United States)

    Robson, Holly; Pilkington, Emma; Evans, Louise; DeLuca, Vincent; Keidel, James L

    2017-06-01

    Comprehension impairments in Wernicke's aphasia are thought to result from a combination of impaired phonological and semantic processes. However, the relationship between these cognitive processes and language comprehension has only been inferred through offline neuropsychological tasks. This study used ERPs to investigate phonological and semantic processing during online single word comprehension. EEG was recorded in a group of Wernicke's aphasia n=8 and control participants n=10 while performing a word-picture verification task. The N400 and Phonological Mapping Negativity/Phonological Mismatch Negativity (PMN) event-related potential components were investigated as an index of semantic and phonological processing, respectively. Individuals with Wernicke's aphasia displayed reduced and inconsistent N400 and PMN effects in comparison to control participants. Reduced N400 effects in the WA group were simulated in the control group by artificially degrading speech perception. Correlation analyses in the Wernicke's aphasia group found that PMN but not N400 amplitude was associated with behavioural word-picture verification performance. The results confirm impairments at both phonological and semantic stages of comprehension in Wernicke's aphasia. However, reduced N400 responses in Wernicke's aphasia are at least partially attributable to earlier phonological processing impairments. The results provide further support for the traditional model of Wernicke's aphasia which claims a causative link between phonological processing and language comprehension impairments. Copyright © 2017 Elsevier Ltd. All rights reserved.

  14. The Structure of Phonological Processing and Its Relationship to Basic Reading

    Science.gov (United States)

    Nelson, Jason M.; Lindstrom, Jennifer H.; Lindstrom, Will; Denis, Daniel

    2012-01-01

    We investigated various structural models of phonological processing and the relationship of phonological processing abilities to basic reading. Data were collected on 116 kindergarten and first grade students. The specific ability model, which included phonological awareness, phonological memory, and rapid automatized naming as separate…

  15. Type-specific proactive interference in patients with semantic and phonological STM deficits.

    Science.gov (United States)

    Harris, Lara; Olson, Andrew; Humphreys, Glyn

    2014-01-01

    Prior neuropsychological evidence suggests that semantic and phonological components of short-term memory (STM) are functionally and neurologically distinct. The current paper examines proactive interference (PI) from semantic and phonological information in two STM-impaired patients, DS (semantic STM deficit) and AK (phonological STM deficit). In Experiment 1 probe recognition tasks with open and closed sets of stimuli were used. Phonological PI was assessed using nonword items, and semantic and phonological PI was assessed using words. In Experiment 2 phonological and semantic PI was elicited by an item recognition probe test with stimuli that bore phonological and semantic relations to the probes. The data suggested heightened phonological PI for the semantic STM patient, and exaggerated effects of semantic PI in the phonological STM case. The findings are consistent with an account of extremely rapid decay of activated type-specific representations in cases of severely impaired phonological and semantic STM.

  16. Lexical and metaphonological abilities in preschoolers with phonological disorders.

    Science.gov (United States)

    Costa, Ranilde Cristiane Cavalcante; Avila, Clara Regina Brandão de

    2010-01-01

    lexical and metaphonological abilities of phonologically disordered preschoolers. to investigate the influence of Phonological Disorder on the lexical and metaphonological abilities of a group of preschoolers and the correlation between them. participants were 56 preschoolers - 32 boys and 24 girls - with ages between 4 years and 6 months and 6 years and 11 months, divided into two different groups: the Research Group, composed of 28 preschoolers with Phonological Disorder, and the Control Group, composed of 28 preschoolers with normal speech and no oral speech-related complaints, paired to the research group by gender and age. All of the participants were initially assessed by the ABFW Test - Phonology. After that, they were assessed on their lexical and metaphonological abilities by the ABFW Test - Vocabulary and phonological awareness test: sequential assessment instrument, CONFIAS - identification tasks and, rhyme and alliteration production, respectively. regarding lexical ability, the preschoolers from both groups presented similar behavior. The disordered preschoolers presented the worst performance on the overall analysis of the metaphonological ability. Age had an influence on the performance of lexical ability for both groups and the metaphonological abilities only for the Control Group. Correlations were identified, mostly positive, good to moderate between lexical and metaphonological abilities. the influence of Phonological Disorder may only be observed on the metaphonological performance. Phonological Disorder did not interfere with the development of the lexical ability of this group of preschoolers. Positive correlations were identified between both abilities in the studied age group.

  17. Lateralized frontal activity for Japanese phonological processing during child development

    Directory of Open Access Journals (Sweden)

    Takaaki eGoto

    2015-07-01

    Full Text Available Phonological awareness is essential for reading, and is common to all language systems, including alphabetic languages and Japanese. This cognitive factor develops during childhood, and is thought to be associated with shifts in brain activity. However, the nature of this neurobiological developmental shift is unclear for speakers of Japanese, which is not an alphabetical language. The present study aimed to reveal a shift in brain functions for processing phonological information in native-born Japanese children. We conducted a phonological awareness task and examined hemodynamic activity in 103 children aged 7 to 12 years. While younger children made mistakes and needed more time to sort phonological information in reverse order, older children completed the task quickly and accurately. Additionally, younger children exhibited increased activity in the bilateral dorsolateral prefrontal cortex, which may be evidence of immature phonological processing skills. Older children exhibited dominant activity in the left compared with the right dorsolateral prefrontal cortex, suggesting that they had already acquired phonological processing skills. We also found significant effects of age and lateralized activity on behavioral performance. During earlier stages of development, the degree of left lateralization appears to have a smaller effect on behavioral performance. Conversely, in later stages of development, the degree of left lateralization appears to have a stronger influence on behavioral performance. These initial findings regarding a neurobiological developmental shift in Japanese speakers suggest that common brain regions play a critical role in the development of phonological processing skills among different languages systems, such as Japanese and alphabetical languages.

  18. Greater autonomy at work

    NARCIS (Netherlands)

    Houtman, I.L.D.

    2004-01-01

    In the past 10 years, workers in the Netherlands increasingly report more decision-making power in their work. This is important for an economy in recession and where workers face greater work demands. It makes work more interesting, creates a healthier work environment, and provides opportunities

  19. Is phonology bypassed in normal or dyslexic development?

    Science.gov (United States)

    Pennington, B F; Lefly, D L; Van Orden, G C; Bookman, M O; Smith, S D

    1987-01-01

    A pervasive assumption in most accounts of normal reading and spelling development is that phonological coding is important early in development but is subsequently superseded by faster, orthographic coding which bypasses phonology. We call this assumption, which derives from dual process theory, the developmental bypass hypothesis. The present study tests four specific predictions of the developmental bypass hypothesis by comparing dyslexics and nondyslexics from the same families in a cross-sectional design. The four predictions are: 1) That phonological coding skill develops early in normal readers and soon reaches asymptote, whereas orthographic coding skill has a protracted course of development; 2) that the correlation of adult reading or spelling performance with phonological coding skill is considerably less than the correlation with orthographic coding skill; 3) that dyslexics who are mainly deficient in phonological coding skill should be able to bypass this deficit and eventually close the gap in reading and spelling performance; and 4) that the greatest differences between dyslexics and developmental controls on measures of phonological coding skill should be observed early rather than late in development.None of the four predictions of the developmental bypass hypothesis were upheld. Phonological coding skill continued to develop in nondyslexics until adulthood. It accounted for a substantial (32-53 percent) portion of the variance in reading and spelling performance in adult nondyslexics, whereas orthographic coding skill did not account for a statistically reliable portion of this variance. The dyslexics differed little across age in phonological coding skill, but made linear progress in orthographic coding skill, surpassing spelling-age (SA) controls by adulthood. Nonetheless, they didnot close the gap in reading and spelling performance. Finally, dyslexics were significantly worse than SA (and Reading Age [RA]) controls in phonological coding skill

  20. Reduced short-term memory capacity in Alzheimer's disease: the role of phonological, lexical, and semantic processing.

    Science.gov (United States)

    Caza, Nicole; Belleville, Sylvie

    2008-05-01

    Individuals with Alzheimer's disease (AD) are often reported to have reduced verbal short-term memory capacity, typically attributed to their attention/executive deficits. However, these individuals also tend to show progressive impairment of semantic, lexical, and phonological processing which may underlie their low short-term memory capacity. The goals of this study were to assess the contribution of each level of representation (phonological, lexical, and semantic) to immediate serial recall performance in 18 individuals with AD, and to examine how these linguistic effects on short-term memory were modulated by their reduced capacity to manipulate information in short-term memory associated with executive dysfunction. Results showed that individuals with AD had difficulty recalling items that relied on phonological representations, which led to increased lexicality effects relative to the control group. This finding suggests that patients have a greater reliance on lexical/semantic information than controls, possibly to make up for deficits in retention and processing of phonological material. This lexical/semantic effect was not found to be significantly correlated with patients' capacity to manipulate verbal material in short-term memory, indicating that language processing and executive deficits may independently contribute to reducing verbal short-term memory capacity in AD.

  1. An Evaluation of Universal Grammar and the Phonological Mind.

    Science.gov (United States)

    Everett, Daniel L

    2016-01-01

    This paper argues against the hypothesis of a "phonological mind" advanced by Berent. It establishes that there is no evidence that phonology is innate and that, in fact, the simplest hypothesis seems to be that phonology is learned like other human abilities. Moreover, the paper fleshes out the original claim of Philip Lieberman that Universal Grammar predicts that not everyone should be able to learn every language, i.e., the opposite of what UG is normally thought to predict. The paper also underscores the problem that the absence of recursion in Pirahã represents for Universal Grammar proposals.

  2. Phonological working memory and FOXP2.

    Science.gov (United States)

    Schulze, Katrin; Vargha-Khadem, Faraneh; Mishkin, Mortimer

    2018-01-08

    The discovery and description of the affected members of the KE family (aKE) initiated research on how genes enable the unique human trait of speech and language. Many aspects of this genetic influence on speech-related cognitive mechanisms are still elusive, e.g. if and how cognitive processes not directly involved in speech production are affected. In the current study we investigated the effect of the FOXP2 mutation on Working Memory (WM). Half the members of the multigenerational KE family have an inherited speech-language disorder, characterised as a verbal and orofacial dyspraxia caused by a mutation of the FOXP2 gene. The core phenotype of the affected KE members (aKE) is a deficiency in repeating words, especially complex non-words, and in coordinating oromotor sequences generally. Execution of oromotor sequences and repetition of phonological sequences both require WM, but to date the aKE's memory ability in this domain has not been examined in detail. To do so we used a test series based on the Baddeley and Hitch WM model, which posits that the central executive (CE), important for planning and manipulating information, works in conjunction with two modality-specific components: The phonological loop (PL), specialized for processing speech-based information; and the visuospatial sketchpad (VSSP), dedicated to processing visual and spatial information. We compared WM performance related to CE, PL, and VSSP function in five aKE and 15 healthy controls (including three unaffected members of the KE family who do not have the FOXP2 mutation). The aKE scored significantly below this control group on the PL component, but not on the VSSP or CE components. Further, the aKE were impaired relative to the controls not only in motor (i.e. articulatory) output but also on the recognition-based PL subtest (word-list matching), which does not require speech production. These results suggest that the aKE's impaired phonological WM may be due to a defect in subvocal

  3. Phonological Processes in Complex and Compound Words

    Directory of Open Access Journals (Sweden)

    Alieh Kord Zaferanlu Kambuziya

    2016-02-01

    Full Text Available Abstract This research at making a comparison between phonological processes in complex and compound Persian words. Data are gathered from a 40,000-word Persian dictionary. To catch some results, 4,034 complex words and 1,464 compound ones are chosen. To count the data, "excel" software is used. Some results of the research are: 1- "Insertion" is the usual phonological process in complex words. More than half of different insertions belongs to the consonant /g/. Then /y/ and // are in the second and the third order. The consonant /v/ has the least percentage of all. The most percentage of vowel insertion belongs to /e/. The vowels /a/ and /o/ are in the second and third order. Deletion in complex words can only be seen in consonant /t/ and vowel /e/. 2- The most frequent phonological processes in compounds is consonant deletion. In this process, seven different consonants including /t/, //, /m/, /r/, / ǰ/, /d, and /c/. The only deleted vowel is /e/. In both groups of complex and compound, /t/ deletion can be observed. A sequence of three consonants paves the way for the deletion of one of the consonants, if one of the sequences is a sonorant one like /n/, the deletion process rarely happens. 3- In complex words, consonant deletion causes a lighter syllable weight, whereas vowel deletion causes a heavier syllable weight. So, both of the processes lead to bi-moraic weight. 4- The production of bi-moraic syllable in Persian is preferable to Syllable Contact Law. So, Specific Rules have precedence to Universals. 5- Vowel insertion can be seen in both groups of complex and compound words. In complex words, /e/ insertion has the most fundamental part. The vowels /a/ and /o/ are in the second and third place. Whenever there are two sequences of ultra-heavy syllables. By vowel insertion, the first syllable is broken into two light syllables. The compounds that are influenced by vowel insertion, can be and are pronounced without any insertion

  4. Speech rate and fluency in children with phonological disorder.

    Science.gov (United States)

    Novaes, Priscila Maronezi; Nicolielo-Carrilho, Ana Paola; Lopes-Herrera, Simone Aparecida

    2015-01-01

    To identify and describe the speech rate and fluency of children with phonological disorder (PD) with and without speech-language therapy. Thirty children, aged 5-8 years old, both genders, were divided into three groups: experimental group 1 (G1) — 10 children with PD in intervention; experimental group 2 (G2) — 10 children with PD without intervention; and control group (CG) — 10 children with typical development. Speech samples were collected and analyzed according to parameters of specific protocol. The children in CG had higher number of words per minute compared to those in G1, which, in turn, performed better in this aspect compared to children in G2. Regarding the number of syllables per minute, the CG showed the best result. In this aspect, the children in G1 showed better results than those in G2. Comparing children's performance in the assessed groups regarding the tests, those with PD in intervention had higher time of speech sample and adequate speech rate, which may be indicative of greater auditory monitoring of their own speech as a result of the intervention.

  5. Phonological Analysis of University Students’ Spoken Discourse

    Directory of Open Access Journals (Sweden)

    Clara Herlina

    2011-04-01

    Full Text Available The study of discourse is the study of using language in actual use. In this article, the writer is trying to investigate the phonological features, either segmental or supra-segmental, in the spoken discourse of Indonesian university students. The data were taken from the recordings of 15 conversations by 30 students of Bina Nusantara University who are taking English Entrant subject (TOEFL –IBT. Finally, the writer is in opinion that the students are still influenced by their first language in their spoken discourse. This results in English with Indonesian accent. Even though it does not cause misunderstanding at the moment, this may become problematic if they have to communicate in the real world.  

  6. Explaining Chinese Learners’ Errors in the Phonological Representations of Latinate Derivatives in English: A Psycholinguistic Perspective

    Directory of Open Access Journals (Sweden)

    Siok H. Lee

    2002-06-01

    Full Text Available Abstract Investigations of ESL pronunciation have focused on segments, syllable structure and prosody. This study examines the phonological representations of English Latinate derivatives of 32 Cantonese speakers and 32 native speakers (NS from the perspectives of morphophonemics and word association. The subjects (Grade 12 performed tests on listening, pronunciation and semantic rating of word pairs. The results confirmed the hypothesis that in the absence of analogous morphological and morphophonemic features in the L1, base-word pronunciation was the dominant error type for both learners and the NS subjects. As both groups showed comparable rates of recognition of the semantic association between morphologically related words, this recognition seems to account for the dominant error type of both ESL and NS groups.

  7. Phonological Interference in the Spoken English Performance of the ...

    African Journals Online (AJOL)

    ... An International Journal of Language, Literature and Gender Studies ... as a result of the systemic differences that exist between both language systems (Izon ... and pay particular attention to the differences in the phonological systems of the ...

  8. Phonological competence development in Italian as second/foreign language

    Directory of Open Access Journals (Sweden)

    Anja Zorman

    2017-12-01

    Full Text Available In language courses and teaching materials for Italian as a second or foreign language little attention is generally paid to the development of phonological competence and of speaking ability. The present study involved 140 pupils of elementary schools with Slovene as the language of instruction in the bilingual area of the Slovene Coastal area where Italian is taught as a second language. The research investigated the impact of phonology teaching and the development of phonological awareness on auditory perception abilities. The findings show that programs for the development of discriminatory listening and phonological segmentation of linguistic input critically influence the pupils’ ability of auditory perception, provided such programs are long-term, systematic, intensive, and carried out through direct interaction between the pupils and speakers of the target language. Consequently, such programs also enhance enhance the development of listening comprehension and communicative competence in the target language.

  9. Manipulating stored phonological input during verbal working memory

    Science.gov (United States)

    Cogan, Gregory B.; Iyer, Asha; Melloni, Lucia; Thesen, Thomas; Friedman, Daniel; Doyle, Werner; Devinsky, Orrin; Pesaran, Bijan

    2016-01-01

    Verbal working memory (vWM), involves storing and manipulating information in phonological sensory input. An influential theory of vWM proposes that manipulation is carried out by a central executive while storage is performed by two interacting systems: A phonological input buffer that captures sound-based information and an articulatory rehearsal system that controls speech motor output. Whether, when, and how neural activity in the brain encodes these components remains unknown. Here, we read-out the contents of vWM from neural activity in human subjects as they manipulate stored speech sounds. As predicted, we identify storage systems that contain both phonological sensory and articulatory motor representations. Surprisingly however, we find that manipulation does not involve a single central executive but rather involves two systems with distinct contributions to successful manipulation. We propose, therefore, that multiple subsystems comprise the central executive needed to manipulate stored phonological input for articulatory motor output in vWM. PMID:27941789

  10. Phonological decisions require both the left and right supramarginal gyri

    DEFF Research Database (Denmark)

    Hartwigsen, Gesa; Baumgaertner, Annette; Price, Cathy J

    2010-01-01

    Recent functional imaging studies demonstrated that both the left and right supramarginal gyri (SMG) are activated when healthy right-handed subjects make phonological word decisions. However, lesion studies typically report difficulties with phonological processing after left rather than right...... the right or left SMG. Taken together, these findings provide converging evidence that the right SMG contributes to accurate and efficient phonological decisions in the healthy brain, with no evidence that the left and right SMG can compensate for one another during TMS. Our findings motivate detailed...... hemisphere damage. Here, we used a unique dual-site transcranial magnetic stimulation (TMS) approach to test whether the SMG in the right hemisphere contributes to modality-independent (i.e., auditory and visual) phonological decisions. To test task-specificity, we compared the effect of real or sham TMS...

  11. Brain activation during phonological and semantic processing of Chinese characters in deaf signers

    Directory of Open Access Journals (Sweden)

    Yanyan eLi

    2014-04-01

    Full Text Available Previous studies found altered brain function in deaf individuals reading alphabetic orthographies. However, it is not known whether similar alterations of brain function are characteristic of non-alphabetic writing systems and whether alterations are specific to certain kinds of lexical tasks. Here we examined differences in brain activation between Chinese congenitally deaf individuals (CD and hearing controls (HC during character reading tasks requiring phonological and semantic judgments. For both tasks, we found that CD showed less activation than HC in left inferior frontal gyrus, but greater activation in several right hemisphere regions including inferior frontal gyrus, angular gyrus and inferior temporal gyrus. Although many group differences were similar across tasks, greater activation in right middle frontal gyrus was more pronounced for the rhyming compared to the meaning task. Finally, within the deaf individuals better performance on the rhyming task was associated with less activation in right inferior parietal lobule and angular gyrus. Our results in Chinese CD are broadly consistent with previous studies in alphabetic languages suggesting greater engagement of inferior frontal gyrus and inferior parietal cortex for reading that is largely independent of task, with the exception of right middle frontal gyrus for phonological processing. The brain behavior correlations potentially indicate that CD that more efficiently use the right hemisphere are better readers.

  12. Working memory, phonological awareness, and developing language skills

    OpenAIRE

    Engel de Abreu, Pascale; Gathercole, S

    2008-01-01

    The relationship between working memory, verbal short-term memory, phonological awareness, and developing language skills was explored longitudinally in children growing up in a multilingual society. A sample of 121 children from Luxembourg were followed from the end of Kindergarten to 1st Grade, and completed multiple assessments of verbal short-term memory, complex working memory, phonological awareness, native and foreign vocabulary knowledge, language comprehension, and reading. Resu...

  13. Greater-confinement disposal

    International Nuclear Information System (INIS)

    Trevorrow, L.E.; Schubert, J.P.

    1989-01-01

    Greater-confinement disposal (GCD) is a general term for low-level waste (LLW) disposal technologies that employ natural and/or engineered barriers and provide a degree of confinement greater than that of shallow-land burial (SLB) but possibly less than that of a geologic repository. Thus GCD is associated with lower risk/hazard ratios than SLB. Although any number of disposal technologies might satisfy the definition of GCD, eight have been selected for consideration in this discussion. These technologies include: (1) earth-covered tumuli, (2) concrete structures, both above and below grade, (3) deep trenches, (4) augered shafts, (5) rock cavities, (6) abandoned mines, (7) high-integrity containers, and (8) hydrofracture. Each of these technologies employ several operations that are mature,however, some are at more advanced stages of development and demonstration than others. Each is defined and further described by information on design, advantages and disadvantages, special equipment requirements, and characteristic operations such as construction, waste emplacement, and closure

  14. Levels of Phonological Awareness, Working Memory, and Lexical Knowledge in Elementary School Children

    Directory of Open Access Journals (Sweden)

    Heloisa Helena Motta Bandini

    2013-09-01

    Full Text Available Relationships between oral language, phonological awareness, and working memory have been empirically demonstrated, however, phonological awareness encompasses different abilities, assessed at different levels. The present study investigated the possible associations between specific phonological awareness abilities and phonological working memory in first-grade students. In the initial phase ( n = 254, the study evaluated the abilities of phonological awareness and phonological working memory and found a high positive correlation between these abilities, thus confirming the findings of previous studies. The second phase ( n = 12 evaluated the vocabulary of individuals who, in the initial phase, showed low or high working memory and phonological awareness scores. Students with low working memory and low phonological awareness capacities had low scores in expressive language abilities, suggesting that phonological working memory may have direct effects on lexical knowledge. These results contribute to the understanding of the relationships investigated in this study and have important implications for planning teaching strategies.

  15. Auditory phonological priming in children and adults during word repetition

    Science.gov (United States)

    Cleary, Miranda; Schwartz, Richard G.

    2004-05-01

    Short-term auditory phonological priming effects involve changes in the speed with which words are processed by a listener as a function of recent exposure to other similar-sounding words. Activation of phonological/lexical representations appears to persist beyond the immediate offset of a word, influencing subsequent processing. Priming effects are commonly cited as demonstrating concurrent activation of word/phonological candidates during word identification. Phonological priming is controversial, the direction of effects (facilitating versus slowing) varying with the prime-target relationship. In adults, it has repeatedly been demonstrated, however, that hearing a prime word that rhymes with the following target word (ISI=50 ms) decreases the time necessary to initiate repetition of the target, relative to when the prime and target have no phonemic overlap. Activation of phonological representations in children has not typically been studied using this paradigm, auditory-word + picture-naming tasks being used instead. The present study employed an auditory phonological priming paradigm being developed for use with normal-hearing and hearing-impaired children. Initial results from normal-hearing adults replicate previous reports of faster naming times for targets following a rhyming prime word than for targets following a prime having no phonemes in common. Results from normal-hearing children will also be reported. [Work supported by NIH-NIDCD T32DC000039.

  16. Musical plus phonological input for young foreign language readers.

    Science.gov (United States)

    Fonseca-Mora, M C; Jara-Jiménez, Pilar; Gómez-Domínguez, María

    2015-01-01

    Based on previous studies showing that phonological awareness is related to reading abilities and that music training improves phonological processing, the aim of the present study was to test for the efficiency of a new method for teaching to read in a foreign language. Specifically, we tested the efficacy of a phonological training program, with and without musical support that aimed at improving early reading skills in 7-8-year-old Spanish children (n = 63) learning English as a foreign language. Of interest was also to explore the impact of this training program on working memory and decoding skills. To achieve these goals we tested three groups of children before and after training: a control group, an experimental group with phonological non-musical intervention (active control), and an experimental group with musical intervention. Results clearly point to the beneficial effects of the phonological teaching approach but the further impact of the music support was not demonstrated. Moreover, while children in the music group showed low musical aptitudes before training, they nevertheless performed better than the control group. Therefore, the phonological training program with and without music support seem to have significant effects on early reading skills.

  17. Developmental dyslexia and phonological processing in European Portuguese orthography.

    Science.gov (United States)

    Moura, Octávio; Moreno, Joana; Pereira, Marcelino; Simões, Mário R

    2015-02-01

    This study analysed the performance of phonological processing, the diagnostic accuracy and the influence on reading in children who were native speakers of an orthography of intermediate depth. Portuguese children with developmental dyslexia (DD; N=24; aged 10-12 years), chronological age (CA)-matched controls (N=24; aged 10-12 years) and reading level (RL)-matched controls (N=24; aged 7-9 years) were tested on measures of phonological processing (phonological awareness, naming speed and verbal short-term memory) and reading. The results indicated that the children with DD performed significantly poorer in all measures compared with the CA and RL. Phonological awareness and naming speed showed a high accuracy (receiver operating characteristics curve analysis) for discriminating the children with DD from the CA and RL, whereas the presence of abnormally low scores in phonological awareness and naming speed was more frequent in the DD group than in the controls and the normative population. Hierarchical linear regression analyses revealed that phonological awareness was the most important predictor of all reading accuracy measures, whereas naming speed was particularly related to text reading fluency. Copyright © 2014 John Wiley & Sons, Ltd.

  18. Musical plus phonological input for young foreign language readers

    Directory of Open Access Journals (Sweden)

    M.C. eFonseca-Mora

    2015-03-01

    Full Text Available Based on previous studies showing that phonological awareness is related to reading abilities and that music training improves phonological processing, the aim of the present study was to test for the efficiency of a new method for teaching to read in a foreign language. Specifically, we tested the efficacy of a phonological training program, with and without musical support that aimed at improving early reading skills in 7-8-year-old Spanish children (n=63 learning English as a foreign language. Of interest was also to explore the impact of this training program on working memory and decoding skills. To achieve these goals we tested three groups of children before and after training: a control group, an experimental group with phonological non-musical intervention (active control, and an experimental group with musical intervention. Results clearly point to the beneficial effects of the phonological teaching approach but the further impact of the music support was not demonstrated. Moreover, while children in the music group showed low musical aptitudes before training, they nevertheless performed better than the control group. Therefore, the phonological training program with and without music support seem to have significant effects on early reading skills.

  19. Delivering phonological and phonics training within whole-class teaching.

    Science.gov (United States)

    Shapiro, Laura R; Solity, Jonathan

    2008-12-01

    Early, intensive phonological awareness and phonics training is widely held to be beneficial for children with poor phonological awareness. However, most studies have delivered this training separately from children's normal whole-class reading lessons. We examined whether integrating this training into whole class, mixed-ability reading lessons could impact on children with poor phonological awareness, whilst also benefiting normally developing readers. Teachers delivered the training within a broad reading programme to whole classes of children from Reception to the end of Year 1 (N=251). A comparison group of children received standard teaching methods (N=213). Children's literacy was assessed at the beginning of Reception, and then at the end of each year until 1 year post-intervention. The strategy significantly impacted on reading performance for normally developing readers and those with poor phonological awareness, vastly reducing the incidence of reading difficulties from 20% in comparison schools to 5% in intervention schools. Phonological and phonics training is highly effective for children with poor phonological awareness, even when incorporated into whole-class teaching.

  20. The role of phonology and phonologically related skills in reading instruction for students who are deaf or hard of hearing.

    Science.gov (United States)

    Wang, Ye; Trezek, Beverly J; Luckner, John L; Paul, Peter V

    2008-01-01

    The article challenges educators to rethink reading instruction practices for students who are deaf or hard of hearing. The authors begin with a discussion of the role of phonology in reading, then summarize the evidence of phonological coding among skilled deaf readers and investigate alternative routes for acquiring phonologically related skills such as the use of speechreading, articulatory feedback, Visual Phonics, and Cued Speech. Finally, they present recent intervention studies and proposed procedures to employ phonics-based instruction with students who are deaf or hard of hearing. The authors conclude with the assertion that the teaching of phonologically related skills by means of instructional tools such as Visual Phonics and Cued Speech can and should be incorporated into reading instruction for students who are deaf or hard of hearing. The authors recommend additional research in this important area.

  1. More features, greater connectivity.

    Science.gov (United States)

    Hunt, Sarah

    2015-09-01

    Changes in our political infrastructure, the continuing frailties of our economy, and a stark growth in population, have greatly impacted upon the perceived stability of the NHS. Healthcare teams have had to adapt to these changes, and so too have the technologies upon which they rely to deliver first-class patient care. Here Sarah Hunt, marketing co-ordinator at Aid Call, assesses how the changing healthcare environment has affected one of its fundamental technologies - the nurse call system, argues the case for wireless such systems in terms of what the company claims is greater adaptability to changing needs, and considers the ever-wider range of features and functions available from today's nurse call equipment, particularly via connectivity with both mobile devices, and ancillaries ranging from enuresis sensors to staff attack alert 'badges'.

  2. Greater oil investment opportunities

    International Nuclear Information System (INIS)

    Arenas, Ismael Enrique

    1997-01-01

    Geologically speaking, Colombia is a very attractive country for the world oil community. According to this philosophy new and important steps are being taken to reinforce the oil sector: Expansion of the exploratory frontier by including a larger number of sedimentary areas, and the adoption of innovative contracting instruments. Colombia has to offer, Greater economic incentives for the exploration of new areas to expand the exploratory frontier, stimulation of exploration in areas with prospectivity for small fields. Companies may offer Ecopetrol a participation in production over and above royalties, without it's participating in the investments and costs of these fields, more favorable conditions for natural gas seeking projects, in comparison with those governing the terms for oil

  3. Phonological ambiguity modulates resolution of semantic ambiguity during reading: An fMRI study of Hebrew.

    Science.gov (United States)

    Bitan, Tali; Kaftory, Asaf; Meiri-Leib, Adi; Eviatar, Zohar; Peleg, Orna

    2017-10-01

    The current fMRI study examined the role of phonology in the extraction of meaning from print in each hemisphere by comparing homophonic and heterophonic homographs (ambiguous words in which both meanings have the same or different sounds respectively, e.g., bank or tear). The analysis distinguished between the first phase, in which participants read ambiguous words without context, and the second phase in which the context resolves the ambiguity. Native Hebrew readers were scanned during semantic relatedness judgments on pairs of words in which the first word was either a homophone or a heterophone and the second word was related to its dominant or subordinate meaning. In Phase 1 there was greater activation for heterophones in left inferior frontal gyrus (IFG), pars opercularis, and more activation for homophones in bilateral IFG pars orbitalis, suggesting that resolution of the conflict at the phonological level has abolished the semantic ambiguity for heterophones. Reduced activation for all ambiguous words in temporo-parietal regions suggests that although ambiguity enhances controlled lexical selection processes in frontal regions it reduces reliance on bottom-up mapping processes. After presentation of the context, a larger difference between the dominant and subordinate meaning was found for heterophones in all reading-related regions, suggesting a greater engagement for heterophones with the dominant meaning. Altogether these results are consistent with the prominent role of phonological processing in visual word recognition. Finally, despite differences in hemispheric asymmetry between homophones and heterophones, ambiguity resolution, even toward the subordinate meaning, is largely left lateralized. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  4. Influence of current input-output and age of first exposure on phonological acquisition in early bilingual Spanish-English-speaking kindergarteners.

    Science.gov (United States)

    Ruiz-Felter, Roxanna; Cooperson, Solaman J; Bedore, Lisa M; Peña, Elizabeth D

    2016-07-01

    Although some investigations of phonological development have found that segmental accuracy is comparable in monolingual children and their bilingual peers, there is evidence that language use affects segmental accuracy in both languages. To investigate the influence of age of first exposure to English and the amount of current input-output on phonological accuracy in English and Spanish in early bilingual Spanish-English kindergarteners. Also whether parent and teacher ratings of the children's intelligibility are correlated with phonological accuracy and the amount of experience with each language. Data for 91 kindergarteners (mean age = 5;6 years) were selected from a larger dataset focusing on Spanish-English bilingual language development. All children were from Central Texas, spoke a Mexican Spanish dialect and were learning American English. Children completed a single-word phonological assessment with separate forms for English and Spanish. The assessment was analyzed for segmental accuracy: percentage of consonants and vowels correct and percentage of early-, middle- and late-developing (EML) sounds correct were calculated. Children were more accurate on vowel production than consonant production and showed a decrease in accuracy from early to middle to late sounds. The amount of current input-output explained more of the variance in phonological accuracy than age of first English exposure. Although greater current input-output of a language was associated with greater accuracy in that language, English-dominant children were only significantly more accurate in English than Spanish on late sounds, whereas Spanish-dominant children were only significantly more accurate in Spanish than English on early sounds. Higher parent and teacher ratings of intelligibility in Spanish were correlated with greater consonant accuracy in Spanish, but the same did not hold for English. Higher intelligibility ratings in English were correlated with greater current English

  5. The nature of phonological awareness throughout the elementary grades: An item response theory perspective

    NARCIS (Netherlands)

    Vloedgraven, J.M.T.; Verhoeven, L.T.W.

    2009-01-01

    In the present study, the nature of Dutch children's phonological awareness was examined throughout the elementary school grades. Phonological awareness was assessed using five different sets of items that measured rhyming, phoneme identification, phoneme blending, phoneme segmentation, and phoneme

  6. Brain basis of phonological awareness for spoken language in children and its disruption in dyslexia.

    Science.gov (United States)

    Kovelman, Ioulia; Norton, Elizabeth S; Christodoulou, Joanna A; Gaab, Nadine; Lieberman, Daniel A; Triantafyllou, Christina; Wolf, Maryanne; Whitfield-Gabrieli, Susan; Gabrieli, John D E

    2012-04-01

    Phonological awareness, knowledge that speech is composed of syllables and phonemes, is critical for learning to read. Phonological awareness precedes and predicts successful transition from language to literacy, and weakness in phonological awareness is a leading cause of dyslexia, but the brain basis of phonological awareness for spoken language in children is unknown. We used functional magnetic resonance imaging to identify the neural correlates of phonological awareness using an auditory word-rhyming task in children who were typical readers or who had dyslexia (ages 7-13) and a younger group of kindergarteners (ages 5-6). Typically developing children, but not children with dyslexia, recruited left dorsolateral prefrontal cortex (DLPFC) when making explicit phonological judgments. Kindergarteners, who were matched to the older children with dyslexia on standardized tests of phonological awareness, also recruited left DLPFC. Left DLPFC may play a critical role in the development of phonological awareness for spoken language critical for reading and in the etiology of dyslexia.

  7. Individual differences in phonological learning and verbal STM span.

    Science.gov (United States)

    Service, Elisabet; Maury, Sini; Luotoniemi, Emilia

    2007-07-01

    A relationship between phonological short-term memory tasks (e.g., nonword repetition, digit span) and vocabulary learning in both experimental and real-life conditions has been reported in numerous studies. A mechanism that would explain this correlation is, however, not known. The present study explores the possibility that it is the quality of phonological representations that affects both short-term recall and long-term learning of novel wordlike items. In Experiment 1, groups with relatively good and poor span for pseudowords were established. The good group was found to perform better at explicit memory tasks tapping the incidental learning of a limited stimulus pool used in an auditory immediate serial pseudoword recall task. In Experiment 2, the results of Experiment 1 were replicated when experience of correct recall was controlled. In Experiment 3, the immediate recall performance of the good group was found to benefit more than that of the poor group from syllable repetition within stimulus pools. It is concluded that the efficiency of a process that creates phonological representations is related both to short-term capacity for verbal items, and to long-term phonological learning of the structure of novel phonological items.

  8. FMRI of past tense processing: the effects of phonological complexity and task difficulty.

    Science.gov (United States)

    Desai, Rutvik; Conant, Lisa L; Waldron, Eric; Binder, Jeffrey R

    2006-02-01

    The generation of regular and irregular past tense verbs has been an important issue in cognitive science and has been used to advance different models of the organization of language in the brain. The dual-system view holds that the regular past tense forms are generated by a rule while irregular forms are retrieved from memory. The single-system view, on the other hand, holds that both forms are generated by a single integrated system and differ only in their reliance on factors such as phonology and semantics. We conducted an event-related fMRI study to examine the activation patterns associated with the generation and reading of regular and irregular past tense forms, in addition to the reading of their stems. Regular and irregular past tense generation activated similar brain regions compared to the reading of their respective stems. The areas activated more for irregular generation compared to regular generation included inferior frontal, precentral, and parietal regions bilaterally. This activation can be interpreted as reflecting the greater attentional and response selection demands of irregular generation. Compared to irregular generation, regular generation activated a small region in the left superior temporal gyrus when the regular and irregular past tense forms were mismatched on phonological complexity. No areas were more activated for regulars than irregulars when the past tense forms were matched on this variable. This suggests that the activation specific to regulars was related to the higher phonological complexity of their past tense forms rather than to their generation. A contrast of the reading of regular and irregular past tense forms was consistent with this hypothesis. These results support a single-system account of past tense generation.

  9. Verbal Short-Term Memory Deficits in Chinese Children with Dyslexia may not be a Problem with the Activation of Phonological Representations.

    Science.gov (United States)

    Zhao, Jing; Yang, Yang; Song, Yao-Wu; Bi, Hong-Yan

    2015-11-01

    This study explored the underlying mechanism of the verbal short-term memory deficit in Chinese children with developmental dyslexia. Twenty-four children with dyslexia and 28 age-matched normal readers participated in the study. They were required to memorize a visually presented series of six Chinese characters and identify them from a list also including code-specific distracters and non-code-specific distracters. Error rates were recorded and were higher for code-specific distracters in all three conditions, revealing phonological, visual, and semantic similarity effects respectively. Group comparisons showed a stronger phonological similarity effect in dyslexic group, suggesting intact activation of phonological representations of target characters. Children with dyslexia also exhibited a greater semantic similarity effect, revealing stronger activation of semantic representations, while visual similarity effects were equivalent to controls. These results suggest that the verbal short-term memory deficit in Chinese dyslexics might not stem from insufficient activation of phonological information. Based the semantic activation of target characters in dyslexics is greater than in controls, it is possible that the memory deficit of dyslexia is related with deficient inhibition of target semantic representations in short-term memory. Copyright © 2015 John Wiley & Sons, Ltd.

  10. Childhood apraxia of speech and multiple phonological disorders in Cairo-Egyptian Arabic speaking children: language, speech, and oro-motor differences.

    Science.gov (United States)

    Aziz, Azza Adel; Shohdi, Sahar; Osman, Dalia Mostafa; Habib, Emad Iskander

    2010-06-01

    Childhood apraxia of speech is a neurological childhood speech-sound disorder in which the precision and consistency of movements underlying speech are impaired in the absence of neuromuscular deficits. Children with childhood apraxia of speech and those with multiple phonological disorder share some common phonological errors that can be misleading in diagnosis. This study posed a question about a possible significant difference in language, speech and non-speech oral performances between children with childhood apraxia of speech, multiple phonological disorder and normal children that can be used for a differential diagnostic purpose. 30 pre-school children between the ages of 4 and 6 years served as participants. Each of these children represented one of 3 possible subject-groups: Group 1: multiple phonological disorder; Group 2: suspected cases of childhood apraxia of speech; Group 3: control group with no communication disorder. Assessment procedures included: parent interviews; testing of non-speech oral motor skills and testing of speech skills. Data showed that children with suspected childhood apraxia of speech showed significantly lower language score only in their expressive abilities. Non-speech tasks did not identify significant differences between childhood apraxia of speech and multiple phonological disorder groups except for those which required two sequential motor performances. In speech tasks, both consonant and vowel accuracy were significantly lower and inconsistent in childhood apraxia of speech group than in the multiple phonological disorder group. Syllable number, shape and sequence accuracy differed significantly in the childhood apraxia of speech group than the other two groups. In addition, children with childhood apraxia of speech showed greater difficulty in processing prosodic features indicating a clear need to address these variables for differential diagnosis and treatment of children with childhood apraxia of speech. Copyright (c

  11. Exploring the Neural Substrates of Phonological Recovery for Symposium: Neural Correlates of Recovery and Rehabilitation

    Directory of Open Access Journals (Sweden)

    Pelagie M Beeson

    2015-10-01

    All participants improved written language abilities in response to treatment, but one subgroup was limited in their ability to regain phonological skills. Both anterior and posterior components of the perisylvian phonological network were damaged in that group. These findings are consistent with fMRI activation when healthy adults write nonwords, and provide insight regarding neural support necessary for phonological rehabilitation.

  12. Phonology and literacy: follow-up results of the Utrecht dyslexia and specific language impairment project

    NARCIS (Netherlands)

    de Bree, E.; Snowling, M.J.; Gerrits, E.; van Alphen, P.; van der Leij, A.; Wijnen, F.; Benasich, A.A.; Fitch, R.H.

    2012-01-01

    This chapter assesses the relationship between phonology and literacy by comparing children at family risk of dyslexia, children with SLI, and typically developing children on preschool phonological measures and literacy and phonological skills at eight years of age. As expected, 37% of the

  13. Phonological Memory and the Acquisition of Grammar in Child L2 Learners

    Science.gov (United States)

    Verhagen, Josje; Leseman, Paul; Messer, Marielle

    2015-01-01

    Previous studies show that second language (L2) learners with large phonological memory spans outperform learners with smaller memory spans on tests of L2 grammar. The current study investigated the relationship between phonological memory and L2 grammar in more detail than has been done earlier. Specifically, we asked how phonological memory…

  14. Phonological Process and Accuracy Measures in Typically Developing Punjabi Speaking Children between 3-5 Years

    Science.gov (United States)

    Kaur, Simran; John, Sunila; Veena, K. D.; Rajashekhar, B.

    2013-01-01

    Phonology is an area of linguistics that is concerned with the sounds of language. Since each language has its own unique system of sound patterns, there is a need to study phonological development in different languages. However, lack of published data necessitates the present study on phonological developmental pattern in Punjabi language…

  15. Phonologic Abilities of a Preschool Child with Prader-Willi Syndrome.

    Science.gov (United States)

    Dyson, Alice T.; Lombardino, Linda J.

    1989-01-01

    A case study follows the development of phonologic abilities in a child with Prader-Willi syndrome, during her enrollment in language and phonologic remediation from age 2:7 to 6:1. Changes in her phonetic inventory, in the set of phonemes used correctly, and in phonologic processes are described. (Author/JDD)

  16. Commentary on Baddeley and Larsen (2007). The phonological store abandoned.

    Science.gov (United States)

    Jones, Dylan M; Hughes, Robert W; Macken, William J

    2007-04-01

    Baddeley and Larsen (2007) argue that a number of key findings reported by Jones, Macken, and Nicholls (2004) and Jones, Hughes, and Macken (2006) pointing to shortcomings of the phonological store construct arise from the store being abandoned with long lists. In our rejoinder we point out that Baddeley and Larsen use a procedure in which retrieval from the supposed phonological storage would not--according to their own theory--have been possible, and we present theoretical, empirical, and logical problems with their "store abandonment" argument and highlight a number of difficulties associated with the interpretation of suffix and prefix effects. We conclude that our data are still problematic for the phonological store construct and suggest that a reformulation of short-term memory theory needs to embody (or indeed focus exclusively upon) perceptual and effector systems rather than bespoke storage modules.

  17. Phonology, reading, and Chomsky and Halle's optimal orthography.

    Science.gov (United States)

    Steinberg, D D

    1973-09-01

    Chomsky and Halle claim that an orthography based on their underlying phonological representations (UPR) of lexical items would be optimal for English. This paper challenges three of C & H's basic phonological assumptions, that their vowel shift rule is valid, that the UPR is the only sound representation to be listed in the lexicon, and that derived words do not appear as wholes in the lexicon. A less abstract phonological representation level based on the conscious perceptions of speakers, the surface phonemic (SPR), is proposed. An SPR-based orthography has advantages which a UPR-based orthography would not: it is easy to learn and teach, it can be learned at an early age, and it permits rapid detection of rhyme. It is concluded that an orthography based on SPRs, and not UPRs, would be optimal.

  18. The relationship between phonological short-term memory, receptive vocabulary, and fast mapping in children with specific language impairment.

    Science.gov (United States)

    Jackson, Emily; Leitao, Suze; Claessen, Mary

    2016-01-01

    Children with specific language impairment (SLI) often experience word-learning difficulties, which are suggested to originate in the early stage of word learning: fast mapping. Some previous research indicates significantly poorer fast mapping capabilities in children with SLI compared with typically developing (TD) counterparts, with a range of methodological factors impacting on the consistency of this finding. Research has explored key issues that might underlie fast mapping difficulties in children with SLI, with strong theoretical support but little empirical evidence for the role of phonological short-term memory (STM). Additionally, further research is required to explore the influence of receptive vocabulary on fast mapping capabilities. Understanding the factors associated with fast mapping difficulties that are experienced by children with SLI may lead to greater theoretically driven word-learning intervention. To investigate whether children with SLI demonstrate significant difficulties with fast mapping, and to explore the related factors. It was hypothesized that children with SLI would score significantly lower on a fast mapping production task compared with TD children, and that phonological STM and receptive vocabulary would significantly predict fast mapping production scores in both groups of children. Twenty-three children with SLI (mean = 64.39 months, SD = 4.10 months) and 26 TD children (mean = 65.92 months, SD = 2.98) were recruited from specialist language and mainstream schools. All participants took part in a unique, interactive fast-mapping task whereby nine novel objects with non-word labels were presented and production accuracy was assessed. A non-word repetition test and the Peabody Picture Vocabulary Test-Fourth Edition (PPVT-IV) were also administered as measures of phonological STM capacity and receptive vocabulary, respectively. Results of the fast-mapping task indicated that children with SLI had significantly poorer fast

  19. Phonological Sketch of the Sida Language of Luang Namtha, Laos

    Directory of Open Access Journals (Sweden)

    Nathan Badenoch

    2017-07-01

    Full Text Available This paper describes the phonology of the Sida language, a Tibeto-Burman language spoken by approximately 3,900 people in Laos and Vietnam. The data presented here are the variety spoken in Luang Namtha province of northwestern Laos, and focuses on a synchronic description of the fundamentals of the Sida phonological systems. Several issues of diachronic interest are also discussed in the context of the diversity of the Southern Loloish group of languages, many of which are spoken in Laos and have not yet been described in detail.

  20. Semantic and phonological schema influence spoken word learning and overnight consolidation.

    Science.gov (United States)

    Havas, Viktória; Taylor, Jsh; Vaquero, Lucía; de Diego-Balaguer, Ruth; Rodríguez-Fornells, Antoni; Davis, Matthew H

    2018-06-01

    We studied the initial acquisition and overnight consolidation of new spoken words that resemble words in the native language (L1) or in an unfamiliar, non-native language (L2). Spanish-speaking participants learned the spoken forms of novel words in their native language (Spanish) or in a different language (Hungarian), which were paired with pictures of familiar or unfamiliar objects, or no picture. We thereby assessed, in a factorial way, the impact of existing knowledge (schema) on word learning by manipulating both semantic (familiar vs unfamiliar objects) and phonological (L1- vs L2-like novel words) familiarity. Participants were trained and tested with a 12-hr intervening period that included overnight sleep or daytime awake. Our results showed (1) benefits of sleep to recognition memory that were greater for words with L2-like phonology and (2) that learned associations with familiar but not unfamiliar pictures enhanced recognition memory for novel words. Implications for complementary systems accounts of word learning are discussed.

  1. Online learning from input versus offline memory evolution in adult word learning: effects of neighborhood density and phonologically related practice.

    Science.gov (United States)

    Storkel, Holly L; Bontempo, Daniel E; Pak, Natalie S

    2014-10-01

    In this study, the authors investigated adult word learning to determine how neighborhood density and practice across phonologically related training sets influence online learning from input during training versus offline memory evolution during no-training gaps. Sixty-one adults were randomly assigned to learn low- or high-density nonwords. Within each density condition, participants were trained on one set of words and then were trained on a second set of words, consisting of phonological neighbors of the first set. Learning was measured in a picture-naming test. Data were analyzed using multilevel modeling and spline regression. Steep learning during input was observed, with new words from dense neighborhoods and new words that were neighbors of recently learned words (i.e., second-set words) being learned better than other words. In terms of memory evolution, large and significant forgetting was observed during 1-week gaps in training. Effects of density and practice during memory evolution were opposite of those during input. Specifically, forgetting was greater for high-density and second-set words than for low-density and first-set words. High phonological similarity, regardless of source (i.e., known words or recent training), appears to facilitate online learning from input but seems to impede offline memory evolution.

  2. The phonological loop unmasked? A comment on the evidence for a "perceptual-gestural" alternative.

    Science.gov (United States)

    Baddeley, Alan D; Larsen, Janet D

    2007-04-01

    Jones et al. (Jones, Hughes, & Macken, 2006; Jones, Macken, & Nicholls, 2004) identify the interaction between phonological similarity, articulatory suppression, and stimulus presentation mode in verbal short-term memory as potentially providing important support for the phonological loop hypothesis. They find such an interaction but attribute it to "perceptual organization masquerading as phonological storage". We present data using shorter letter sequences and find clear evidence of the interaction predicted by the phonological loop hypothesis, which, unlike the evidence of Jones et al., is not limited to recency, and which provides continued support for the phonological loop hypothesis.

  3. Dyslexic Children Show Atypical Cerebellar Activation and Cerebro-Cerebellar Functional Connectivity in Orthographic and Phonological Processing.

    Science.gov (United States)

    Feng, Xiaoxia; Li, Le; Zhang, Manli; Yang, Xiujie; Tian, Mengyu; Xie, Weiyi; Lu, Yao; Liu, Li; Bélanger, Nathalie N; Meng, Xiangzhi; Ding, Guosheng

    2017-04-01

    Previous neuroimaging studies have found atypical cerebellar activation in individuals with dyslexia in either motor-related tasks or language tasks. However, studies investigating atypical cerebellar activation in individuals with dyslexia have mostly used tasks tapping phonological processing. A question that is yet unanswered is whether the cerebellum in individuals with dyslexia functions properly during orthographic processing of words, as growing evidence shows that the cerebellum is also involved in visual and spatial processing. Here, we investigated cerebellar activation and cerebro-cerebellar functional connectivity during word processing in dyslexic readers and typically developing readers using tasks that tap orthographic and phonological codes. In children with dyslexia, we observed an abnormally higher engagement of the bilateral cerebellum for the orthographic task, which was negatively correlated with literacy measures. The greater the reading impairment was for young dyslexic readers, the stronger the cerebellar activation was. This suggests a compensatory role of the cerebellum in reading for children with dyslexia. In addition, a tendency for higher cerebellar activation in dyslexic readers was found in the phonological task. Moreover, the functional connectivity was stronger for dyslexic readers relative to typically developing readers between the lobule VI of the right cerebellum and the left fusiform gyrus during the orthographic task and between the lobule VI of the left cerebellum and the left supramarginal gyrus during the phonological task. This pattern of results suggests that the cerebellum compensates for reading impairment through the connections with specific brain regions responsible for the ongoing reading task. These findings enhance our understanding of the cerebellum's involvement in reading and reading impairment.

  4. Rapid extraction of lexical tone phonology in Chinese characters: a visual mismatch negativity study.

    Directory of Open Access Journals (Sweden)

    Xiao-Dong Wang

    Full Text Available BACKGROUND: In alphabetic languages, emerging evidence from behavioral and neuroimaging studies shows the rapid and automatic activation of phonological information in visual word recognition. In the mapping from orthography to phonology, unlike most alphabetic languages in which there is a natural correspondence between the visual and phonological forms, in logographic Chinese, the mapping between visual and phonological forms is rather arbitrary and depends on learning and experience. The issue of whether the phonological information is rapidly and automatically extracted in Chinese characters by the brain has not yet been thoroughly addressed. METHODOLOGY/PRINCIPAL FINDINGS: We continuously presented Chinese characters differing in orthography and meaning to adult native Mandarin Chinese speakers to construct a constant varying visual stream. In the stream, most stimuli were homophones of Chinese characters: The phonological features embedded in these visual characters were the same, including consonants, vowels and the lexical tone. Occasionally, the rule of phonology was randomly violated by characters whose phonological features differed in the lexical tone. CONCLUSIONS/SIGNIFICANCE: We showed that the violation of the lexical tone phonology evoked an early, robust visual response, as revealed by whole-head electrical recordings of the visual mismatch negativity (vMMN, indicating the rapid extraction of phonological information embedded in Chinese characters. Source analysis revealed that the vMMN was involved in neural activations of the visual cortex, suggesting that the visual sensory memory is sensitive to phonological information embedded in visual words at an early processing stage.

  5. Rapid extraction of lexical tone phonology in Chinese characters: a visual mismatch negativity study.

    Science.gov (United States)

    Wang, Xiao-Dong; Liu, A-Ping; Wu, Yin-Yuan; Wang, Peng

    2013-01-01

    In alphabetic languages, emerging evidence from behavioral and neuroimaging studies shows the rapid and automatic activation of phonological information in visual word recognition. In the mapping from orthography to phonology, unlike most alphabetic languages in which there is a natural correspondence between the visual and phonological forms, in logographic Chinese, the mapping between visual and phonological forms is rather arbitrary and depends on learning and experience. The issue of whether the phonological information is rapidly and automatically extracted in Chinese characters by the brain has not yet been thoroughly addressed. We continuously presented Chinese characters differing in orthography and meaning to adult native Mandarin Chinese speakers to construct a constant varying visual stream. In the stream, most stimuli were homophones of Chinese characters: The phonological features embedded in these visual characters were the same, including consonants, vowels and the lexical tone. Occasionally, the rule of phonology was randomly violated by characters whose phonological features differed in the lexical tone. We showed that the violation of the lexical tone phonology evoked an early, robust visual response, as revealed by whole-head electrical recordings of the visual mismatch negativity (vMMN), indicating the rapid extraction of phonological information embedded in Chinese characters. Source analysis revealed that the vMMN was involved in neural activations of the visual cortex, suggesting that the visual sensory memory is sensitive to phonological information embedded in visual words at an early processing stage.

  6. English-French bilingual children’s phonological awareness and vocabulary skills

    Directory of Open Access Journals (Sweden)

    PiYu Chiang

    2007-12-01

    Full Text Available Abstract This study examined the relationship between English-speaking children’s vocabulary skills in English and in French and their phonological awareness skills in both languages. Forty-four kindergarten-aged children attending French immersion programs were administered a receptive vocabulary test, an expressive vocabulary test and a phonological awareness test in English and French. Results showed that French phonological awareness was largely explained by English phonological awareness, consistent with previous findings that phonological awareness skills transfer across languages. However, there was a small unique contribution from French expressive vocabulary size to French phonological awareness. The importance of vocabulary skills to the development of phonological awareness is discussed.

  7. The role of phonological awareness in reading comprehension

    Directory of Open Access Journals (Sweden)

    Maria Silvia Cárnio

    Full Text Available ABSTRACT Purpose: to characterize the performance of 4th grade-Elementary School students with and without signs of reading and writing disorders as for phonological awareness and reading comprehension, and also verify possible correlations between them. Methods: 60 children enrolled in the 4th grade of Elementary School from two public schools, whose parents signed the Informed Consent Form, participated in the present study. They were selected and organized in groups, with and without signs of reading and writing disorders. All students were individually assessed regarding their phonological awareness and reading comprehension of sentences and texts through standardized tests. The data underwent statistical analysis. Results: those with signs of reading and writing disorders showed the lowest performance in the reading comprehension of sentences and texts. A correlation was found between phonological awareness and reading comprehension of sentences and texts in both groups. Conclusion: students with no signs of reading and writing disorders had a higher performance in the skills assessed. The correlation found between phonological awareness and reading comprehension of sentences and texts shows not only the importance of metaphonological skills for a proficient reading, but also for a comprehensive one.

  8. The Impact of Feedback on Phonological Awareness Development

    Science.gov (United States)

    Kazakou, Maria N.; Soulis, Spyros

    2014-01-01

    The utilization of Information and Communication Technologies (ICT) in educational practice is indispensable, while it becomes imperative in the education of individuals with special educational needs, as it promotes the application of Individualized Education Programs. Feedback in digital activities aiming at phonological awareness development is…

  9. Dutch dyslexic adolescents: phonological-core variable-orthographic differences

    NARCIS (Netherlands)

    Bekebrede, J.; van der Leij, A.; Share, D.L.

    2009-01-01

    The phonological-core variable-orthographic differences (PCVOD) model [van der Leij, & Morfidi (2006). Journal of Learning Disabilities, 39, 74-90] has been proposed as an explanation for the heterogeneity among dyslexic readers in their profiles of reading-related subskills. The predictions of this

  10. Phonological Patterns Observed in Young Children with Cleft Palate.

    Science.gov (United States)

    Broen, Patricia A.; And Others

    The study examined the speech production strategies used by 4 young children (30- to 32-months-old) with cleft palate and velopharyngeal inadequacy during the early stages of phonological learning. All the children had had primary palatal surgery and were producing primarily single word utterances with a few 2- and 3-word phrases. Analysis of each…

  11. LEARNING NONADJACENT DEPENDENCIES IN PHONOLOGY: TRANSPARENT VOWELS IN VOWEL HARMONY.

    Science.gov (United States)

    Finley, Sara

    2015-03-01

    Nonadjacent dependencies are an important part of the structure of language. While the majority of syntactic and phonological processes occur at a local domain, there are several processes that appear to apply at a distance, posing a challenge for theories of linguistic structure. This article addresses one of the most common nonadjacent phenomena in phonology: transparent vowels in vowel harmony. Vowel harmony occurs when adjacent vowels are required to share the same phonological feature value (e.g. V +F C V +F ). However, transparent vowels create a second-order nonadjacent pattern because agreement between two vowels can 'skip' the transparent neutral vowel in addition to consonants (e.g. V +F C V T -F C V +F ). Adults are shown to display initial learning biases against second-order nonadjacency in experiments that use an artificial grammar learning paradigm. Experiments 1-3 show that adult learners fail to learn the second-order long-distance dependency created by the transparent vowel (as compared to a control condition). In experiments 4-5, training in terms of overall exposure as well as the frequency of relevant transparent items was increased. With adequate exposure, learners reliably generalize to novel words containing transparent vowels. The experiments suggest that learners are sensitive to the structure of phonological representations, even when learning occurs at a relatively rapid pace.

  12. Phonological and semantic strategies in immediate serial recall.

    Science.gov (United States)

    Campoy, Guillermo; Baddeley, Alan

    2008-05-01

    It has been suggested that certain theoretically important anomalous results in the area of verbal short-term memory could be attributable to differences in strategy. However there are relatively few studies that investigate strategy directly. We describe four experiments, each involving the immediate serial recall of word sequences under baseline control conditions, or preceded by instruction to use a phonological or semantic strategy. Two experiments varied phonological similarity at a presentation rate of one item every 1 or 2 seconds. Both the control and the phonologically instructed group showed clear effects of similarity at both presentation rates, whereas these were largely absent under semantic encoding conditions. Two further experiments manipulated word length at the same two rates. The phonologically instructed groups showed clear effects at both rates, the control group showed a clear effect at the rapid rate which diminished with the slower presentation, while the semantically instructed group showed a relatively weak effect at the rate of one item per second, and a significant reverse effect with slower presentation. The latter finding is interpreted in terms of fortuitous differences in inter-item rated associability between the two otherwise matched word pools, reinforcing our conclusion that the semantically instructed group were indeed encoding semantically. Implications for controlling strategy by instruction are discussed.

  13. Phonological Therapy in Jargon Aphasia: Effects on Naming and Neologisms

    Science.gov (United States)

    Bose, Arpita

    2013-01-01

    Background: Jargon aphasia is one of the most intractable forms of aphasia with limited recommendation on amelioration of associated naming difficulties and neologisms. The few naming therapy studies that exist in jargon aphasia have utilized either semantic or phonological approaches, but the results have been equivocal. Moreover, the effect of…

  14. On Selected Phonological Patterns in Saudi Arabian Sign Language

    Science.gov (United States)

    Tomita, Nozomi; Kozak, Viola

    2012-01-01

    This paper focuses on two selected phonological patterns that appear unique to Saudi Arabian Sign Language (SASL). For both sections of this paper, the overall methodology is the same as that discussed in Stephen and Mathur (this volume), with some additional modifications tailored to the specific studies discussed here, which will be expanded…

  15. Dutch Dyslexic Adolescents: Phonological-Core Variable-Orthographic Differences

    Science.gov (United States)

    Bekebrede, Judith; van der Leij, Aryan; Share, David L.

    2009-01-01

    The phonological-core variable-orthographic differences (PCVOD) model [van der Leij, & Morfidi (2006). "Journal of Learning Disabilities," 39, 74-90] has been proposed as an explanation for the heterogeneity among dyslexic readers in their profiles of reading-related subskills. The predictions of this model were investigated in a…

  16. Imitation of Para-Phonological Detail Following Left Hemisphere Lesions

    Science.gov (United States)

    Kappes, Juliane; Baumgaertner, Annette; Peschke, Claudia; Goldenberg, Georg; Ziegler, Wolfram

    2010-01-01

    Imitation in speech refers to the unintentional transfer of phonologically irrelevant acoustic-phonetic information of auditory input into speech motor output. Evidence for such imitation effects has been explained within the framework of episodic theories. However, it is largely unclear, which neural structures mediate speech imitation and how…

  17. Medical Terminology: A Phonological Analysis for Teaching English Pronunciation.

    Science.gov (United States)

    Jabbour-Lagocki, Judith

    1992-01-01

    A phonological analysis of medical terminology was developed as an answer to pleas from students in medical English courses in Austria. The analysis can serve as a model for other sciences in which a comparable predicament exists: Graeco-Latinate terms are readily understood when written, but not easily recognized when spoken. (JL)

  18. Phonological Awareness Skills in Young Boys with Duchenne Muscular Dystrophy

    Science.gov (United States)

    Waring, Phoebe; Woodyatt, Gail

    2011-01-01

    Substantial research has detailed the reading deficits experienced by children with Duchenne muscular dystrophy (DMD). Although phonological awareness (PA) is vital in reading development, little is known about PA in the DMD population. This pilot study describes the PA abilities of a group of five young children with DMD, comparing the results…

  19. A Phonological Analysis of Onomatopoeia in Early Word Production

    Science.gov (United States)

    Laing, Catherine E.

    2014-01-01

    This article analyses longitudinal diary data from one infant acquiring German to seek a better understanding of the role of onomatopoeia in early language development. Onomatopoeic words (OWs) are traced over time in relation to their corresponding conventional forms (CWs), and an analysis of their phonological transitions is considered in…

  20. Hands-On and Kinesthetic Activities for Teaching Phonological Awareness

    Science.gov (United States)

    Rule, Audrey C.; Dockstader, C. Jolene; Stewart, Roger A.

    2006-01-01

    Object box and environmental print card activities and kinesthetic/oral activities used in two before school programs for Title 1 students are presented for teaching phonological awareness concepts to students in primary grades. A small program evaluation study in which the two experimental groups made similar improvements and larger gains than a…

  1. Effects of a Music Programme on Kindergartners' Phonological Awareness Skills

    Science.gov (United States)

    Bolduc, Jonathan

    2009-01-01

    This research examines the effect of a music training programme on the development of phonological awareness among 104 Franco-Canadian kindergarten children. The experimental group (N = 51) participated in an adapted version of the Standley and Hughes music training programme, while the control group (N = 53) took part in the Ministere de…

  2. Phonology: An Emergent Consequence of Memory Constraints and Sensory Input.

    Science.gov (United States)

    Lacerda, Francisco

    2003-01-01

    Presents a theoretical model that attempts to account for the early stages of language acquisition in terms of interaction between biological constraints and input characteristics. Notes that the model uses the implications of stochastic representations of the sensory input in a volatile and limited memory. Argues that phonological structure is a…

  3. A Brief Critique of Chomsky's Challenge to Classical Phonemic Phonology.

    Science.gov (United States)

    Liu, Ngar-Fun

    1994-01-01

    Phonemic phonology became important because it provided a descriptive account of dialects and languages that had never been transcribed before, and it derives its greatest strength from its practical orientation, which has proved beneficial to language teaching and learning. Noam Chomsky's criticisms of it are largely unjust because he has not…

  4. Songs as Ambient Language Input in Phonology Acquisition

    Science.gov (United States)

    Au, Terry Kit-fong

    2013-01-01

    Children cannot learn to speak a language simply from occasional noninteractive exposure to native speakers' input (e.g., by hearing television dialogues), but can they learn something about its phonology? To answer this question, the present study varied ambient hearing experience for 126 5- to 7-year-old native Cantonese-Chinese speakers…

  5. Viewing a Phonological Deficit within a Multifactorial Model of Dyslexia

    Science.gov (United States)

    Catts, Hugh W.; McIlraith, Autumn; Bridges, Mindy Sittner; Nielsen, Diane Corcoran

    2017-01-01

    Participants were administered multiple measures of phonological awareness, oral language, and rapid automatized naming at the beginning of kindergarten and multiple measures of word reading at the end of second grade. A structural equation model was fit to the data and latent scores were used to identify children with a deficit in phonological…

  6. Longitudinal Stability of Phonological and Surface Subtypes of Developmental Dyslexia

    Science.gov (United States)

    Peterson, Robin L.; Pennington, Bruce F.; Olson, Richard K.; Wadsworth, Sally J.

    2014-01-01

    Limited evidence supports the external validity of the distinction between developmental phonological and surface dyslexia. We previously identified children ages 8 to 13 meeting criteria for these subtypes (Peterson, Pennington, & Olson, 2013) and now report on their reading and related skills approximately 5 years later. Longitudinal…

  7. Planning at the Phonological Level during Sentence Production

    Science.gov (United States)

    Schnur, Tatiana T.; Costa, Albert; Caramazza, Alfonso

    2006-01-01

    In two picture-word interference experiments we examined whether phrase boundaries affected how far in advance speakers plan the sounds of words during sentence production. Participants produced sentences of varying lengths (short determiner + noun + verb or long determiner + adjective + noun + verb) while ignoring phonologically related and…

  8. Cross-linguistic transfer of phonological skills: a Malaysian perspective.

    Science.gov (United States)

    Gomez, Caroline; Reason, Rea

    2002-01-01

    This study examined the phonological and reading performance in English of Malaysian children whose home language was Bahasa Malaysia (BM). A sample of 69 Malaysian Standard Two pupils (aged 7-8 years) was selected for the study. Since commencing school at the age of 6 years, the children had been learning to read in BM and had subsequently also been learning to read in English for some 12 months. The study was part of a larger scale research programme that fully recognized the limitations of tests that had not been developed and standardized in Malaysia. Nevertheless, as a first step to developing such tests, a comparison with existing norms for the Phonological Assessment Battery (PhAB) and the Wechsler Objective Reading Dimension (WORD) was undertaken in relation to information about the children's L1 and L2 language competencies. Results showed that the children's performance on PhAB was at least comparable to the UK norms while, not surprisingly, they fared less well on WORD. The results are discussed in terms of L1 and L2 transfer, whereby the transparency of written BM and the structured way in which reading is taught in BM facilitates performance on phonological tasks in English. This has implications for identifying children with phonologically based reading difficulties.

  9. Phonological Working Memory for Words and Nonwords in Cerebral Cortex

    Science.gov (United States)

    Perrachione, Tyler K.; Ghosh, Satrajit S.; Ostrovskaya, Irina; Gabrieli, John D. E.; Kovelman, Ioulia

    2017-01-01

    Purpose: The primary purpose of this study was to identify the brain bases of phonological working memory (the short-term maintenance of speech sounds) using behavioral tasks analogous to clinically sensitive assessments of nonword repetition. The secondary purpose of the study was to identify how individual differences in brain activation were…

  10. Exploring Phonetic and Phonological Variation: RP and the Nigerian ...

    African Journals Online (AJOL)

    ... Nigerian university, a hierarchy of the intelligibility of RP vowel phonemes is established. This not only provides evidence that intelligibility is a phenomenon which may be examined from a non-native speaker perspective, it also identifies specific features of RP segmental phonology which presents problems to Nigerians.

  11. Complexity in phonology: The complex consonants of simple CV ...

    African Journals Online (AJOL)

    The main objective of this article is to investigate the interplay of simplicity and complexity in the phonological structure of Zezuru. The article argues that Zezuru affricates, prenasalised consonants (NCs) and velarised consonants (Cws) are subsegmentally complex segments which function as simple onsets. Treating them ...

  12. Singaporean Kindergartners' Phonological Awareness and English Writing Skills

    Science.gov (United States)

    Dixon, L. Quentin

    2011-01-01

    This article describes the phonological awareness and English writing skills among a sample of 297 Singaporean kindergarten children, stratified by ethnicity (Chinese, Malay, and Indian), and examines the relationship between oral language and writing skills in this multilingual population. Overall, Singaporean kindergartners, nearly all of whom…

  13. Loanword adaptation as first-language phonological perception

    NARCIS (Netherlands)

    Boersma, P.; Hamann, S.R.; Calabrese, A.; Wetzels, W.L.

    2009-01-01

    We show that loanword adaptation can be understood entirely in terms of phonological and phonetic comprehension and production mechanisms in the first language. We provide explicit accounts of several loanword adaptation phenomena (in Korean) in terms of an Optimality-Theoretic grammar model with

  14. Automatic activation of word phonology from print in deep dyslexia.

    Science.gov (United States)

    Katz, R B; Lanzoni, S M

    1992-11-01

    The performance of deep dyslexics in oral reading and other tasks suggests that they are poor at activating the phonology of words and non-words from printed stimuli. As the tasks ordinarily used to test deep dyslexics require controlled processing, it is possible that the phonology of printed words can be better activated on an automatic basis. This study investigated this possibility by testing a deep dyslexic patient on a lexical decision task with pairs of stimuli presented simultaneously. In Experiment 1, which used content words as stimuli, the deep dyslexic, like normal subjects, showed faster reaction times on trials with rhyming, similarly spelled stimuli (e.g. bribe-tribe) than on control trials (consisting of non-rhyming, dissimilarly spelled words), but slower reaction times on trials with non-rhyming, similarly spelled stimuli (e.g. couch-touch). When the experiment was repeated using function words as stimuli, the patient no longer showed a phonological effect. Therefore, the phonological activation of printed content words by deep dyslexics may be better than would be expected on the basis of their oral reading performance.

  15. Learner-generated drawing for phonological and orthographic dyslexic readers.

    Science.gov (United States)

    Wang, Li-Chih; Yang, Hsien-Ming; Tasi, Hung-Ju; Chan, Shih-Yi

    2013-01-01

    This study presents an examination of learner-generated drawing for different reading comprehension subtypes of dyslexic students and control students. The participants were 22 phonological dyslexic students, 20 orthographic dyslexic students, 21 double-deficit dyslexic students, and 45 age-, gender-, and IQ-matched control students. The major evaluation tools included word recognition task, orthographic task, phonological awareness task, and scenery texts and questions. Comparisons of the four groups of students showed differences among phonological dyslexia, orthographic dyslexia, double-deficit dyslexia, and the chronological age control groups in pre- and posttest performance of scenery texts. Differences also existed in relevant questions and the effect of the learner-generated drawing method. The pretest performance showed problems in the dyslexic samples in reading the scenery texts and answering relevant questions. The posttest performance revealed certain differences among phonological dyslexia, orthographic dyslexia, double-deficit dyslexia, and the chronological age control group. Finally, all dyslexic groups obtained a great effect from using the learner-generated drawing, particularly orthographic dyslexia. These results suggest that the learner-generated drawing was also useful for dyslexic students, with the potential for use in the classroom for teaching text reading to dyslexic students. Copyright © 2012 Elsevier Ltd. All rights reserved.

  16. Phonological Awareness and Reading in Boys with Fragile X Syndrome

    Science.gov (United States)

    Adlof, Suzanne M.; Klusek, Jessica; Shinkareva, Svetlana V.; Robinson, Marissa L.; Roberts, Jane E.

    2015-01-01

    Background: Reading delays are well documented in children with fragile X syndrome (FXS), but few studies have examined linguistic precursors of reading in this population. This study examined the longitudinal development of phonological awareness and its relationship with basic reading in boys with FXS. Individual differences in genetic,…

  17. Early phonology revealed by international adoptees' birth language retention.

    Science.gov (United States)

    Choi, Jiyoun; Broersma, Mirjam; Cutler, Anne

    2017-07-11

    Until at least 6 mo of age, infants show good discrimination for familiar phonetic contrasts (i.e., those heard in the environmental language) and contrasts that are unfamiliar. Adult-like discrimination (significantly worse for nonnative than for native contrasts) appears only later, by 9-10 mo. This has been interpreted as indicating that infants have no knowledge of phonology until vocabulary development begins, after 6 mo of age. Recently, however, word recognition has been observed before age 6 mo, apparently decoupling the vocabulary and phonology acquisition processes. Here we show that phonological acquisition is also in progress before 6 mo of age. The evidence comes from retention of birth-language knowledge in international adoptees. In the largest ever such study, we recruited 29 adult Dutch speakers who had been adopted from Korea when young and had no conscious knowledge of Korean language at all. Half were adopted at age 3-5 mo (before native-specific discrimination develops) and half at 17 mo or older (after word learning has begun). In a short intensive training program, we observe that adoptees (compared with 29 matched controls) more rapidly learn tripartite Korean consonant distinctions without counterparts in their later-acquired Dutch, suggesting that the adoptees retained phonological knowledge about the Korean distinction. The advantage is equivalent for the younger-adopted and the older-adopted groups, and both groups not only acquire the tripartite distinction for the trained consonants but also generalize it to untrained consonants. Although infants younger than 6 mo can still discriminate unfamiliar phonetic distinctions, this finding indicates that native-language phonological knowledge is nonetheless being acquired at that age.

  18. Phonological Development in Hearing Learners of a Sign Language: The Influence of Phonological Parameters, Sign Complexity, and Iconicity

    Science.gov (United States)

    Ortega, Gerardo; Morgan, Gary

    2015-01-01

    The present study implemented a sign-repetition task at two points in time to hearing adult learners of British Sign Language and explored how each phonological parameter, sign complexity, and iconicity affected sign production over an 11-week (22-hour) instructional period. The results show that training improves articulation accuracy and that…

  19. Visual attention shift to printed words during spoken word recognition in Chinese: The role of phonological information.

    Science.gov (United States)

    Shen, Wei; Qu, Qingqing; Tong, Xiuhong

    2018-05-01

    The aim of this study was to investigate the extent to which phonological information mediates the visual attention shift to printed Chinese words in spoken word recognition by using an eye-movement technique with a printed-word paradigm. In this paradigm, participants are visually presented with four printed words on a computer screen, which include a target word, a phonological competitor, and two distractors. Participants are then required to select the target word using a computer mouse, and the eye movements are recorded. In Experiment 1, phonological information was manipulated at the full-phonological overlap; in Experiment 2, phonological information at the partial-phonological overlap was manipulated; and in Experiment 3, the phonological competitors were manipulated to share either fulloverlap or partial-overlap with targets directly. Results of the three experiments showed that the phonological competitor effects were observed at both the full-phonological overlap and partial-phonological overlap conditions. That is, phonological competitors attracted more fixations than distractors, which suggested that phonological information mediates the visual attention shift during spoken word recognition. More importantly, we found that the mediating role of phonological information varies as a function of the phonological similarity between target words and phonological competitors.

  20. The Persian version of phonological test of diagnostic evaluation articulation and phonology for Persian speaking children and investigating its validity and reliability

    Directory of Open Access Journals (Sweden)

    Talieh Zarifian

    2014-10-01

    Full Text Available Background and Aim: Speech and language pathologists (SLP often refer to phonological data as part of their assessment protocols in evaluating the communication skills of children. The aim of this study was to develop the Persian version of the phonological test in evaluating and diagnosing communication skills in Persian speaking children and to evaluate its validity and reliability.Methods: The Persian phonological test (PPT was conducted on 387 monolingual Persian speaking boys and girls (3-6 years of age who were selected from 12 nurseries in the northwest region of Tehran. Content validity ratio (CVR and content validity index (CVI were assessed by speechtherapists and linguists. Correlation between speech and language pathologists experts' opinions and Persian phonological test results in children with and without phonological disorders was evaluated to investigate the Persian phonological test validity. In addition, the Persian phonological test test-retest reliability was investigated.Results: Both content validity ratio and content validity index were found to be acceptable (CVR≥94.71 and CVI=97.35. The PPT validity was confirmed by finding a good correlation between s peech and language pathologists experts' opinions and Persian phonological test results ( r Kappa =0.73 and r Spearman =0.76. The percent of agreement between transcription and analyzing error patterns in test-retest (ranging from 86.27%-100% and score-rescore (ranging from 94.28%-100% showed that Persian phonological test had a very high reliability.Conclusion: The results of this study show that the Persian phonological test seems to be a suitable tool in evaluating phonological skills of Persian speaking children in clinical settings and research projects.

  1. Speech and non-speech processing in children with phonological disorders: an electrophysiological study

    Directory of Open Access Journals (Sweden)

    Isabela Crivellaro Gonçalves

    2011-01-01

    Full Text Available OBJECTIVE: To determine whether neurophysiological auditory brainstem responses to clicks and repeated speech stimuli differ between typically developing children and children with phonological disorders. INTRODUCTION: Phonological disorders are language impairments resulting from inadequate use of adult phonological language rules and are among the most common speech and language disorders in children (prevalence: 8 - 9%. Our hypothesis is that children with phonological disorders have basic differences in the way that their brains encode acoustic signals at brainstem level when compared to normal counterparts. METHODS: We recorded click and speech evoked auditory brainstem responses in 18 typically developing children (control group and in 18 children who were clinically diagnosed with phonological disorders (research group. The age range of the children was from 7-11 years. RESULTS: The research group exhibited significantly longer latency responses to click stimuli (waves I, III and V and speech stimuli (waves V and A when compared to the control group. DISCUSSION: These results suggest that the abnormal encoding of speech sounds may be a biological marker of phonological disorders. However, these results cannot define the biological origins of phonological problems. We also observed that speech-evoked auditory brainstem responses had a higher specificity/sensitivity for identifying phonological disorders than click-evoked auditory brainstem responses. CONCLUSIONS: Early stages of the auditory pathway processing of an acoustic stimulus are not similar in typically developing children and those with phonological disorders. These findings suggest that there are brainstem auditory pathway abnormalities in children with phonological disorders.

  2. Lexical and Phonological Development in Children with Childhood Apraxia of Speech--A Commentary on Stoel-Gammon's "Relationships between Lexical and Phonological Development in Young Children"

    Science.gov (United States)

    Velleman, Shelley L.

    2011-01-01

    Although not the focus of her article, phonological development in young children with speech sound disorders of various types is highly germane to Stoel-Gammon's discussion (this issue) for at least two primary reasons. Most obvious is that typical processes and milestones of phonological development are the standards and benchmarks against which…

  3. Nonword Repetition: The Relative Contributions of Phonological Short-Term Memory and Phonological Representations in Children with Language and Reading Impairment

    Science.gov (United States)

    Rispens, Judith; Baker, Anne

    2012-01-01

    Purpose: This study investigates the relative contributions of phonological short-term memory and phonological representations to nonword repetition (NWR). This was evaluated in children with specific language impairment (SLI) and/or reading impairment (RI); it was also studied from a developmental perspective by comparing 2 groups of typically…

  4. Examining the Relationship between Immediate Serial Recall and Immediate Free Recall: Common Effects of Phonological Loop Variables but Only Limited Evidence for the Phonological Loop

    Science.gov (United States)

    Spurgeon, Jessica; Ward, Geoff; Matthews, William J.

    2014-01-01

    We examined the contribution of the phonological loop to immediate free recall (IFR) and immediate serial recall (ISR) of lists of between one and 15 words. Following Baddeley (1986, 2000, 2007, 2012), we assumed that visual words could be recoded into the phonological store when presented silently but that recoding would be prevented by…

  5. Phonological awareness of children with developmental dysphasia and children with typical language development

    Directory of Open Access Journals (Sweden)

    Čolić Gordana

    2015-01-01

    Full Text Available Phonological awareness is the ability of phonological processing of words. Children with developmental dysphasia manifest interference in the development of phonological abilities vital for the development of other language skills. The aim of this study is to investigate phonological awareness in children with typical language development and children with developmental dysphasia at preschool age. Phonological awareness is tested in 60 preschool children by a part of the ELLA test (Emerging Literacy & Language Assessment. The results showed a statistically significant difference in the tested elements of phonological awareness among children with typical language development and children with developmental dysphasia. The most significant differences are deletion of phonemes (p≤0.000, replacement of phonemes, as well as segmentation at the level of whole words (p≤0.000.

  6. The right posterior inferior frontal gyrus contributes to phonological word decisions in the healthy brain

    DEFF Research Database (Denmark)

    Hartwigsen, Gesa; Price, Cathy J; Baumgaertner, Annette

    2010-01-01

    There is consensus that the left hemisphere plays a dominant role in language processing, but functional imaging studies have shown that the right as well as the left posterior inferior frontal gyri (pIFG) are activated when healthy right-handed individuals make phonological word decisions. Here we...... used online transcranial magnetic stimulation (TMS) to examine the functional relevance of the right pIFG for auditory and visual phonological decisions. Healthy right-handed individuals made phonological or semantic word judgements on the same set of auditorily and visually presented words while......IFG impaired reaction times and accuracy of phonological but not semantic decisions for visually and auditorily presented words. TMS over left, right or bilateral pIFG disrupted phonological processing to a similar degree. In a follow-up experiment, the intensity threshold for delaying phonological judgements...

  7. Top-Down Historical Phonology of Rote-Meto

    Directory of Open Access Journals (Sweden)

    Owen Edwards

    2018-05-01

    Full Text Available This paper examines the historical phonology of the Rote-Meto languages through a top-down perspective. It describes the sound changes which have taken place between Proto-Malayo-Polynesian and the present-day languages. This reveals a number of shared innovations between Meto and the languages of west Rote, as well as changes shared by the other languages of Rote. Thus, a West Rote-Meto subgroup is identified, as well as a Nuclear Rote subgroup. Within Austronesian, there are phonological innovations shared between Rote-Meto and a number of languages of Timor and surrounding islands. This provides evidence for a Timor-Wetar-Babar subgroup, though this group does not include all languages of Timor.

  8. AN APPLIED INTERLANGUAGE EXPERIMENT INTO PHONOLOGICAL MISPERCEPTIONS OF ADULT LEARNERS

    Directory of Open Access Journals (Sweden)

    Paul Tench

    2001-06-01

    Full Text Available The aim of the experiment described here was to attempt to measure adult learners' percetual interlanguage in phonology. The implementation of a methodology involving context-less lists of English words selected for their potential phonological problems is described, and the way in which learners process words they are listening to is discussed. The results of 13 Korean adults' perceptions and misperceptions are analysed: the most misperceived vowels were ID:/ and the short vowels /u, A, I, E, D, z/;c onsonants were mainly misperceived in word-final position, but 18, v, b, p, rl were misperceived to some extent in any position, and /S, j/ before the vowel /i:/; consonant clusters involving /f, 1, r/ were particularly subject to misperception. These findings have implications for the design of English pronunciation teaching materials for Koreans.

  9. The phonological development of Danish-speaking children

    DEFF Research Database (Denmark)

    Clausen, Marit Carolin; Fox-Boyer, Annette

    2017-01-01

    . This was accomplished through a cross-sectional study, i.e. by collecting normative data on types and age of occurrence of children’s phonological processes as well as on the acquisition of phones and clusters. 443 Danish-speaking children aged 2;6-4;11 years from all regions of Denmark were assessed using a picture......Detailed knowledge of children’s speech development is of great importance for speech and language therapists since it provides a baseline for the evaluation of whether a child shows typical, delayed or deviant speech development. As previous studies have shown that differences are seen...... in the speech development across languages, language-specific data are of great importance in order to understand how the phonological system of the ambient language affects the children’s speech acquisition. To date, little is known about the typical speech development in Danish-speaking children...

  10. The impact of feedback on phonological awareness development

    OpenAIRE

    Maria N. Kazakou; Spyros Soulis

    2014-01-01

    The utilization of Information and Communication Technologies (ICT) in educational practice is indispensable, while it becomes imperative in the education of individuals with special educational needs, as it promotes the application of Individualized Education Programs. Feedback in digital activities aiming at phonological awareness development is the topic under consideration in the present paper. The study has two objectives. On the one hand to study feedback as a differentiating factor for...

  11. Phonological working memory and reading in students with dyslexia

    Directory of Open Access Journals (Sweden)

    Carolina Alves Ferreira De Carvalho

    2014-07-01

    Full Text Available Purpose: To investigate parameters related to fluency, reading comprehension and phonological processing (operational and short-term memory and identify potential correlation between the variables in Dyslexia and in the absence of reading difficulties. Method: One hundred and fifteen students from the third to eighth grade of elementary school were grouped into a Control Group (CG and Group with Dyslexia (GDys. Reading of words, pseudowords and text (decoding; listening and reading comprehension; phonological short-term and working memory (repetition of pseudowords and Digit Span were evaluated. Results: The comparison of the groups showed significant differences in decoding, phonological short-term memory (repetition of pseudowords and answers to text-connecting questions (TC on reading comprehension, with the worst performances identified for GDys. In this group there were negative correlations between pseudowords repetition and TC answers and total score, both on listening comprehension. No correlations were found between operational and short-term memory (Digit Span and parameters of fluency and reading comprehension in dyslexia. For the sample without complaint, there were positive correlations between some parameters of reading fluency and repetition of pseudowords and also between answering literal questions in listening comprehension and repetition of digits on the direct and reverse order. There was no correlation with the parameters of reading comprehension. Conclusion: GDys and CG showed similar performance in listening comprehension and in understanding of explicit information and gap-filling inference on reading comprehension. Students of GDys showed worst performance in reading decoding, phonological short-term memory (pseudowords and on inferences that depends on textual cohesion understanding in reading. There were negative correlations between pseudowords repetition and TC answers and total score, both in listening comprehension.

  12. Early lexical and phonological acquisition and its relationships.

    Science.gov (United States)

    Wiethan, Fernanda Marafiga; Nóro, Letícia Arruda; Mota, Helena Bolli

    2014-01-01

    Verifying likely relationships between lexical and phonological development of children aged between 1 year to 1 year, 11 months and 29 days, who were enrolled in public kindergarten schools of Santa Maria (RS). The sample consisted of 18 children of both genders, with typical language development and aged between 1 year to 1 year, 11 months and 29 days, separated in three age subgroups. Visual recordings of spontaneous speech of each child were collected and then lexical analysis regarding the types of the said lexical items and phonological assessment were performed. The number of sounds acquired and partially acquired were counted together, and the 19 sounds and two all phones of Brazilian Portuguese were considered. To the statistical analysis, the tests of Kruskal-Wallis and Wilcoxon were used, with significance level of prelace_LT0.05. When compared the means relating to the acquired sounds and mean of the acquired and partially acquired sounds percentages, there was difference between the first and the second age subgroup, and between the first and the third subgroup. In the comparison of the said lexical items means among the age subgroups, there was difference between the first and the second subgroup, and between the first and the third subgroup again. In the comparison between the said lexical items and acquired and partially acquired sounds in each age subgroup, there was difference only in the age subgroup of 1 year and 8 months to 1 year, 11 months and 29 days, in which the sounds highlighted. The phonological and lexical domains develop as a growing process and influence each other. The Phonology has a little advantage.

  13. Semantic and phonological coding in poor and normal readers.

    Science.gov (United States)

    Vellutino, F R; Scanlon, D M; Spearing, D

    1995-02-01

    Three studies were conducted evaluating semantic and phonological coding deficits as alternative explanations of reading disability. In the first study, poor and normal readers in second and sixth grade were compared on various tests evaluating semantic development as well as on tests evaluating rapid naming and pseudoword decoding as independent measures of phonological coding ability. In a second study, the same subjects were given verbal memory and visual-verbal learning tasks using high and low meaning words as verbal stimuli and Chinese ideographs as visual stimuli. On the semantic tasks, poor readers performed below the level of the normal readers only at the sixth grade level, but, on the rapid naming and pseudoword learning tasks, they performed below the normal readers at the second as well as at the sixth grade level. On both the verbal memory and visual-verbal learning tasks, performance in poor readers approximated that of normal readers when the word stimuli were high in meaning but not when they were low in meaning. These patterns were essentially replicated in a third study that used some of the same semantic and phonological measures used in the first experiment, and verbal memory and visual-verbal learning tasks that employed word lists and visual stimuli (novel alphabetic characters) that more closely approximated those used in learning to read. It was concluded that semantic coding deficits are an unlikely cause of reading difficulties in most poor readers at the beginning stages of reading skills acquisition, but accrue as a consequence of prolonged reading difficulties in older readers. It was also concluded that phonological coding deficits are a probable cause of reading difficulties in most poor readers.

  14. Phonological working memory and reading in students with dyslexia.

    Science.gov (United States)

    de Carvalho, Carolina A F; Kida, Adriana de S B; Capellini, Simone A; de Avila, Clara R B

    2014-01-01

    To investigate parameters related to fluency, reading comprehension and phonological processing (operational and short-term memory) and identify potential correlation between the variables in Dyslexia and in the absence of reading difficulties. One hundred and fifteen students from the third to eighth grade of elementary school were grouped into a Control Group (CG) and Group with Dyslexia (GDys). Reading of words, pseudowords and text (decoding); listening and reading comprehension; phonological short-term and working memory (repetition of pseudowords and Digit Span) were evaluated. The comparison of the groups showed significant differences in decoding, phonological short-term memory (repetition of pseudowords) and answers to text-connecting questions (TC) on reading comprehension, with the worst performances identified for GDys. In this group there were negative correlations between pseudowords repetition and TC answers and total score, both on listening comprehension. No correlations were found between operational and short-term memory (Digit Span) and parameters of fluency and reading comprehension in dyslexia. For the sample without complaint, there were positive correlations between some parameters of reading fluency and repetition of pseudowords and also between answering literal questions in listening comprehension and repetition of digits on the direct and reverse order. There was no correlation with the parameters of reading comprehension. GDys and CG showed similar performance in listening comprehension and in understanding of explicit information and gap-filling inference on reading comprehension. Students of GDys showed worst performance in reading decoding, phonological short-term memory (pseudowords) and on inferences that depends on textual cohesion understanding in reading. There were negative correlations between pseudowords repetition and TC answers and total score, both in listening comprehension.

  15. Phonological processing in Mandarin speakers with congenital amusia.

    Science.gov (United States)

    Wang, Xiao; Peng, Gang

    2014-12-01

    Although there is an emerging consensus that both musical and linguistic pitch processing can be problematic for individuals with a developmental disorder termed congenital amusia, the nature of such a pitch-processing deficit, especially that demonstrated in a speech setting, remains unclear. Therefore, this study tested the performance of native Mandarin speakers, both with and without amusia, on discrimination and imitation tasks for Cantonese level tones, aiming to shed light on this issue. Results suggest that the impact of the phonological deficit, coupled with that of the domain-general pitch deficit, could provide a more comprehensive interpretation of Mandarin amusics' speech impairment. Specifically, when there was a high demand for pitch sensitivity, as in fine-grained pitch discriminations, the operation of the pitch-processing deficit played the more predominant role in modulating amusics' speech performance. But when the demand was low, as in discriminating naturally produced Cantonese level tones, the impact of the phonological deficit was more pronounced compared to that of the pitch-processing deficit. However, despite their perceptual deficits, Mandarin amusics' imitation abilities were comparable to controls'. Such selective impairment in tonal perception suggests that the phonological deficit more severely implicates amusics' input pathways.

  16. Synchronization and phonological skills: precise auditory timing hypothesis (PATH

    Directory of Open Access Journals (Sweden)

    Adam eTierney

    2014-11-01

    Full Text Available Phonological skills are enhanced by music training, but the mechanisms enabling this cross-domain enhancement remain unknown. To explain this cross-domain transfer, we propose a precise auditory timing hypothesis (PATH whereby entrainment practice is the core mechanism underlying enhanced phonological abilities in musicians. Both rhythmic synchronization and language skills such as consonant discrimination, detection of word and phrase boundaries, and conversational turn-taking rely on the perception of extremely fine-grained timing details in sound. Auditory-motor timing is an acoustic feature which meets all five of the pre-conditions necessary for cross-domain enhancement to occur (Patel 2011, 2012, 2014. There is overlap between the neural networks that process timing in the context of both music and language. Entrainment to music demands more precise timing sensitivity than does language processing. Moreover, auditory-motor timing integration captures the emotion of the trainee, is repeatedly practiced, and demands focused attention. The precise auditory timing hypothesis predicts that musical training emphasizing entrainment will be particularly effective in enhancing phonological skills.

  17. Morphological Awareness and Its Role in Compensation in Adults with Dyslexia.

    Science.gov (United States)

    Law, Jeremy M; Wouters, Jan; Ghesquière, Pol

    2015-08-01

    This study examines the role of morphological awareness (MA) in literacy achievement and compensation in word reading of adults with dyslexia through an exploration of three questions: (1) Do adult dyslexics demonstrate a deficit in MA, and how is this potential deficit related to phonological awareness (PA)? (2) Does MA contribute independently to literacy skills equally in dyslexics and control readers? and (3) Do MA and PA skills differ in compensated and noncompensated dyslexics? A group of dyslexic and normal reading university students matched for age, education and IQ participated in this study. Group analysis demonstrated an MA deficit in dyslexics; as well, MA was found to significantly predict a greater proportion of word reading and spelling within the dyslexic group compared with the controls. Compensated dyslexics were also found to perform significantly better on the morphological task than noncompensated dyslexics. Additionally, no statistical difference was observed in MA between the normal reading controls and the compensated group (independent of PA and vocabulary). Results suggest that intact and strong MA skills contribute to the achieved compensation of this group of adults with dyslexia. Implications for MA based intervention strategies for people with dyslexia are discussed. Copyright © 2015 John Wiley & Sons, Ltd.

  18. Relationship between phonological awareness and spelling proficiency in first-grade students

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    Nasibe Soltaninejad

    2014-12-01

    Full Text Available Background and Aim: Phonological awareness (consisting of phoneme, syllable and intra-syllable awareness is an important part of receptive and expressive language; it facilitates reading and writing skills through phonological re-coding. Multiple studies in several languages have studied the relationship between phonological awareness and dictation. This research is based on a study of the relationship between phonological skill and spelling score in first-grade Persian students.Methods: Four hundred first-grade students participated in the study, including 209 girls and 191 boys. A phonological awareness test was individually administered for each student and then a spelling exam was administered in groups. The correlation between the two tests was studied using a simple regression model. The comparison of mean scores of girls and boys was evaluated employing an independent t-test.Results: A correlation coefficient of 0.82 was obtained between phonological awareness and spelling proficiency (p<0.001. Phonological skill sub-tests also showed a significant correlation with spelling proficiency (highest for phoneme awareness r=0.34 and lowest for rhyme awareness r=0.12. The mean scores of girls and boys differed significantly (p<0.05.Conclusion: There is a strong positive association between phonological awareness and spelling proficiency. Therefore, if phonological skill is improved, spelling score can be enhanced.

  19. The temporal courses of phonological and orthographic encoding in handwritten production in Chinese: An ERP study

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    Qingfang Zhang

    2016-08-01

    Full Text Available A central issue in written production concerns how phonological codes influence the output of orthographic codes. We used a picture-word interference paradigm combined with the event-related potential technique to investigate the temporal courses of phonological and orthographic activation and their interplay in Chinese writing. Distractors were orthographically related, phonologically related, orthographically plus phonologically related, or unrelated to picture names. The behavioral results replicated the classic facilitation effect for all three types of relatedness. The ERP results indicated an orthographic effect in the time window of 370 to 500 ms (onset latency: 370 ms, a phonological effect in the time window of 460 to 500 ms (onset latency: 464 ms, and an additive pattern of both effects in both time windows, thus indicating that orthographic codes were accessed earlier than, and independent of, phonological codes in written production. The orthographic activation originates from the semantic system, whereas the phonological effect results from the activation spreading from the orthographic lexicon to the phonological lexicon. These findings substantially strengthen the existing evidence that shows that access to orthographic codes is not mediated by phonological information, and they provide important support for the orthographic autonomy hypothesis.

  20. Reading skill related to left ventral occipitotemporal cortex during a phonological awareness task in 5–6-year old children

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    Jin Wang

    2018-04-01

    Full Text Available The left ventral occipitotemporal cortex (vOT is important in visual word recognition. Studies have shown that the left vOT is generally observed to be involved in spoken language processing in skilled readers, suggesting automatic access to corresponding orthographic information. However, little is known about where and how the left vOT is involved in the spoken language processing of young children with emerging reading ability. In order to answer this question, we examined the relation of reading ability in 5–6-year-old kindergarteners to the activation of vOT during an auditory phonological awareness task. Two experimental conditions: onset word pairs that shared the first phoneme and rhyme word pairs that shared the final biphone/triphone, were compared to allow a measurement of vOT’s activation to small (i.e., onsets and large grain sizes (i.e., rhymes. We found that higher reading ability was associated with better accuracy of the onset, but not the rhyme, condition. In addition, higher reading ability was only associated with greater sensitivity in the posterior left vOT for the contrast of the onset versus rhyme condition. These results suggest that acquisition of reading results in greater specialization of the posterior vOT to smaller rather than larger grain sizes in young children. Keywords: Left vOT, Grain size, Phonological awareness, Spoken language

  1. The interaction between awareness of one's own speech disorder with linguistics variables: distinctive features and severity of phonological disorder.

    Science.gov (United States)

    Dias, Roberta Freitas; Melo, Roberta Michelon; Mezzomo, Carolina Lisbôa; Mota, Helena Bolli

    2013-01-01

    To analyze the possible relationship among the awareness of one's own speech disorder and some aspects of the phonological system, as the number and the type of changed distinctive features, as well as the interaction among the severity of the disorder and the non-specification of distinctive features. The analyzed group has 23 children with diagnosis of speech disorder, aged 5:0 to 7:7. The speech data were analyzed through the Distinctive Features Analysis and classified by the Percentage of Correct Consonants. One also applied the Awareness of one's own speech disorder test. The children were separated in two groups: with awareness of their own speech disorder established (more than 50% of correct identification) and without awareness of their own speech disorder established (less than 50% of correct identification). Finally, the variables of this research were submitted to analysis using descriptive and inferential statistics. The type of changed distinctive features weren't different between the groups, as well as the total of changed features and the severity disorder. However, a correlation between the severity disorder and the non-specification of distinctive features was verified, because the more severe disorders have more changes in these linguistic variables. The awareness of one's own speech disorder doesn't seem to be directly influenced by the type and by the number of changed distinctive features, neither by the speech disorder severity. Moreover, one verifies that the greater phonological disorder severity, the greater the number of changed distinctive features.

  2. Children with speech sound disorder: Comparing a non-linguistic auditory approach with a phonological intervention approach to improve phonological skills

    Directory of Open Access Journals (Sweden)

    Cristina eMurphy

    2015-02-01

    Full Text Available This study aimed to compare the effects of a non-linguistic auditory intervention approach with a phonological intervention approach on the phonological skills of children with speech sound disorder. A total of 17 children, aged 7-12 years, with speech sound disorder were randomly allocated to either the non-linguistic auditory temporal intervention group (n = 10, average age 7.7 ± 1.2 or phonological intervention group (n = 7, average age 8.6 ± 1.2. The intervention outcomes included auditory-sensory measures (auditory temporal processing skills and cognitive measures (attention, short-term memory, speech production and phonological awareness skills. The auditory approach focused on non-linguistic auditory training (eg. backward masking and frequency discrimination, whereas the phonological approach focused on speech sound training (eg. phonological organisation and awareness. Both interventions consisted of twelve 45-minute sessions delivered twice per week, for a total of nine hours. Intra-group analysis demonstrated that the auditory intervention group showed significant gains in both auditory and cognitive measures, whereas no significant gain was observed in the phonological intervention group. No significant improvement on phonological skills was observed in any of the groups. Inter-group analysis demonstrated significant differences between the improvement following training for both groups, with a more pronounced gain for the non-linguistic auditory temporal intervention in one of the visual attention measures and both auditory measures. Therefore, both analyses suggest that although the non-linguistic auditory intervention approach appeared to be the most effective intervention approach, it was not sufficient to promote the enhancement of phonological skills.

  3. Spatial attention and reading ability: ERP correlates of flanker and cue-size effects in good and poor adult phonological decoders.

    Science.gov (United States)

    Matthews, Allison Jane; Martin, Frances Heritage

    2015-12-01

    To investigate facilitatory and inhibitory processes during selective attention among adults with good (n=17) and poor (n=14) phonological decoding skills, a go/nogo flanker task was completed while EEG was recorded. Participants responded to a middle target letter flanked by compatible or incompatible flankers. The target was surrounded by a small or large circular cue which was presented simultaneously or 500ms prior. Poor decoders showed a greater RT cost for incompatible stimuli preceded by large cues and less RT benefit for compatible stimuli. Poor decoders also showed reduced modulation of ERPs by cue-size at left hemisphere posterior sites (N1) and by flanker compatibility at right hemisphere posterior sites (N1) and frontal sites (N2), consistent with processing differences in fronto-parietal attention networks. These findings have potential implications for understanding the relationship between spatial attention and phonological decoding in dyslexia. Copyright © 2015 Elsevier Inc. All rights reserved.

  4. Study and Comparison of Phonological Awareness Skills and Naming Speed in Dyslexic and Normal Children

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    A'tiyeh Ashtari

    2004-10-01

    Full Text Available Objective: In recent decades, it has been accepted that , deficiencies in phonological Awareness is related to reading problems, and phonological Awareness is the most important causal factor of dyslexia. Although recent researchers on naming speed skill reveal that this skill is orther possible source of dyslexia. Materials & Methods: Present research has been fulfilled on 58 second elementary grade students on the aim of reviewing and comparing the phonological awareness and naming speed. There was 28 dyslexic subject and 30 normal people. There was analyzing of all collected information in this research by independent statistical “ T “ and U – man Whitney Test . Likewise, The correlation between phonological awarecess skills and naming speed in two subject groups by Pearson and Spearman correlated coefficint. Results: Results shiwed that, it was significant differences detween both dyslexia and normal groups in mentioned skills, and dyslexic groupe is weaker than normal group for both skills. Furthermore, in this research there was not significant corellation between phonological awareness and naming speed. Keywords dyslexia/ phonological awarness/ naming speed. Conclusion: consistent with the previous studies , the results of this study revealed that dyslexic individuals have problems in phonological awareness and naming speed . Also insignificant Correlation between the above skills may show that naming speed is independant of phonological awareness.

  5. Phonological Awareness and Early Reading Development in Childhood Apraxia of Speech (CAS)

    Science.gov (United States)

    McNeill, B. C.; Gillon, G. T.; Dodd, B.

    2009-01-01

    Background: Childhood apraxia of speech (CAS) is associated with phonological awareness, reading, and spelling deficits. Comparing literacy skills in CAS with other developmental speech disorders is critical for understanding the complexity of the disorder. Aims: This study compared the phonological awareness and reading development of children…

  6. Effectiveness of an Integrated Phonological Awareness Approach for Children with Childhood Apraxia of Speech (CAS)

    Science.gov (United States)

    McNeill, Brigid C.; Gillon, Gail T.; Dodd, Barbara

    2009-01-01

    This study investigated the effectiveness of an integrated phonological awareness approach for children with childhood apraxia of speech (CAS). Change in speech, phonological awareness, letter knowledge, word decoding, and spelling skills were examined. A controlled multiple single-subject design was employed. Twelve children aged 4-7 years with…

  7. The Locus of Serial Processing in Reading Aloud: Orthography-to-Phonology Computation or Speech Planning?

    Science.gov (United States)

    Mousikou, Petroula; Rastle, Kathleen; Besner, Derek; Coltheart, Max

    2015-01-01

    Dual-route theories of reading posit that a sublexical reading mechanism that operates serially and from left to right is involved in the orthography-to-phonology computation. These theories attribute the masked onset priming effect (MOPE) and the phonological Stroop effect (PSE) to the serial left-to-right operation of this mechanism. However,…

  8. Conceptual Coherence Affects Phonological Activation of Context Objects During Object Naming

    NARCIS (Netherlands)

    Oppermann, F.; Jescheniak, J.D.; Schriefers, H.J.

    2008-01-01

    In 4 picture-word interference experiments, speakers named a target object that was presented with a context object. Using auditory distractors that were phonologically related or unrelated either to the target object or the context object, the authors assessed whether phonological processing was

  9. Processing of acoustic and phonological information of lexical tones in Mandarin Chinese revealed by mismatch negativity.

    Science.gov (United States)

    Yu, Keke; Wang, Ruiming; Li, Li; Li, Ping

    2014-01-01

    The accurate perception of lexical tones in tonal languages involves the processing of both acoustic information and phonological information carried by the tonal signal. In this study we evaluated the relative role of the two types of information in native Chinese speaker's processing of tones at a preattentive stage with event-related potentials (ERPs), particularly the mismatch negativity (MNN). Specifically, we distinguished the acoustic from the phonological information by manipulating phonological category and acoustic interval of the stimulus materials. We found a significant main effect of phonological category for the peak latency of MMN, but a main effect of both phonological category and acoustic interval for the mean amplitude of MMN. The results indicated that the two types of information, acoustic and phonological, play different roles in the processing of Chinese lexical tones: acoustic information only impacts the extent of tonal processing, while phonological information affects both the extent and the time course of tonal processing. Implications of these findings are discussed in light of neurocognitive processes of phonological processing.

  10. Maintenance and Generalization Effects of Semantic and Phonological Treatments of Anomia: A Case Study

    Science.gov (United States)

    Macoir, Joel; Routhier, Sonia; Simard, Anne; Picard, Josee

    2012-01-01

    Anomia is one of the most frequent manifestations in aphasia. Model-based treatments for anomia usually focus on semantic and/or phonological levels of processing. This study reports treatment of anomia in an individual with chronic aphasia. After baseline testing, she received a training program in which semantic and phonological treatments were…

  11. The tug of war between phonological, semantic and shape information in language-mediated visual search

    NARCIS (Netherlands)

    Hüttig, F.; McQueen, J.M.

    2007-01-01

    Experiments 1 and 2 examined the time-course of retrieval of phonological, visual-shape and semantic knowledge as Dutch participants listened to sentences and looked at displays of four pictures. Given a sentence with beker, 'beaker' for example, the display contained phonological (a beaver, bever),

  12. The Tug of War between Phonological, Semantic and Shape Information in Language-Mediated Visual Search

    Science.gov (United States)

    Huettig, Falk; McQueen, James M.

    2007-01-01

    Experiments 1 and 2 examined the time-course of retrieval of phonological, visual-shape and semantic knowledge as Dutch participants listened to sentences and looked at displays of four pictures. Given a sentence with "beker," "beaker," for example, the display contained phonological (a beaver, "bever"), shape (a…

  13. When Does Between-Sequence Phonological Similarity Promote Irrelevant Sound Disruption?

    Science.gov (United States)

    Marsh, John E.; Vachon, Francois; Jones, Dylan M.

    2008-01-01

    Typically, the phonological similarity between to-be-recalled items and TBI auditory stimuli has no impact if recall in serial order is required. However, in the present study, the authors have shown that the free recall, but not serial recall, of lists of phonologically related to-be-remembered items was disrupted by an irrelevant sound stream…

  14. Phonological False Memories in Children and Adults: Evidence for a Developmental Reversal

    Science.gov (United States)

    Swannell, Ellen R.; Dewhurst, Stephen A.

    2012-01-01

    False memories created by the Deese/Roediger-McDermott (DRM) procedure typically show a developmental reversal whereby levels of false recall increase with age. In contrast, false memories produced by phonological lists have been shown to decrease as age increases. In the current study we show that phonological false memories, like semantic false…

  15. Teachers' Perceptions and Pedagogical Content Knowledge of Phonological Awareness, Phonics, and Dyslexia

    Science.gov (United States)

    Williams, Jennifer S.

    2012-01-01

    In 2011, a small Midwestern school district referred an increasing number of 2nd-4th grade students, with reading problems due to phonetic and phonological awareness deficits, to the district's intervention team. Framed in Shulman's pedagogical content knowledge model and the International Dyslexia Association's phonological deficit theory of…

  16. Phonological Skills, Visual Attention Span, and Visual Stress in Developmental Dyslexia

    Science.gov (United States)

    Saksida, Amanda; Iannuzzi, Stéphanie; Bogliotti, Caroline; Chaix, Yves; Démonet, Jean-François; Bricout, Laure; Billard, Catherine; Nguyen-Morel, Marie-Ange; Le Heuzey, Marie-France; Soares-Boucaud, Isabelle; George, Florence; Ziegler, Johannes C.; Ramus, Franck

    2016-01-01

    In this study, we concurrently investigated 3 possible causes of dyslexia--a phonological deficit, visual stress, and a reduced visual attention span--in a large population of 164 dyslexic and 118 control French children, aged between 8 and 13 years old. We found that most dyslexic children showed a phonological deficit, either in terms of…

  17. Basic Auditory Processing Skills and Phonological Awareness in Low-IQ Readers and Typically Developing Controls

    Science.gov (United States)

    Kuppen, Sarah; Huss, Martina; Fosker, Tim; Fegan, Natasha; Goswami, Usha

    2011-01-01

    We explore the relationships between basic auditory processing, phonological awareness, vocabulary, and word reading in a sample of 95 children, 55 typically developing children, and 40 children with low IQ. All children received nonspeech auditory processing tasks, phonological processing and literacy measures, and a receptive vocabulary task.…

  18. Event-related Potentials Reflecting the Processing of Phonological Constraint Violations

    NARCIS (Netherlands)

    Domahs, Ulrike; Kehrein, Wolfgang; Knaus, Johannes; Wiese, Richard; Schlesewsky, Matthias

    2009-01-01

    Flow are violations of phonological constraints processed in word comprehension? The present article reports the results of ail event-related potentials (ERP) Study oil a phonological constraint of German that disallows identical segments within it syllable or word (CC(i)VC(i)). We examined three

  19. Event-related potentials reflecting the processing of phonological constraint violations

    NARCIS (Netherlands)

    Domahs, U.; Kehrein, W.; Knaus, J.; Wiese, R.; Schlesewsky, M.

    2009-01-01

    How are violations of phonological constraints processed in word comprehension? The present article reports the results of an event-related potentials (ERP) study on a phonological constraint of German that disallows identical segments within a syllable or word (CC iVCi). We examined three types of

  20. Visual and Phonological Similarity Effects in Verbal Immediate Serial Recall: A Test with Kanji Materials

    Science.gov (United States)

    Saito, Satoru; Logie, Robert H.; Morita, Aiko; Law, Anna

    2008-01-01

    In a series of three experiments, native speakers of Japanese performed serial ordered written recall of visually presented Japanese kanji characters that varied systematically in visual and phonological similarity. Overall effects of phonological similarity were observed for retention of serial order under silent reading in Experiments 1 and 3…

  1. What Does a Cue Do? Comparing Phonological and Semantic Cues for Picture Naming in Aphasia

    Science.gov (United States)

    Meteyard, Lotte; Bose, Arpita

    2018-01-01

    Purpose: Impaired naming is one of the most common symptoms in aphasia, often treated with cued picture naming paradigms. It has been argued that semantic cues facilitate the reliable categorization of the picture, and phonological cues facilitate the retrieval of target phonology. To test these hypotheses, we compared the effectiveness of…

  2. Spoken Word Recognition and Serial Recall of Words from Components in the Phonological Network

    Science.gov (United States)

    Siew, Cynthia S. Q.; Vitevitch, Michael S.

    2016-01-01

    Network science uses mathematical techniques to study complex systems such as the phonological lexicon (Vitevitch, 2008). The phonological network consists of a "giant component" (the largest connected component of the network) and "lexical islands" (smaller groups of words that are connected to each other, but not to the giant…

  3. Correlations between vocabulary and phonological acquisition: number of words produced versus acquired consonants.

    Science.gov (United States)

    Wiethan, Fernanda Marafiga; Mota, Helena Bolli; Moraes, Anaelena Bragança de

    2016-01-01

    To verify the probable correlations between the number of word types and the number of consonants in the general phonological system in children with typical language development. Study participants were 186 children aged one year and six months to five years, 11 months and 29 days who were monolingual Brazilian Portuguese speakers with typical language development. Data collection involved speech, language and hearing assessments and spontaneous speech recordings. Phonology was assessed with regard to the number of acquired consonants in the general phonological system, in each syllable structure and in Implicational Model of Feature Complexity (IMFC) levels. Vocabulary was assessed with regard to number of word types produced. These data were compared across age groups. After that, correlations between the word types produced and the variables established for the phonological system were analyzed. The significance level adopted was 5%. All phonological aspects evaluated presented gradual growth. Word types produced showed a similar behavior, though with a small regression at the age of five years. Different positive correlations occurred between the spoken word types and the variables analyzed in the phonological system. Only one negative correlation occurred with respect to the production of complex onset in the last age group analyzed. The phonology and vocabulary of the study participants present similar behaviors. There are many positive correlations between the word types produced and the different aspects of phonology, except regarding complex onset.

  4. Study the left prefrontal cortex activity of Chinese children with dyslexia in phonological processing by NIRS

    Science.gov (United States)

    Zhang, Zhili; Li, Ting; Zheng, Yi; Luo, Qingming; Song, Ranran; Gong, Hui

    2006-02-01

    Developmental dyslexia, a kind of prevalent psychological disease, represents that dyslexic children have unexpected difficulties in phonological processing and recognition test of Chinese characters. Some functional imaging technologies, such as fMRI and PET, have been used to study the brain activities of the children with dyslexia whose first language is English. In this paper, a portable, 16-channel, continuous-wave (CW) NIRS instrument was used to monitor the concentration changes of each hemoglobin species when Chinese children did the task of phonological processing and recognition test. The NIRS recorded the hemodynamic changes in the left prefrontal cortex of the children. 20 dyslexia-reading children (10~12 years old) and 20 normal-reading children took part in the phonological processing of Chinese characters including the phonological awareness section and the phonological decoding section. During the phonological awareness section, the changed concentration of deoxy-hemoglobin in dyslexia-reading children were significantly higher (p<0.05) than normal-reading children in the left ventrolateral prefrontal cortex (VLPFC). While in the phonological decoding section, both normal and dyslexic reading children had more activity in the left VLPFC, but only normal-reading children had activity in the left middorsal prefrontal cortex. In conclusion, both dyslexic and normal-reading children have activity in the left prefrontal cortex, but the degree and the areas of the prefrontal cortex activity are different between them when they did phonological processing.

  5. Contributions of Phonological Processing Skills to Reading Skills in Arabic Speaking Children

    Science.gov (United States)

    Taibah, Nadia J.; Haynes, Charles W.

    2011-01-01

    This cross-sectional study investigated contributions of phonological awareness (Elision and blending), rapid naming (object, color, letter, and digit), and phonological memory (nonword repetition and Digit Span) to basic decoding and fluency skills in Arabic. Participants were 237 Arabic speaking children from Grades K-3. Dependent measures…

  6. Phonological Awareness and Vocabulary Performance of Monolingual and Bilingual Preschool Children with Hearing Loss

    Science.gov (United States)

    Lund, Emily; Werfel, Krystal L.; Schuele, C. Melanie

    2015-01-01

    This pilot study compared the phonological awareness skills and vocabulary performance of English monolingual and Spanish-English bilingual children with and without hearing loss. Preschool children with varying degrees of hearing loss (n = 18) and preschool children without hearing loss (n = 19) completed measures of phonological awareness and…

  7. Response Inhibition and Its Relationship to Phonological Processing in Children with and without Dyslexia

    Science.gov (United States)

    Schmid, Johanna M.; Labuhn, Andju S.; Hasselhorn, Marcus

    2011-01-01

    This study investigates response inhibition and its relationship to phonological processing in third-graders with and without dyslexia. Children with dyslexia (n = 20) and children without dyslexia (n = 16) were administered a stop signal task and a digit span forwards task. Initial analyses revealed phonological processing deficits in terms of a…

  8. A Phonologically Based Intervention for School-Age Children with Language Impairment: Implications for Reading Achievement

    Science.gov (United States)

    Ritter, Michaela J.; Park, Jungjun; Saxon, Terrill F.; Colson, Karen A.

    2013-01-01

    This study was conducted utilizing a quasi-experimental pre- and postgroup design to examine the effects of a phonologically based intervention aimed to improve phonological awareness (PA) and reading abilities in school-age children with language impairment (LI) in Grades 1 through 3. The intervention included instruction in PA and sound-symbol…

  9. Teaching Phonological Skills to a Deaf First Grader: A Promising Strategy

    Science.gov (United States)

    Syverud, Susan M.; Guardino, Caroline; Selznick, Dana N.

    2009-01-01

    The researchers analyzed the effectiveness of teaching phonological skills to a deaf child using the Direct Instruction curriculum titled "Teach Your Child to Read in 100 Easy Lessons" (Engelmann, Haddox, & Bruner, 1983). There are few studies that support the use of phonological interventions with students who are deaf or hard of hearing. The…

  10. An Investigation into Semantic and Phonological Processing in Individuals with Williams Syndrome

    Science.gov (United States)

    Lee, Cheryl S.; Binder, Katherine S.

    2014-01-01

    Purpose: The current study examined semantic and phonological processing in individuals with Williams syndrome (WS). Previous research in language processing in individuals with WS suggests a complex linguistic system characterized by "deviant" semantic organization and differential phonological processing. Method: Two experiments…

  11. Phonological Skills and Learning to Read. Psychology Press & Routledge Classic Editions

    Science.gov (United States)

    Goswami, Usha; Bryant, Peter

    2016-01-01

    In this classic edition of their ground-breaking work, Usha Goswami and Peter Bryant revisit their influential theory about how phonological skills support the development of literacy. The book describes three causal factors which can account for children's reading and spelling development: (1) pre­school phonological knowledge of rhyme and…

  12. Does phonological recoding occur during silent reading and is it necessary for orthographic learning?

    NARCIS (Netherlands)

    de Jong, P.F.; Bitter, D.J.L.; van Setten, M.; Marinus, E.

    2009-01-01

    Two studies were conducted to test the central claim of the self-teaching hypothesis (i.e., phonological recoding is necessary for orthographic learning) in silent reading. The first study aimed to demonstrate the use of phonological recoding during silent reading. Texts containing pseudowords were

  13. Implicit Phonological and Semantic Processing in Children with Developmental Dyslexia: Evidence from Event-Related Potentials

    Science.gov (United States)

    Jednorog, K.; Marchewka, A.; Tacikowski, P.; Grabowska, A.

    2010-01-01

    Dyslexia is characterized by a core phonological deficit, although recent studies indicate that semantic impairment also contributes to this condition. In this study, event-related potentials (ERP) were used to examine whether the N400 wave in dyslexic children is modulated by phonological or semantic priming, similarly to age-matched controls.…

  14. Neural Correlates of Phonological Processing in Speech Sound Disorder: A Functional Magnetic Resonance Imaging Study

    Science.gov (United States)

    Tkach, Jean A.; Chen, Xu; Freebairn, Lisa A.; Schmithorst, Vincent J.; Holland, Scott K.; Lewis, Barbara A.

    2011-01-01

    Speech sound disorders (SSD) are the largest group of communication disorders observed in children. One explanation for these disorders is that children with SSD fail to form stable phonological representations when acquiring the speech sound system of their language due to poor phonological memory (PM). The goal of this study was to examine PM in…

  15. Explaining Phonology and Reading in Adult Learners: Introducing Prosodic Awareness and Executive Functions to Reading Ability

    Science.gov (United States)

    Chan, Jessica S.; Wade-Woolley, Lesly

    2018-01-01

    Background: This study was designed to extend our understanding of phonology and reading to include suprasegmental awareness using measures of prosodic awareness, which are complex tasks that tap into the rhythmic aspects of phonology. By requiring participants to access, reflect on and manipulate word stress, the prosodic awareness measures used…

  16. Priming vs. Rhyming: Orthographic and Phonological Representations in the Left and Right Hemispheres

    Science.gov (United States)

    Lindell, Annukka K.; Lum, Jarrad A. G.

    2008-01-01

    The right cerebral hemisphere has long been argued to lack phonological processing capacity. Recently, however, a sex difference in the cortical representation of phonology has been proposed, suggesting discrete left hemisphere lateralization in males and more distributed, bilateral representation of function in females. To evaluate this…

  17. Generation of Signs within Semantic and Phonological Categories: Data from Deaf Adults and Children Who Use American Sign Language

    Science.gov (United States)

    Beal-Alvarez, Jennifer S.; Figueroa, Daileen M.

    2017-01-01

    Two key areas of language development include semantic and phonological knowledge. Semantic knowledge relates to word and concept knowledge. Phonological knowledge relates to how language parameters combine to create meaning. We investigated signing deaf adults' and children's semantic and phonological sign generation via one-minute tasks,…

  18. Developmental Changes in the Manifestation of a Phonological Deficit in Dyslexic Children Learning To Read a Regular Orthography.

    Science.gov (United States)

    de Jong, Peter F.; van der Leij, Aryan

    2003-01-01

    Studies the development of phonological processing abilities in dyslexic, weak, and normal readers. Among other abilities, phonological awareness and rapid automatized naming were assessed in kindergarten, in 1st grade, and in 6th grade. Concludes that various manifestations of a phonological deficit follow distinct developmental pathways.…

  19. The Effectiveness of a Phonological Awareness Training Intervention on Pre-Reading Skills of Children with Mental Retardation

    Science.gov (United States)

    Eissa, Mourad Ali

    2013-01-01

    Phonological awareness is the ability to manipulate the individual speech sounds that make up connected speech. Little information is reported on the acquisition of phonological awareness in special populations. The purpose of this study was to explore the effectiveness of a phonological awareness training intervention on pre-reading skills of…

  20. Phonological and morphological means compensating for non-metricality in 19th-Century Czech Verse

    Czech Academy of Sciences Publication Activity Database

    Plecháč, Petr; Ibrahim, Robert; Brůhová, G.

    3 /6/, č. 1 (2013), s. 31-50 ISSN 2084-6045 R&D Projects: GA ČR GAP406/11/1825 Institutional support: RVO:68378068 Keywords : generative metrics * vowel length * Czech 19-th Century verse * automatic analysis of verse Subject RIV: AJ - Letters, Mass-media, Audiovision

  1. Phonology-morphology interaction: Acquisition of Danish noun plurals as a test case

    DEFF Research Database (Denmark)

    Kjærbæk, Laila; Basbøll, Hans

    2010-01-01

    Acquisition in Normal and Hearing Impaired Populations". In E. Schmidt, U. Mikkelsen, I. Post, J. B. Simonsen & K. Fruensgaard (eds.), Brain, Hearing and Learning. 20th Danavox Symposium 2003: 165-190. Bleses, D., Vach, W., Wehberg, S., Kristensen, K. F. & Madsen, T. O. (2007). Tidlig kommunikativ udvikling...... Development Inventories: Validity and Main Developmental Trends". Journal of Child Language 35, 651-69. Bleses, D., Vach, W., Slott, M., Wehberg, S., Thomsen, P., Madsen, T. & Basbøll, H. (2008b). “Early Vocabulary Development in Danish and Other Languages: a CDI-based Comparison”. Journal of Child Language...... on the Occasion of his 60th Birthday 12 July 2003. Odense: Syddansk Universitetsforlag. Slobin, D. I. (ed.) (1985a). The Crosslinguistic Study of Language Acquisition. Hillsdale, NJ: Lawrence Earlbaum Associates. Slobin, D. I. (ed.) (1985b). The Crosslinguistic Study of Language Acquisition. Hillsdale, NJ...

  2. Developmental surface and phonological dyslexia in both Greek and English.

    Science.gov (United States)

    Sotiropoulos, Andreas; Hanley, J Richard

    2017-11-01

    The hallmark of developmental surface dyslexia in English and French is inaccurate reading of words with atypical spelling-sound correspondences. According to Douklias, Masterson and Hanley (2009), surface dyslexia can also be observed in Greek (a transparent orthography for reading that does not contain words of this kind). Their findings suggested that surface dyslexia in Greek can be characterized by slow reading of familiar words, and by inaccurate spelling of words with atypical sound-spelling correspondences (Greek is less transparent for spelling than for reading). In this study, we report seven adult cases whose slow reading and impaired spelling accuracy satisfied these criteria for Greek surface dyslexia. When asked to read words with atypical grapheme-phoneme correspondences in English (their second language), their accuracy was severely impaired. A co-occurrence was also observed between impaired spelling of words with atypical phoneme-grapheme correspondences in English and Greek. These co-occurrences provide strong evidence that surface dyslexia genuinely exists in Greek and that slow reading of real words in Greek reflects the same underlying impairment as that which produces inaccurate reading of atypical words in English. Two further individuals were observed with impaired reading and spelling of nonwords in both languages, consistent with developmental phonological dyslexia. Neither of the phonological dyslexics read words slowly. In terms of computational models of reading aloud, these findings suggest that slow reading by dyslexics in transparent orthographies is the consequence of a developmental impairment of the lexical (Coltheart, Rastle, Perry, Langdon, & Zeigler, 2001; Perry, Ziegler, & Zorzi, 2010) or semantic reading route (Plaut, McClelland, Seidenberg, & Patterson, 1996). This outcome provides evidence that the neurophysiological substrate(s) that support the lexical/semantic and the phonological pathways that are involved in reading

  3. Rationale for a ’Many Maps’ Phonology Machine

    Science.gov (United States)

    1990-03-01

    City, State, and ZIP Code) 10 SOURCE OF FUNDING NUMBERS 40005ub201/7-4-86 PROGRAM PROJECT TASK ~ WORK UNIT ELEMENT NO NO.I NO. ACCESSION NO NIA N/A NIA...seek to verify or refute. Some day, neurolinguistics may provide the decisive answer to the rationalist/empiricist debate. If so, we are confident that...linguistics program , Carnegie Mellon University. [7] Touretzky, D. S. (1989) Toward a connectionist phonology: the "many maps" ap- proach to sequencc

  4. PHONOLOGICAL FOSSILIZATION OF THE JAVANESE ADULT LEARNERS OF ENGLISH: R&D OF A MODEL OF TEACHING MATERIALS OF ENGLISH PHONOLOGY FOR EFL LEARNERS

    OpenAIRE

    Senowarsito Senowarsito; Sukma Nur Ardini

    2017-01-01

    This paper presents preliminary study of R&D on Teaching Materials Model of English Phonology for EF2L. The preliminary study aims at finding out the phonological fossilization of adult learners of English in Javanese context and figuring out the factors influencing them. 25 fourth-semester Javanese students of English Departement from 5 universities in Semarang municipality were selected as respondents. The data were collected from observation, interview and documentation. The results show t...

  5. Morphological demosaicking

    Science.gov (United States)

    Quan, Shuxue

    2009-02-01

    Bayer patterns, in which a single value of red, green or blue is available for each pixel, are widely used in digital color cameras. The reconstruction of the full color image is often referred to as demosaicking. This paper introduced a new approach - morphological demosaicking. The approach is based on strong edge directionality selection and interpolation, followed by morphological operations to refine edge directionality selection and reduce color aliasing. Finally performance evaluation and examples of color artifacts reduction are shown.

  6. Bilingualism and Morphological Awareness: A Study with Children from General Education and Spanish-English Dual Language Programs

    Science.gov (United States)

    Kuo, Li-Jen; Ramirez, Gloria; de Marin, Sharon; Kim, Tae-Jin; Unal-Gezer, Melike

    2017-01-01

    Existing research on the impact of bilingualism on metalinguistic development has concentrated on the development of phonological awareness. The present study extended the scope of existing research by focusing on morphological awareness, an aspect of metalinguistic awareness that becomes increasingly important beyond the initial phase of literacy…

  7. Phonological variation in verbs ending in –ear (chantagear and –iar (variar

    Directory of Open Access Journals (Sweden)

    Thaïs Cristófaro Alves da Silva

    2009-10-01

    Full Text Available This paper deals with the variation between mid and high vowels related to verbal forms in Brazilian Portuguese ending in –ear  (chantagear “to blackmail” and –iar (variar “to vary”. In these two sets of verbs one observes standard forms such as chantag[e]ia  and var[i]a and also non-standard forms such as chantag[i]a and  var[i]ia. It will also be considered regular verbs in –ear that did not show variation: estr[Ei]a.  Based on Usage-Based Phonology (BYBEE, 2001 and Exemplar Model (PIERREHUMBERT, 2001 we will show that in verbs ending in -ear and –iar type frequency and special verbs contribute to speakers generalize morphological  marked patterns. This offer instruments to explain why speaker generalize morphophonological patterns for verbs ending in –ear  (chantagear as verbs ending in –iar (variar. We will also explain why a form like estr[Ei]a does not present variation.

  8. Working memory: a developmental study of phonological recoding.

    Science.gov (United States)

    Palmer, S

    2000-05-01

    A cross-sectional study using children aged 3 to 7 years and a cross-sequential study using children aged between 5 and 8 years showed that the development of phonological recoding in working memory was more complex than the simple dichotomous picture portrayed in the current literature. It appears that initially children use no strategy in recall, which is proposed to represent the level of automatic activation of representations in long-term memory and the storage capacity of the central executive. This is followed by a period in which a visual strategy prevails, followed by a period of dual visual-verbal coding before the adult-like strategy of verbal coding finally emerges. The results are discussed in terms of three working memory models (Baddeley, 1990; Engle, 1996; Logie, 1996) where strategy use is seen as the development of attentional processes and phonological recoding as the development of inhibitory mechanisms in the central executive to suppress the habitual response set of visual coding.

  9. Phonologically-based biomarkers for major depressive disorder

    Science.gov (United States)

    Trevino, Andrea Carolina; Quatieri, Thomas Francis; Malyska, Nicolas

    2011-12-01

    Of increasing importance in the civilian and military population is the recognition of major depressive disorder at its earliest stages and intervention before the onset of severe symptoms. Toward the goal of more effective monitoring of depression severity, we introduce vocal biomarkers that are derived automatically from phonologically-based measures of speech rate. To assess our measures, we use a 35-speaker free-response speech database of subjects treated for depression over a 6-week duration. We find that dissecting average measures of speech rate into phone-specific characteristics and, in particular, combined phone-duration measures uncovers stronger relationships between speech rate and depression severity than global measures previously reported for a speech-rate biomarker. Results of this study are supported by correlation of our measures with depression severity and classification of depression state with these vocal measures. Our approach provides a general framework for analyzing individual symptom categories through phonological units, and supports the premise that speaking rate can be an indicator of psychomotor retardation severity.

  10. On the role of perception in shaping phonological assimilation rules.

    Science.gov (United States)

    Hura, S L; Lindblom, B; Diehl, R L

    1992-01-01

    Assimilation of nasals to the place of articulation of following consonants is a common and natural process among the world's languages. Recent phonological theory attributes this naturalness to the postulated geometry of articulatory features and the notion of spreading (McCarthy, 1988). Others view assimilation as a result of perception (Ohala, 1990), or as perceptually tolerated articulatory simplification (Kohler, 1990). Kohler notes that certain consonant classes (such as nasals and stops) are more likely than other classes (such as fricatives) to undergo place assimilation to a following consonant. To explain this pattern, he proposes that assimilation tends not to occur when the members of a consonant class are relatively distinctive perceptually, such that their articulatory reduction would be particularly salient. This explanation, of course, presupposes that the stops and nasals which undergo place assimilation are less distinctive than fricatives, which tend not to assimilate. We report experimental results that confirm Kohler's perceptual assumption: In the context of a following word initial stop, fricatives were less confusable than nasals or unreleased stops. We conclude, in agreement with Ohala and Kohler, that perceptual factors are likely to shape phonological assimilation rules.

  11. Effects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL children.

    Science.gov (United States)

    Yeung, Susanna S S; Siegel, Linda S; Chan, Carol K K

    2013-05-01

    This study investigated the effects of a 12-week language-enriched phonological awareness instruction on 76 Hong Kong young children who were learning English as a second language. The children were assigned randomly to receive the instruction on phonological awareness skills embedded in vocabulary learning activities or comparison instruction which consisted of vocabulary learning and writing tasks but no direct instruction in phonological awareness skills. They were tested on receptive and expressive vocabulary, phonological awareness at the syllable, rhyme and phoneme levels, reading, and spelling in English before and after the program implementation. The results indicated that children who received the phonological awareness instruction performed significantly better than the comparison group on English word reading, spelling, phonological awareness at all levels and expressive vocabulary on the posttest when age, general intelligence and the pretest scores were controlled statistically. The findings suggest that phonological awareness instruction embedded in vocabulary learning activities might be beneficial to kindergarteners learning English as a second language.

  12. Recall of short word lists presented visually at fast rates: effects of phonological similarity and word length.

    Science.gov (United States)

    Coltheart, V; Langdon, R

    1998-03-01

    Phonological similarity of visually presented list items impairs short-term serial recall. Lists of long words are also recalled less accurately than are lists of short words. These results have been attributed to phonological recoding and rehearsal. If subjects articulate irrelevant words during list presentation, both phonological similarity and word length effects are abolished. Experiments 1 and 2 examined effects of phonological similarity and recall instructions on recall of lists shown at fast rates (from one item per 0.114-0.50 sec), which might not permit phonological encoding and rehearsal. In Experiment 3, recall instructions and word length were manipulated using fast presentation rates. Both phonological similarity and word length effects were observed, and they were not dependent on recall instructions. Experiments 4 and 5 investigated the effects of irrelevant concurrent articulation on lists shown at fast rates. Both phonological similarity and word length effects were removed by concurrent articulation, as they were with slow presentation rates.

  13. [Autoerotic fatalities in Greater Dusseldorf].

    Science.gov (United States)

    Hartung, Benno; Hellen, Florence; Borchard, Nora; Huckenbeck, Wolfgang

    2011-01-01

    Autoerotic fatalities in the Greater Dusseldorf area correspond to the relevant medicolegal literature. Our results included exclusively young to middle-aged, usually single men who were found dead in their city apartments. Clothing and devices used showed a great variety. Women's or fetish clothing and complex shackling or hanging devices were disproportionately frequent. In most cases, death occurred due to hanging or ligature strangulation. There was no increased incidence of underlying psychiatric disorders. In most of the deceased no or at least no remarkable alcohol intoxication was found. Occasionally, it may be difficult to reliably differentiate autoerotic accidents, accidents occurring in connection with practices of bondage & discipline, dominance & submission (BDSM) from natural death, suicide or homicide.

  14. Planning for greater confinement disposal

    International Nuclear Information System (INIS)

    Gilbert, T.L.; Luner, C.; Meshkov, N.K.; Trevorrow, L.E.; Yu, C.

    1985-01-01

    A report that provides guidance for planning for greater-confinement disposal (GCD) of low-level radioactive waste is being prepared. The report addresses procedures for selecting a GCD technology and provides information for implementing these procedures. The focus is on GCD; planning aspects common to GCD and shallow-land burial are covered by reference. Planning procedure topics covered include regulatory requirements, waste characterization, benefit-cost-risk assessment and pathway analysis methodologies, determination of need, waste-acceptance criteria, performance objectives, and comparative assessment of attributes that support these objectives. The major technologies covered include augered shafts, deep trenches, engineered structures, hydrofracture, improved waste forms, and high-integrity containers. Descriptive information is provided, and attributes that are relevant for risk assessment and operational requirements are given. 10 refs., 3 figs., 2 tabs

  15. Non-word repetition in children with specific language impairment: a deficit in phonological working memory or in long-term verbal knowledge?

    Science.gov (United States)

    Casalini, Claudia; Brizzolara, Daniela; Chilosi, Anna; Cipriani, Paola; Marcolini, Stefania; Pecini, Chiara; Roncoli, Silvia; Burani, Cristina

    2007-08-01

    In this study we investigated the effects of long-term memory (LTM) verbal knowledge on short-term memory (STM) verbal recall in a sample of Italian children affected by different subtypes of specific language impairment (SLI). The aim of the study was to evaluate if phonological working memory (PWM) abilities of SLI children can be supported by LTM linguistic representations and if PWM performances can be differently affected in the various subtypes of SLI. We tested a sample of 54 children affected by Mixed Receptive-Expressive (RE), Expressive (Ex) and Phonological (Ph) SLI (DSM-IV - American Psychiatric Association, 1994) by means of a repetition task of words (W) and non-words (NW) differing in morphemic structure [morphological non-words (MNW), consisting of combinations of roots and affixes - and simple non-words - with no morphological constituency]. We evaluated the effects of lexical and morpho-lexical LTM representations on STM recall by comparing the repetition accuracy across the three types of stimuli. Results indicated that although SLI children, as a group, showed lower repetition scores than controls, their performance was affected similarly to controls by the type of stimulus and the experimental manipulation of the non-words (better repetition of W than MNW and NW, and of MNW than NW), confirming the recourse to LTM verbal representations to support STM recall. The influence of LTM verbal knowledge on STM recall in SLI improved with age and did not differ among the three types of SLI. However, the three types of SLI differed in the accuracy of their repetition performances (PMW abilities), with the Phonological group showing the best scores. The implications for SLI theory and practice are discussed.

  16. Phonological, visual, and semantic coding strategies and children's short-term picture memory span.

    Science.gov (United States)

    Henry, Lucy A; Messer, David; Luger-Klein, Scarlett; Crane, Laura

    2012-01-01

    Three experiments addressed controversies in the previous literature on the development of phonological and other forms of short-term memory coding in children, using assessments of picture memory span that ruled out potentially confounding effects of verbal input and output. Picture materials were varied in terms of phonological similarity, visual similarity, semantic similarity, and word length. Older children (6/8-year-olds), but not younger children (4/5-year-olds), demonstrated robust and consistent phonological similarity and word length effects, indicating that they were using phonological coding strategies. This confirmed findings initially reported by Conrad (1971), but subsequently questioned by other authors. However, in contrast to some previous research, little evidence was found for a distinct visual coding stage at 4 years, casting doubt on assumptions that this is a developmental stage that consistently precedes phonological coding. There was some evidence for a dual visual and phonological coding stage prior to exclusive use of phonological coding at around 5-6 years. Evidence for semantic similarity effects was limited, suggesting that semantic coding is not a key method by which young children recall lists of pictures.

  17. Phonological working memory and its relationship with language abilities in children with cochlear implants

    Directory of Open Access Journals (Sweden)

    Fatemeh Haresabadi

    2014-12-01

    Full Text Available Background and Aim: Many studies have demonstrated a close relationship between phonological working memory and language abilities in normal children and children with language developmental disorders, such as those with cochlear implants. A review of these studies would clarify communication and learning in such children and provide more comprehensive information regarding their education and treatment. In this study, the characteristics of phonological working memory and its relationship with language abilities in children with cochlear implants was examined.Recent Findings: In this study, the authors studied the characteristics of phonological working memory and its relationship with language abilities of children with cochlear implants. These studies showed that in addition to demographic variables, phonological working memory is a factor that affects language development in children with cochlear implants. Children with cochlear implants typically have a shorter memory span.Conclusion: It is thought that the deficiency in primary auditory sensory input and language stimulation caused by difficulties in the processing and rehearsal of auditory information in phonological working memory is the main cause of the short memory span in such children. Conversely, phonological working memory problems may have adverse effects on the language abilities in such children. Therefore, to provide comprehensive and appropriate treatment for children with cochlear implants, the reciprocal relationship between language abilities and phonological working memory should be considered.

  18. The effect of Phonological Encoding Complexity on Speech Fluency of Stuttering and Non-Stuttering Children

    Directory of Open Access Journals (Sweden)

    Sara Ramezani

    2012-01-01

    Full Text Available Objective: Stuttering is a fairly common speech disorder. However, the etiology is poorly understood and is likely to be heterogeneous. The aim of this research is to investigate phonological encoding complexity on speech fluency in 6-9 year old stuttering children in comparison with non-stutterers in Tehran. Materials & Methods: This cross-sectional, descriptive analytic research was done on 18 stuttering children with profound and severe level and 18 non-stuttering children. The stuttering subjects were selected by convenience and normal subjects were matched to stuttering subjects by gender, age and geographics. A non-word test comprising 87 non-words was used to investigate phonological encoding and phonological complexity effects on speech fluency. Stimuli were presented in random order with approximately 5 seconds between items, using a computer via external Toshiba SOMIC SM-818 headphone and requested subject was asked to repeat them.  Results: The results indicated that speech fluency decreased significantly (P<0.05 by increasing phonological complexity comparing to controls. Conclusion: The findings of the present research seem to suggest that, stuttering children may have deficits in phonological encoding. The deficit has been increased with phonological encoding complexity. Based on covert repair hypothesis, phonological difficulty may cause covert self- repair and leads to different patterns of stuttering.

  19. The phonological and visual basis of developmental dyslexia in Brazilian Portuguese reading children.

    Directory of Open Access Journals (Sweden)

    Giseli Donadon Germano

    2014-10-01

    Full Text Available Evidence from opaque languages suggests that visual attention processing abilities in addition to phonological skills may act as cognitive underpinnings of developmental dyslexia. We explored the role of these two cognitive abilities on reading fluency in Brazilian Portuguese, a more transparent orthography than French or English. Sixty-six dyslexic and normal Brazilian Portuguese children participated. They were administered three tasks of phonological skills (phoneme identification, phoneme and syllable blending and three visual tasks (a letter global report task and two non-verbal tasks of visual closure and visual constancy. Results show that Brazilian Portuguese dyslexic children are impaired not only in phonological processing but further in visual processing. The phonological and visual processing abilities significantly and independently contribute to reading fluency in the whole population. Last, different cognitively homogeneous subtypes can be identified in the Brazilian Portuguese dyslexic population. Two subsets of dyslexic children were identified as having a single cognitive disorder, phonological or visual; another group exhibited a double deficit and a few children showed no visual or phonological disorder. Thus the current findings extend previous data from more opaque orthographies as French and English, in showing the importance of investigating visual processing skills in addition to phonological skills in dyslexic children whatever their language orthography transparency.

  20. Topographical gradients of semantics and phonology revealed by temporal lobe stimulation.

    Science.gov (United States)

    Miozzo, Michele; Williams, Alicia C; McKhann, Guy M; Hamberger, Marla J

    2017-02-01

    Word retrieval is a fundamental component of oral communication, and it is well established that this function is supported by left temporal cortex. Nevertheless, the specific temporal areas mediating word retrieval and the particular linguistic processes these regions support have not been well delineated. Toward this end, we analyzed over 1000 naming errors induced by left temporal cortical stimulation in epilepsy surgery patients. Errors were primarily semantic (lemon → "pear"), phonological (horn → "corn"), non-responses, and delayed responses (correct responses after a delay), and each error type appeared predominantly in a specific region: semantic errors in mid-middle temporal gyrus (TG), phonological errors and delayed responses in middle and posterior superior TG, and non-responses in anterior inferior TG. To the extent that semantic errors, phonological errors and delayed responses reflect disruptions in different processes, our results imply topographical specialization of semantic and phonological processing. Specifically, results revealed an inferior-to-superior gradient, with more superior regions associated with phonological processing. Further, errors were increasingly semantically related to targets toward posterior temporal cortex. We speculate that detailed semantic input is needed to support phonological retrieval, and thus, the specificity of semantic input increases progressively toward posterior temporal regions implicated in phonological processing. Hum Brain Mapp 38:688-703, 2017. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

  1. The phonological and visual basis of developmental dyslexia in Brazilian Portuguese reading children

    Science.gov (United States)

    Germano, Giseli D.; Reilhac, Caroline; Capellini, Simone A.; Valdois, Sylviane

    2014-01-01

    Evidence from opaque languages suggests that visual attention processing abilities in addition to phonological skills may act as cognitive underpinnings of developmental dyslexia. We explored the role of these two cognitive abilities on reading fluency in Brazilian Portuguese, a more transparent orthography than French or English. Sixty-six children with developmental dyslexia and normal Brazilian Portuguese children participated. They were administered three tasks of phonological skills (phoneme identification, phoneme, and syllable blending) and three visual tasks (a letter global report task and two non-verbal tasks of visual closure and visual constancy). Results show that Brazilian Portuguese children with developmental dyslexia are impaired not only in phonological processing but further in visual processing. The phonological and visual processing abilities significantly and independently contribute to reading fluency in the whole population. Last, different cognitively homogeneous subtypes can be identified in the Brazilian Portuguese population of children with developmental dyslexia. Two subsets of children with developmental dyslexia were identified as having a single cognitive disorder, phonological or visual; another group exhibited a double deficit and a few children showed no visual or phonological disorder. Thus the current findings extend previous data from more opaque orthographies as French and English, in showing the importance of investigating visual processing skills in addition to phonological skills in children with developmental dyslexia whatever their language orthography transparency. PMID:25352822

  2. Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional model

    Science.gov (United States)

    Ramus, Franck; Marshall, Chloe R.; Rosen, Stuart

    2013-01-01

    An on-going debate surrounds the relationship between specific language impairment and developmental dyslexia, in particular with respect to their phonological abilities. Are these distinct disorders? To what extent do they overlap? Which cognitive and linguistic profiles correspond to specific language impairment, dyslexia and comorbid cases? At least three different models have been proposed: the severity model, the additional deficit model and the component model. We address this issue by comparing children with specific language impairment only, those with dyslexia-only, those with specific language impairment and dyslexia and those with no impairment, using a broad test battery of language skills. We find that specific language impairment and dyslexia do not always co-occur, and that some children with specific language impairment do not have a phonological deficit. Using factor analysis, we find that language abilities across the four groups of children have at least three independent sources of variance: one for non-phonological language skills and two for distinct sets of phonological abilities (which we term phonological skills versus phonological representations). Furthermore, children with specific language impairment and dyslexia show partly distinct profiles of phonological deficit along these two dimensions. We conclude that a multiple-component model of language abilities best explains the relationship between specific language impairment and dyslexia and the different profiles of impairment that are observed. PMID:23413264

  3. Developmental delays in phonological recoding among children and adolescents with Down syndrome and Williams syndrome.

    Science.gov (United States)

    Danielsson, Henrik; Henry, Lucy; Messer, David; Carney, Daniel P J; Rönnberg, Jerker

    2016-08-01

    This study examined the development of phonological recoding in short-term memory (STM) span tasks among two clinical groups with contrasting STM and language profiles: those with Down syndrome (DS) and Williams syndrome (WS). Phonological recoding was assessed by comparing: (1) performance on phonologically similar and dissimilar items (phonological similarity effects, PSE); and (2) items with short and long names (word length effects, WLE). Participant groups included children and adolescents with DS (n=29), WS (n=25) and typical development (n=51), all with average mental ages around 6 years. The group with WS, contrary to predictions based on their relatively strong verbal STM and language abilities, showed no evidence for phonological recoding. Those in the group with DS, with weaker verbal STM and language abilities, showed positive evidence for phonological recoding (PSE), but to a lesser degree than the typical group (who showed PSE and WLE). These findings provide new information about the memory systems of these groups of children and adolescents, and suggest that STM processes involving phonological recoding do not fit with the usual expectations of the abilities of children and adolescents with WS and DS. Copyright © 2016 Elsevier Ltd. All rights reserved.

  4. Inter-subject variability modulates phonological advance planning in the production of adjective-noun phrases.

    Science.gov (United States)

    Michel Lange, Violaine; Laganaro, Marina

    2014-01-01

    The literature on advance phonological planning in adjective-noun phrases (NPs) presents diverging results: while many experimental studies suggest that the entire NP is encoded before articulation, other results favor a span of encoding limited to the first word. Although cross-linguistic differences in the structure of adjective-NPs may account for some of these contrasting results, divergences have been reported even among similar languages and syntactic structures. Here we examined whether inter-individual differences account for variability in the span of phonological planning in the production of French NPs, where previous results indicated encoding limited to the first word. The span of phonological encoding is tested with the picture-word interference (PWI) paradigm using phonological distractors related to the noun or to the adjective of the NPs. In Experiment 1, phonological priming effects were limited to the first word in adjective NPs whichever the position of the adjective (pre-nominal or post-nominal). Crucially, phonological priming effects on the second word interacted with speakers' production speed suggesting different encoding strategies for participants. In Experiment 2, we tested this hypothesis further with a larger group of participants. Results clearly showed that slow and fast initializing participants presented different phonological priming patterns on the last element of adjective-NPs: while the first word was primed by a distractor for all speakers, only the slow speaker group presented a priming effect on the second element of the NP. These results show that the span of phonological encoding is modulated by inter-individual strategies: in experimental paradigms some speakers plan word by word whereas others encode beyond the initial word. We suggest that the diverging results reported in the literature on advance phonological planning may partly be reconciled in light of the present results.

  5. Phonological errors predominate in Arabic spelling across grades 1-9.

    Science.gov (United States)

    Abu-Rabia, Salim; Taha, Haitham

    2006-03-01

    Most of the spelling error analysis has been conducted in Latin orthographies and rarely conducted in other orthographies like Arabic. Two hundred and eighty-eight students in grades 1-9 participated in the study. They were presented nine lists of words to test their spelling skills. Their spelling errors were analyzed by error categories. The most frequent errors were phonological. The results did not indicate any significant differences in the percentages of phonological errors across grades one to nine.Thus, phonology probably presents the greatest challenge to students developing spelling skills in Arabic.

  6. The effect of morphology on spelling and reading accuracy: a study on Italian children.

    Science.gov (United States)

    Angelelli, Paola; Marinelli, Chiara Valeria; Burani, Cristina

    2014-01-01

    In opaque orthographies knowledge of morphological information helps in achieving reading and spelling accuracy. In transparent orthographies with regular print-to-sound correspondences, such as Italian, the mappings of orthography onto phonology and phonology onto orthography are in principle sufficient to read and spell most words. The present study aimed to investigate the role of morphology in the reading and spelling accuracy of Italian children as a function of school experience to determine whether morphological facilitation was present in children learning a transparent orthography. The reading and spelling performances of 15 third-grade and 15 fifth-grade typically developing children were analyzed. Children read aloud and spelled both low-frequency words and pseudowords. Low-frequency words were manipulated for the presence of morphological structure (morphemic words vs. non-derived words). Morphemic words could also vary for the frequency (high vs. low) of roots and suffixes. Pseudo-words were made up of either a real root and a real derivational suffix in a combination that does not exist in the Italian language or had no morphological constituents. Results showed that, in Italian, morphological information is a useful resource for both reading and spelling. Typically developing children benefitted from the presence of morphological structure when they read and spelled pseudowords; however, in processing low-frequency words, morphology facilitated reading but not spelling. These findings are discussed in terms of morpho-lexical access and successful cooperation between lexical and sublexical processes in reading and spelling.

  7. The effect of morphology on spelling and reading accuracy: A study on Italian children.

    Directory of Open Access Journals (Sweden)

    Paola eAngelelli

    2014-11-01

    Full Text Available In opaque orthographies knowledge of morphological information helps in achieving reading and spelling accuracy. In transparent orthographies with regular print-to-sound correspondences, such as Italian, the mappings of orthography onto phonology and phonology onto orthography are in principle sufficient to read and spell most words. The present study aimed to investigate the role of morphology in the reading and spelling accuracy of Italian children as a function of school experience to determine whether morphological facilitation was present in children learning a transparent orthography. The reading and spelling performances of 15 third-grade and 15 fifth-grade typically developing children were analyzed. Children read aloud and spelled both low-frequency words and pseudowords. Low-frequency words were manipulated for the presence of morphological structure (morphemic words vs non-derived words. Morphemic words could also vary for the frequency (high vs low of roots and suffixes. Pseudo-words were made up of either a real root and a real derivational suffix in a combination that does not exist in the Italian language or had no morphological constituents. Results showed that, in Italian, morphological information is a useful resource for both reading and spelling. Typically developing children benefitted from the presence of morphological structure when they read and spelled pseudowords; however, in processing low-frequency words, morphology facilitated reading but not spelling. These findings are discussed in terms of morpho-lexical access and successful cooperation between lexical and sublexical processes in reading and spelling.

  8. Waste management in Greater Vancouver

    Energy Technology Data Exchange (ETDEWEB)

    Carrusca, K. [Greater Vancouver Regional District, Burnaby, BC (Canada); Richter, R. [Montenay Inc., Vancouver, BC (Canada)]|[Veolia Environmental Services, Vancouver, BC (Canada)

    2006-07-01

    An outline of the Greater Vancouver Regional District (GVRD) waste-to-energy program was presented. The GVRD has an annual budget for solid waste management of $90 million. Energy recovery revenues from solid waste currently exceed $10 million. Over 1,660,00 tonnes of GVRD waste is recycled, and another 280,000 tonnes is converted from waste to energy. The GVRD waste-to-energy facility combines state-of-the-art combustion and air pollution control, and has processed over 5 million tonnes of municipal solid waste since it opened in 1988. Its central location minimizes haul distance, and it was originally sited to utilize steam through sales to a recycle paper mill. The facility has won several awards, including the Solid Waste Association of North America award for best facility in 1990. The facility focuses on continual improvement, and has installed a carbon injection system; an ammonia injection system; a flyash stabilization system; and heat capacity upgrades in addition to conducting continuous waste composition studies. Continuous air emissions monitoring is also conducted at the plant, which produces a very small percentage of the total air emissions in metropolitan Vancouver. The GVRD is now seeking options for the management of a further 500,000 tonnes per year of solid waste, and has received 23 submissions from a range of waste energy technologies which are now being evaluated. It was concluded that waste-to-energy plants can be located in densely populated metropolitan areas and provide a local disposal solution as well as a source of renewable energy. Other GVRD waste reduction policies were also reviewed. refs., tabs., figs.

  9. Language Recognition Using Latent Dynamic Conditional Random Field Model with Phonological Features

    Directory of Open Access Journals (Sweden)

    Sirinoot Boonsuk

    2014-01-01

    Full Text Available Spoken language recognition (SLR has been of increasing interest in multilingual speech recognition for identifying the languages of speech utterances. Most existing SLR approaches apply statistical modeling techniques with acoustic and phonotactic features. Among the popular approaches, the acoustic approach has become of greater interest than others because it does not require any prior language-specific knowledge. Previous research on the acoustic approach has shown less interest in applying linguistic knowledge; it was only used as supplementary features, while the current state-of-the-art system assumes independency among features. This paper proposes an SLR system based on the latent-dynamic conditional random field (LDCRF model using phonological features (PFs. We use PFs to represent acoustic characteristics and linguistic knowledge. The LDCRF model was employed to capture the dynamics of the PFs sequences for language classification. Baseline systems were conducted to evaluate the features and methods including Gaussian mixture model (GMM based systems using PFs, GMM using cepstral features, and the CRF model using PFs. Evaluated on the NIST LRE 2007 corpus, the proposed method showed an improvement over the baseline systems. Additionally, it showed comparable result with the acoustic system based on i-vector. This research demonstrates that utilizing PFs can enhance the performance.

  10. Some Problems of American Students in Mastering Persian Phonology.

    Science.gov (United States)

    Ghadessy, Esmael

    1988-12-01

    An adult learning to speak a foreign language normally retains an "accent" which may affect the intelligibility of certain sounds, but more often simply conveys the fact that the speaker is a non-native speaker. Various scholars have experimented and discussed the elements involved in a foreign accent. However, in Iran very few researchers have attempted to verify scientifically what are the phonetic and phonological aspects of an "accent." This author tried to determine whether or not a selected group of words, emphasizing stop voicing, produced by native speakers of Persian had significant phonetic and phonemic differences from those achieved by the American students. Subjects for the experiments were three groups of students, one Iranian, two American. A contrastive analysis of the Persian and the English stop consonants was made. An identical measurement test for all three groups was administered. Utilized was a Kay Sona-graph for acoustic analysis, and all spoken data from the Iranian group were compared with those of the American groups. An examination of acoustic correlates of Tehran stops produced by American students shows that the phonetically different but similar feature of /voice/ found in Tehran, Persian and English stops is intuitive to the Americans, and that the language learner cannot readily disassociate a phonological feature from habits of articulation. The results of this research support using the phonetic method for adult learners who want to improve their pronunciation ability. Further research and experimentation is necessary on the effect of the suprasegmental elements on a foreign accent and the most effective teaching materials and methods and to explore other possible techniques in the teaching process.

  11. The ontogeny of phonological categories and the primacy of lexical learning in linguistic development.

    Science.gov (United States)

    Beckman, M E; Edwards, J

    2000-01-01

    In this paper, we draw on recent developments in several areas of cognitive science that suggest that the lexicon is at the core of grammatical generalizations at several different levels of representation. Evidence comes from many sources, including recent studies on language processing in adults and on language acquisition in children. Phonological behavior is influenced very early by pattern frequency in the lexicon of the ambient language, and we propose that phonological acquisition might provide the initial bootstrapping into grammatical generalization in general. The phonological categories over which pattern frequencies are calculated, however, are neither transparently available in the audiovisual signal nor deterministically fixed by the physiological and perceptual capacities of the species. Therefore, we need several age-appropriate models of how the lexicon can influence a child's interactions with the ambient language over the course of phonological acquisition.

  12. Symbolic Numerical Magnitude Processing Is as Important to Arithmetic as Phonological Awareness Is to Reading.

    Directory of Open Access Journals (Sweden)

    Kiran Vanbinst

    Full Text Available In this article, we tested, using a 1-year longitudinal design, whether symbolic numerical magnitude processing or children's numerical representation of Arabic digits, is as important to arithmetic as phonological awareness is to reading. Children completed measures of symbolic comparison, phonological awareness, arithmetic, reading at the start of third grade and the latter two were retested at the start of fourth grade. Cross-sectional and longitudinal correlations indicated that symbolic comparison was a powerful domain-specific predictor of arithmetic and that phonological awareness was a unique predictor of reading. Crucially, the strength of these independent associations was not significantly different. This indicates that symbolic numerical magnitude processing is as important to arithmetic development as phonological awareness is to reading and suggests that symbolic numerical magnitude processing is a good candidate for screening children at risk for developing mathematical difficulties.

  13. Phonological experience modulates voice discrimination: Evidence from functional brain networks analysis.

    Science.gov (United States)

    Hu, Xueping; Wang, Xiangpeng; Gu, Yan; Luo, Pei; Yin, Shouhang; Wang, Lijun; Fu, Chao; Qiao, Lei; Du, Yi; Chen, Antao

    2017-10-01

    Numerous behavioral studies have found a modulation effect of phonological experience on voice discrimination. However, the neural substrates underpinning this phenomenon are poorly understood. Here we manipulated language familiarity to test the hypothesis that phonological experience affects voice discrimination via mediating the engagement of multiple perceptual and cognitive resources. The results showed that during voice discrimination, the activation of several prefrontal regions was modulated by language familiarity. More importantly, the same effect was observed concerning the functional connectivity from the fronto-parietal network to the voice-identity network (VIN), and from the default mode network to the VIN. Our findings indicate that phonological experience could bias the recruitment of cognitive control and information retrieval/comparison processes during voice discrimination. Therefore, the study unravels the neural substrates subserving the modulation effect of phonological experience on voice discrimination, and provides new insights into studying voice discrimination from the perspective of network interactions. Copyright © 2017. Published by Elsevier Inc.

  14. Phonological awareness: explicit instruction for young deaf and hard-of-hearing children.

    Science.gov (United States)

    Miller, Elizabeth M; Lederberg, Amy R; Easterbrooks, Susan R

    2013-04-01

    The goal of this study was to explore the development of spoken phonological awareness for deaf and hard-of-hearing children (DHH) with functional hearing (i.e., the ability to access spoken language through hearing). Teachers explicitly taught five preschoolers the phonological awareness skills of syllable segmentation, initial phoneme isolation, and rhyme discrimination in the context of a multifaceted emergent literacy intervention. Instruction occurred in settings where teachers used simultaneous communication or spoken language only. A multiple-baseline across skills design documented a functional relation between instruction and skill acquisition for those children who did not have the skills at baseline with one exception; one child did not meet criteria for syllable segmentation. These results were confirmed by changes on phonological awareness tests that were administered at the beginning and end of the school year. We found that DHH children who varied in primary communication mode, chronological age, and language ability all benefited from explicit instruction in phonological awareness.

  15. The Selective Impairment of the Phonological Output Buffer: Evidence From a Chinese Patient

    Directory of Open Access Journals (Sweden)

    Hua Shu

    2005-01-01

    Full Text Available We present a Chinese-speaking patient, SJ, who makes phonological errors across all tasks involving oral production. Detailed analyses of the errors across different tasks reveal that the patterns are very similar for reading, oral picture naming, and repetition tasks, which are also comparable to the error patterns of the phonological buffer deficit cases reported in the literature. The nature of the errors invites us to conclude that the patient's phonological output buffer is selectively impaired. Different from previously reported cases, SJ's deficits in oral production tasks are not accompanied by a similar impairment of writing performance. We argue that this dissociation is evidence that the phonological output buffer is not involved in writing Chinese words. Furthermore, the majority of SJ's errors occur at the onset of a syllable, indicating that the buffer has a structure that makes the onset more prone to impairment.

  16. Abilities of phonological awareness in the context of cognitive development in preschool age

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    Grofčíková Soňa

    2017-09-01

    Full Text Available Phonological awareness is considered a key phenomenon having crucial position among abilities and processes which are important and responsible for the development of reading and writing (initial literacy. The paper deals with the significance and level of development of selected cognitive functions of a child in relation to the abilities of phonological awareness. The child’s current cognitive development is a predictor for certain level of phonological awareness. The paper is focused on a description of speech perception, language, oral vocabulary and phonological memory of children in preschool age. It is an output of the research project VEGA no. 1/0637/16 Development of a Diagnostic Tool to Assess the Level of Phonemic Awareness of Children in Preschool Age.

  17. Phonological complexity in school-aged children who stutter and exhibit a language disorder.

    Science.gov (United States)

    Wolk, Lesley; LaSalle, Lisa R

    2015-03-01

    The Index of Phonological Complexity and the Word Complexity Measure are two measures of the phonological complexity of a word. Other phonological measures such as phonological neighborhood density have been used to compare stuttered versus fluent words. It appears that in preschoolers who stutter, the length and complexity of the utterance is more influential than the phonetic features of the stuttered word. The present hypothesis was that in school-age children who stutter, stuttered words would be more phonologically complex than fluent words, when the length and complexity of the utterance containing them is comparable. School-age speakers who stutter were hypothesized to differ from those with a concomitant language disorder. Sixteen speakers, six females and ten males (M age=12;3; Range=7;7 to 19;5) available from an online database, were divided into eight who had a concomitant language disorder (S+LD) and eight age- and sex-matched speakers who did not (S-Only). When all stuttered content words were identified, S+LD speakers produced more repetitions, and S-Only speakers produced more inaudible sound prolongations. When stuttered content words were matched to fluent content words and when talker groups were combined, stuttered words were significantly (p≤0.01) higher in both the Index of Phonological Complexity and the Word Complexity Measure and lower in density ("sparser") than fluent words. Results corroborate those of previous researchers. Future research directions are suggested, such as cross-sectional designs to evaluate developmental patterns of phonological complexity and stuttering plus language disordered connections. The reader will be able to: (a) Define and describe phonological complexity; (b) Define phonological neighborhood density and summarize the literature on the topic; (c) Describe the Index of Phonological Complexity (IPC) for a given word; (d) Describe the Word Complexity Measure (WCM) for a given word; (e) Summarize two findings

  18. THE PRINCIPLES OF PHONOLOGICAL WORD STRUCTURE COMPARISON OF RUSSIAN AND CHINESE LANGUAGES

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    Alexey N. Aleksakhin

    2014-01-01

    Full Text Available The article is devoted to the phonological structure of words of Russian and Chinese languages. With phonological point of view the word as a Central significant unit of language is a sequence of consonants and vowel phonemes. A comparative study shows that the phonological structure of the Russian words prevail consonant phonemes and the phonological structure of the Chinese words prevail vowel phonemes. The phonological system of the Russian language is characterized by consonant dominant, and the phonological system of the Chinese language Mandarin is characterized by vocal dominant. In the vowel system of the Russian language there are six vowel phonemes, in the vowel system of the Chinese language Mandarin there are thirty-one vowel phonemes. The typical sound pattern of words of the Chinese language consists of vowel combinations. The strong (vowels differ in different effective modes of vocal cords vowels are implemented in the even phonological position; the weak vowels are implemented in the left and right odd phonological positions of the syllabic matrix 0123. Consonant phonemes of the Chinese language are implemented only in the zero phonological position. The Sound variety of simple one-syllable words of the Chinese language is constructed by oppositions: twenty-five consonants in the zero position, thirty-one strong vowel phonemes in the even position, as well as three weak vowels in the left odd position and five weak vowels in the right odd position . The typical distribution of consonant and vowel phonemes is shown in the following examples of words: 0123 - guai «obedient», gudi «rotate», guài «strange». The opposition of weak vowels with a derivative phonological zero is also an effective method of making words: guai «obedient» - gai «must» - gua « blow» - ga «a dark corner». Both Russian and Chinese Synharmonia variety of sound words is supported by five derivative phonological zeros that are phonetically in

  19. The Principles Of Phonological Word Structure Comparison Of Russian And Chinese Languages

    Directory of Open Access Journals (Sweden)

    Alexey N. Aleksakhin

    2014-01-01

    Full Text Available The article is devoted to the phonological structure of words of Russian and Chinese languages. With phonological point of view the word as a Central significant unit of language is a sequence of consonants and vowel phonemes. A comparative study shows that the phonological structure of the Russian words prevail consonant phonemes and the phonological structure of the Chinese words prevail vowel phonemes. The phonological system of the Russian language is characterized by consonant dominant, and the phonological system of the Chinese language Mandarin is characterized by vocal dominant. In the vowel system of the Russian language there are six vowel phonemes, in the vowel system of the Chinese language Mandarin there are thirty-one vowel phonemes. The typical sound pattern of words of the Chinese language consists of vowel combinations. The strong (vowels differ in different effective modes of vocal cords vowels are implemented in the even phonological position; the weak vowels are implemented in the left and right odd phonological positions of the syllabic matrix 0123. Consonant phonemes of the Chinese language are implemented only in the zero phonological position. The Sound variety of simple one-syllable words of the Chinese language is constructed by oppositions: twenty-five consonants in the zero position, thirty-one strong vowel phonemes in the even position, as well as three weak vowels in the left odd position and five weak vowels in the right odd position . The typical distribution of consonant and vowel phonemes is shown in the following examples of words: 0123 - guai «obedient», gudi «rotate», guài «strange». The opposition of weak vowels with a derivative phonological zero is also an effective method of making words: guai «obedient» - gai «must» - gua « blow» - ga «a dark corner». Both Russian and Chinese Synharmonia variety of sound words is supported by five derivative phonological zeros that are phonetically in

  20. Phonetic radicals, not phonological coding systems, support orthographic learning via self-teaching in Chinese.

    Science.gov (United States)

    Li, Luan; Wang, Hua-Chen; Castles, Anne; Hsieh, Miao-Ling; Marinus, Eva

    2018-07-01

    According to the self-teaching hypothesis (Share, 1995), phonological decoding is fundamental to acquiring orthographic representations of novel written words. However, phonological decoding is not straightforward in non-alphabetic scripts such as Chinese, where words are presented as characters. Here, we present the first study investigating the role of phonological decoding in orthographic learning in Chinese. We examined two possible types of phonological decoding: the use of phonetic radicals, an internal phonological aid, andthe use of Zhuyin, an external phonological coding system. Seventy-three Grade 2 children were taught the pronunciations and meanings of twelve novel compound characters over four days. They were then exposed to the written characters in short stories, and were assessed on their reading accuracy and on their subsequent orthographic learning via orthographic choice and spelling tasks. The novel characters were assigned three different types of pronunciation in relation to its phonetic radical - (1) a pronunciation that is identical to the phonetic radical in isolation; (2) a common alternative pronunciation associated with the phonetic radical when it appears in other characters; and (3) a pronunciation that is unrelated to the phonetic radical. The presence of Zhuyin was also manipulated. The children read the novel characters more accurately when phonological cues from the phonetic radicals were available and in the presence of Zhuyin. However, only the phonetic radicals facilitated orthographic learning. The findings provide the first empirical evidence of orthographic learning via self-teaching in Chinese, and reveal how phonological decoding functions to support learning in non-alphabetic writing systems. Copyright © 2018 Elsevier B.V. All rights reserved.

  1. Phonological, visual, and semantic coding strategies and children's short-term picture memory span

    OpenAIRE

    Henry, L.; Messer, D. J.; Luger-Klein, S.; Crane, L.

    2012-01-01

    Three experiments addressed controversies in the previous literature on the development of phonological and other forms of short-term memory coding in children, using assessments of picture memory span that ruled out potentially confounding effects of verbal input and output. Picture materials were varied in terms of phonological similarity, visual similarity, semantic similarity, and word length. Older children (6/8-year-olds), but not younger children (4/5-year-olds), demonstrated robust an...

  2. The role of consciousness in the phonological loop: hidden in plain sight

    OpenAIRE

    Buchsbaum, Bradley R.

    2013-01-01

    We know from everyday experience that when we need to keep a small amount of verbal information “in mind” for a short period, an effective cognitive strategy is to silently rehearse the words. This basic cognitive strategy has been elegantly codified in Baddeley and colleagues model of verbal working memory, the phonological loop. Here we explore how the intuitive appeal of the phonological loop is grounded in the phenomenological experience of subvocal rehearsal as consisting of an interacti...

  3. The relationship of phonological ability, speech perception and auditory perception in adults with dyslexia.

    Directory of Open Access Journals (Sweden)

    Jeremy eLaw

    2014-07-01

    Full Text Available This study investigated whether auditory, speech perception and phonological skills are tightly interrelated or independently contributing to reading. We assessed each of these three skills in 36 adults with a past diagnosis of dyslexia and 54 matched normal reading adults. Phonological skills were tested by the typical threefold tasks, i.e. rapid automatic naming, verbal short term memory and phonological awareness. Dynamic auditory processing skills were assessed by means of a frequency modulation (FM and an amplitude rise time (RT; an intensity discrimination task (ID was included as a non-dynamic control task. Speech perception was assessed by means of sentences and words in noise tasks. Group analysis revealed significant group differences in auditory tasks (i.e. RT and ID and in phonological processing measures, yet no differences were found for speech perception. In addition, performance on RT discrimination correlated with reading but this relation was mediated by phonological processing and not by speech in noise. Finally, inspection of the individual scores revealed that the dyslexic readers showed an increased proportion of deviant subjects on the slow-dynamic auditory and phonological tasks, yet each individual dyslexic reader does not display a clear pattern of deficiencies across the levels of processing skills. Although our results support phonological and slow-rate dynamic auditory deficits which relate to literacy, they suggest that at the individual level, problems in reading and writing cannot be explained by the cascading auditory theory. Instead, dyslexic adults seem to vary considerably in the extent to which each of the auditory and phonological factors are expressed and interact with environmental and higher-order cognitive influences.

  4. PHONOLOGICAL FOSSILIZATION OF THE JAVANESE ADULT LEARNERS OF ENGLISH: R&D OF A MODEL OF TEACHING MATERIALS OF ENGLISH PHONOLOGY FOR EFL LEARNERS

    Directory of Open Access Journals (Sweden)

    Senowarsito Senowarsito

    2017-04-01

    Full Text Available This paper presents preliminary study of R&D on Teaching Materials Model of English Phonology for EF2L. The preliminary study aims at finding out the phonological fossilization of adult learners of English in Javanese context and figuring out the factors influencing them. 25 fourth-semester Javanese students of English Departement from 5 universities in Semarang municipality were selected as respondents. The data were collected from observation, interview and documentation. The results show that phonological fossilizations occur on vowel (/e/ instead of /i/ in ‗english‘ /ˈɪŋ.glɪʃ/, /a/ instead of /æ/ in ‗aspect‘ /ˈæs.pekt/, it also occurs in /Ʌ,e, ǝ/ mostly in initial sound , consonant (/nð/ instead of /ð/ in ‗the‘ /ðǝ/, /ŋ/ instead of /ʤ/ in ‗change‘ /tʃeɪndʒ/, also in /tʃ, ϴ,ð,ʃ,v,Ʒ,z,j,k,g, suffix –ed and –es, and silent letter, and diphthong (/o/ instead of /ǝu/ in ‗over‘ /ǝuvǝr/ and in ‗power‘ /paʊər /, also in/ei,au/ . Factors affecting the occurrence of phonological fossilization are 1 the interference of respondents‘ mother tongue, such as Javanese tends to add sound /n/ in /nðǝlɔk/ ‗ndelok‘ and it interferes in pronouncing ‗the‘ to /nðǝ/ instead of /ðǝ/; 2 the learning materials of English Phonology course does not yet accommodate the learner‘s errors and or learner‘s fossilizations. These findings can be used as recommendation to develop teaching materials of English Phonology for EF2L.

  5. Relationship between Phonological Awareness, Rapid Automatized Naming and Reading in First Grade Students in Tehran, Iran

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    Zahra Soleymani

    2010-06-01

    Full Text Available Background and Aim: Reading is one of the human's communicative skills. Phonological awareness and rapid automatized naming are parts of the person's linguistic knowledge. Research in different languages and communities suggest that there is a relation between phonological awareness, rapid automatized naming and reading. To survey these relations in Persian language is the aim of this study.Methods: In this study 130 male students from the first grade were selected at random. They were normal in IQ, visual and hearing status. Language development was also normal in these children. This study was a cross-sectional one. Pearson correlation coefficient and linear regression test were used to analyze data.Results: The relation between phonological awareness and automatized rapid naming was significant (p<0.0001. Pearson correlation coefficient between phonological awareness and reading was direct (0.86. Pearson correlation coefficient between rapid automatized naming and reading was indirect that equals -0.87. In investigating the relation of two variables simultaneously with reading we concluded that the relation between phonological awareness, rapid automatized naming and reading is statistically significant (p<0.0001.Conclusion: The results of this research revealed that in Persian language like other languages there is a relation between phonological awareness, rapid automatized naming, and reading. Reading skills of children could be improved with this exercises.

  6. The Relationship Between Speech, Language, and Phonological Awareness in Preschool-Age Children With Developmental Disabilities.

    Science.gov (United States)

    Barton-Hulsey, Andrea; Sevcik, Rose A; Romski, MaryAnn

    2018-05-03

    A number of intrinsic factors, including expressive speech skills, have been suggested to place children with developmental disabilities at risk for limited development of reading skills. This study examines the relationship between these factors, speech ability, and children's phonological awareness skills. A nonexperimental study design was used to examine the relationship between intrinsic skills of speech, language, print, and letter-sound knowledge to phonological awareness in 42 children with developmental disabilities between the ages of 48 and 69 months. Hierarchical multiple regression was done to determine if speech ability accounted for a unique amount of variance in phonological awareness skill beyond what would be expected by developmental skills inclusive of receptive language and print and letter-sound knowledge. A range of skill in all areas of direct assessment was found. Children with limited speech were found to have emerging skills in print knowledge, letter-sound knowledge, and phonological awareness. Speech ability did not predict a significant amount of variance in phonological awareness beyond what would be expected by developmental skills of receptive language and print and letter-sound knowledge. Children with limited speech ability were found to have receptive language and letter-sound knowledge that supported the development of phonological awareness skills. This study provides implications for practitioners and researchers concerning the factors related to early reading development in children with limited speech ability and developmental disabilities.

  7. [Validity assessment of a low level phonological processing test material in preschool children].

    Science.gov (United States)

    Ptok, M; Altwein, F

    2012-07-01

    The BISC (Bielefelder Screening) is a German test to evaluate phonological skills believed to be a prerequisite for future reading and writing skills. BISC results may indicate an elevated risk for dyslexia. Our research group has put forward test material in order to specifically examine low-level phonological processing LLPP. In this study we analysed whether BISC and low-level phonological processing correlate. A retrospective correlation analysis was carried out on primary school children's test results of the BISC and the newly developed low-level phonological processing test material. Spearman's rho was 0.52 between total LLPP and total BISC. The subscales correlated with a rho below 0.5. Results indicate that a low level phonological processing and higher level phonological processing can be differentiated. Future studies will have to clarify whether these results can be used to construct specifically targeting therapy strategies and whether the LLPP test material can be used to assess the risk of subsequent dyslexia also. © Georg Thieme Verlag KG Stuttgart · New York.

  8. Behavioral and electrophysiological evidence for early and automatic detection of phonological equivalence in variable speech inputs.

    Science.gov (United States)

    Kharlamov, Viktor; Campbell, Kenneth; Kazanina, Nina

    2011-11-01

    Speech sounds are not always perceived in accordance with their acoustic-phonetic content. For example, an early and automatic process of perceptual repair, which ensures conformity of speech inputs to the listener's native language phonology, applies to individual input segments that do not exist in the native inventory or to sound sequences that are illicit according to the native phonotactic restrictions on sound co-occurrences. The present study with Russian and Canadian English speakers shows that listeners may perceive phonetically distinct and licit sound sequences as equivalent when the native language system provides robust evidence for mapping multiple phonetic forms onto a single phonological representation. In Russian, due to an optional but productive t-deletion process that affects /stn/ clusters, the surface forms [sn] and [stn] may be phonologically equivalent and map to a single phonological form /stn/. In contrast, [sn] and [stn] clusters are usually phonologically distinct in (Canadian) English. Behavioral data from identification and discrimination tasks indicated that [sn] and [stn] clusters were more confusable for Russian than for English speakers. The EEG experiment employed an oddball paradigm with nonwords [asna] and [astna] used as the standard and deviant stimuli. A reliable mismatch negativity response was elicited approximately 100 msec postchange in the English group but not in the Russian group. These findings point to a perceptual repair mechanism that is engaged automatically at a prelexical level to ensure immediate encoding of speech inputs in phonological terms, which in turn enables efficient access to the meaning of a spoken utterance.

  9. Reading speed and phonological awareness deficits among Arabic-speaking children with dyslexia.

    Science.gov (United States)

    Layes, Smail; Lalonde, Robert; Rebaï, Mohamed

    2015-02-01

    Although reading accuracy of isolated words and phonological awareness represent the main criteria of subtyping developmental dyslexia, there is increasing evidence that reduced reading speed also represents a defining characteristic. In the present study, reading speed and accuracy were measured in Arabic-speaking phonological and mixed dyslexic children matched with controls of the same age. Participants in third and fourth grades, aged from 9-10 to 9-8 years, were given single frequent and infrequent word and pseudo-word reading and phonological awareness tasks. Results showed that the group with dyslexia scored significantly lower than controls in accuracy and speed in reading tasks. Phonological and mixed dyslexic subgroups differed in infrequent and frequent word reading accuracy, the latter being worse. In contrast, the subgroups were comparable in pseudo-word identification and phonological awareness. Delayed phonological and recognition processes of infrequent and frequent words, respectively, were placed in the context of the dual route model of reading and the specific orthographic features of the Arabic language. Copyright © 2014 John Wiley & Sons, Ltd.

  10. Word learning in adults with second language experience: Effects of phonological and referent familiarity

    Science.gov (United States)

    Kaushanskaya, Margarita; Yoo, Jeewon; Van Hecke, Stephanie

    2014-01-01

    Purpose The goal of this research was to examine whether phonological familiarity exerts different effects on novel word learning for familiar vs. unfamiliar referents, and whether successful word-learning is associated with increased second-language experience. Method Eighty-one adult native English speakers with various levels of Spanish knowledge learned phonologically-familiar novel words (constructed using English sounds) or phonologically-unfamiliar novel words (constructed using non-English and non-Spanish sounds) in association with either familiar or unfamiliar referents. Retention was tested via a forced-choice recognition-task. A median-split procedure identified high-ability and low-ability word-learners in each condition, and the two groups were compared on measures of second-language experience. Results Findings suggest that the ability to accurately match newly-learned novel names to their appropriate referents is facilitated by phonological familiarity only for familiar referents but not for unfamiliar referents. Moreover, more extensive second-language learning experience characterized superior learners primarily in one word-learning condition: Where phonologically-unfamiliar novel words were paired with familiar referents. Conclusions Together, these findings indicate that phonological familiarity facilitates novel word learning only for familiar referents, and that experience with learning a second language may have a specific impact on novel vocabulary learning in adults. PMID:22992709

  11. Impaired reading comprehension in schizophrenia: evidence for underlying phonological processing deficits.

    Science.gov (United States)

    Arnott, Wendy; Sali, Lauren; Copland, David

    2011-05-15

    The present study examined reading ability in high functioning people with schizophrenia. To this end, 16 people with schizophrenia who were living in the community and 12 matched controls completed tests of passage reading (comprehension, accuracy, and rate), word recognition, and phonological processing (phonological awareness, phonological memory and rapid naming) and ratings of reading self-concept and practices. Performance of the participants with schizophrenia was impaired relative to control participants on reading comprehension and rapid naming and relative to the population norms on phonological awareness, and rapid naming. In addition, self-rating data revealed that participants with schizophrenia had poorer perceptions of their reading ability and engaged in reading activities less frequently than their control counterparts. Consistent with earlier research, significant correlations were found between phonological awareness and reading comprehension. These findings expand on previous research in the area to suggest that community-based individuals with schizophrenia experience problems with reading comprehension that may have a phonological basis. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

  12. Training early literacy related skills: To which degree does a musical training contribute to phonological awareness development?

    Directory of Open Access Journals (Sweden)

    Sebastian Kempert

    2016-11-01

    Full Text Available Well-developed phonological awareness skills are a core prerequisite for early literacy development. Although effective phonological awareness training programs exist, children at risk often do not reach similar levels of phonological awareness after the intervention as children with normally developed skills. Based on theoretical considerations and first promising results the present study explores effects of an early musical training in combination with a conventional phonological training in children with weak phonological awareness skills. Using a quasi-experimental pretest-posttest control group design and measurements across a period of two years, we tested the effects of two interventions: a consecutive combination of a musical and a phonological training and a phonological training alone. The design made it possible to disentangle effects of the musical training alone as well the effects of its combination with the phonological training. The outcome measures of these groups were compared with the control group with multivariate analyses, controlling for a number of background variables. The sample included N = 424 German-speaking children aged 4 to 5 years at the beginning of the study. We found a positive relationship between musical abilities and phonological awareness. Yet, whereas the well-established phonological training produced the expected effects, adding a musical training did not contribute significantly to phonological awareness development. Training effects were partly dependent on the initial level of phonological awareness. Possible reasons for the lack of training effects in the musical part of the combination condition as well as practical implications for early literacy education are discussed.

  13. Improving Phonological Awareness in Parents of Children at Risk of Literacy Difficulties: A Preliminary Evaluation of the Boost Program

    OpenAIRE

    Boyes, Mark E.; Leitão, Suze; Claessen, Mary; Dzidic, Peta; Boyle, Gemma; Perry, Alison; Nayton, Mandy

    2017-01-01

    Background Phonological awareness is an important skill underpinning the development of early literacy. Given the central role of parents in supporting the development of children’s early literacy skills, and that poor parental phonological awareness is associated with poorer child literacy outcomes, it is possible that improving parent phonological awareness may aid literacy development for at-risk children. This study is a preliminary evaluation of a program aiming to improve phonologica...

  14. Acoustic-Emergent Phonology in the Amplitude Envelope of Child-Directed Speech.

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    Victoria Leong

    Full Text Available When acquiring language, young children may use acoustic spectro-temporal patterns in speech to derive phonological units in spoken language (e.g., prosodic stress patterns, syllables, phonemes. Children appear to learn acoustic-phonological mappings rapidly, without direct instruction, yet the underlying developmental mechanisms remain unclear. Across different languages, a relationship between amplitude envelope sensitivity and phonological development has been found, suggesting that children may make use of amplitude modulation (AM patterns within the envelope to develop a phonological system. Here we present the Spectral Amplitude Modulation Phase Hierarchy (S-AMPH model, a set of algorithms for deriving the dominant AM patterns in child-directed speech (CDS. Using Principal Components Analysis, we show that rhythmic CDS contains an AM hierarchy comprising 3 core modulation timescales. These timescales correspond to key phonological units: prosodic stress (Stress AM, ~2 Hz, syllables (Syllable AM, ~5 Hz and onset-rime units (Phoneme AM, ~20 Hz. We argue that these AM patterns could in principle be used by naïve listeners to compute acoustic-phonological mappings without lexical knowledge. We then demonstrate that the modulation statistics within this AM hierarchy indeed parse the speech signal into a primitive hierarchically-organised phonological system comprising stress feet (proto-words, syllables and onset-rime units. We apply the S-AMPH model to two other CDS corpora, one spontaneous and one deliberately-timed. The model accurately identified 72-82% (freely-read CDS and 90-98% (rhythmically-regular CDS stress patterns, syllables and onset-rime units. This in-principle demonstration that primitive phonology can be extracted from speech AMs is termed Acoustic-Emergent Phonology (AEP theory. AEP theory provides a set of methods for examining how early phonological development is shaped by the temporal modulation structure of speech across

  15. Towards an Artificial Phonological Loop: An Assistive Device for Working Memory and Attentional Control

    Directory of Open Access Journals (Sweden)

    D. Bogen

    2006-01-01

    Full Text Available We describe the initial development of an artificial phonological loop (APL, a new technology to assist individuals with impairment of the working memory system. The phonological loop, along with the visuospatial sketchpad, is one of the two slave short-term memory subsystems that comprise working memory, a cognitive function closely associated with the control of attention. In the phonological loop, phonological (speech information lasting for 1–2 second is maintained active by repetitive, subvocal (silent speech rehearsal. Deficits in working memory, specifically in the phonological loop, occur in many disorders, including attention-deficit disorder and Alzheimer’s disease. In these disorders, it appears that the ability for phonological rehearsal is intact, but the regulation or triggering of the rehearsal process is inadequate, thus causing the contents of working memory to be lost. The purpose, then, of the APL is to facilitate the phonological loop by artificially extending the duration of phonological rehearsals. The APL mimics the natural phonological loop by providing audible vocal echoes to take the place of subvocal rehearsals. In this system, the user talks to him/herself in short (1–2 second phrases; the device records these phrases, stores them in electronic memory, and then repeats— i.e., echoes—the phrases multiple times over an extended period. Two versions of this device have been developed: the Echo-APL and the Rearticulation-APL. In the Echo-APL, only echoing is involved. In the Rearticulation-APL, however, the user re-vocalizes (rearticulates the phrase in response to an audible cue. The device repeats the cue until it detects (hears the re-vocalization. Future research and development of the APL will require extensive testing and careful evaluation of possible echo-schedules: the predefined program controlling inter-echo time intervals and echo-amplitude (echo loudness. The APL essentially exteriorizes the silent

  16. How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia.

    Science.gov (United States)

    Knoop-van Campen, Carolien A N; Segers, Eliane; Verhoeven, Ludo

    2018-05-01

    This study examined the relation between working memory, phonological awareness, and word reading efficiency in fourth-grade children with dyslexia. To test whether the relation between phonological awareness and word reading efficiency differed for children with dyslexia versus typically developing children, we assessed phonological awareness and word reading efficiency in 50 children with dyslexia (aged 9;10, 35 boys) and 613 typically developing children (aged 9;5, 279 boys). Phonological awareness was found to be associated with word reading efficiency, similar for children with dyslexia and typically developing children. To find out whether the relation between working memory and word reading efficiency in the group with dyslexia could be explained by phonological awareness, the children with dyslexia were also tested on working memory. Results of a mediation analysis showed a significant indirect effect of working memory on word reading efficiency via phonological awareness. Working memory predicted reading efficiency, via its relation with phonological awareness in children with dyslexia. This indicates that working memory is necessary for word reading efficiency via its impact on phonological awareness and that phonological awareness continues to be important for word reading efficiency in older children with dyslexia. © 2018 The Authors Dyslexia Published by John Wiley & Sons Ltd.

  17. Fronto-parietal contributions to phonological processes in successful artificial grammar learning

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    Dariya Goranskaya

    2016-11-01

    Full Text Available Sensitivity to regularities plays a crucial role in the acquisition of various linguistic features from spoken language input. Artificial grammar (AG learning paradigms explore pattern recognition abilities in a set of structured sequences (i.e. of syllables or letters. In the present study, we investigated the functional underpinnings of learning phonological regularities in auditorily presented syllable sequences. While previous neuroimaging studies either focused on functional differences between the processing of correct vs. incorrect sequences or between different levels of sequence complexity, here the focus is on the neural foundation of the actual learning success. During functional magnetic resonance imaging (fMRI, participants were exposed to a set of syllable sequences with an underlying phonological rule system, known to ensure performance differences between participants. We expected that successful learning and rule application would require phonological segmentation and phoneme comparison. As an outcome of four alternating learning and test fMRI sessions, participants split into successful learners and non-learners. Relative to non-learners, successful learners showed increased task-related activity in a fronto-parietal network of brain areas encompassing the left lateral premotor cortex as well as bilateral superior and inferior parietal cortices during both learning and rule application. These areas were previously associated with phonological segmentation, phoneme comparison and verbal working memory. Based on these activity patterns and the phonological strategies for rule acquisition and application, we argue that successful learning and processing of complex phonological rules in our paradigm is mediated via a fronto-parietal network for phonological processes.

  18. The contribution of phonological knowledge, memory, and language background to reading comprehension in deaf populations

    Science.gov (United States)

    Hirshorn, Elizabeth A.; Dye, Matthew W. G.; Hauser, Peter; Supalla, Ted R.; Bavelier, Daphne

    2015-01-01

    While reading is challenging for many deaf individuals, some become proficient readers. Little is known about the component processes that support reading comprehension in these individuals. Speech-based phonological knowledge is one of the strongest predictors of reading comprehension in hearing individuals, yet its role in deaf readers is controversial. This could reflect the highly varied language backgrounds among deaf readers as well as the difficulty of disentangling the relative contribution of phonological versus orthographic knowledge of spoken language, in our case ‘English,’ in this population. Here we assessed the impact of language experience on reading comprehension in deaf readers by recruiting oral deaf individuals, who use spoken English as their primary mode of communication, and deaf native signers of American Sign Language. First, to address the contribution of spoken English phonological knowledge in deaf readers, we present novel tasks that evaluate phonological versus orthographic knowledge. Second, the impact of this knowledge, as well as memory measures that rely differentially on phonological (serial recall) and semantic (free recall) processing, on reading comprehension was evaluated. The best predictor of reading comprehension differed as a function of language experience, with free recall being a better predictor in deaf native signers than in oral deaf. In contrast, the measures of English phonological knowledge, independent of orthographic knowledge, best predicted reading comprehension in oral deaf individuals. These results suggest successful reading strategies differ across deaf readers as a function of their language experience, and highlight a possible alternative route to literacy in deaf native signers. Highlights: 1. Deaf individuals vary in their orthographic and phonological knowledge of English as a function of their language experience. 2. Reading comprehension was best predicted by different factors in oral deaf and

  19. Contributions of Phonological Awareness, Phonological Short-Term Memory, and Rapid Automated Naming, toward Decoding Ability in Students with Mild Intellectual Disability

    Science.gov (United States)

    Soltani, Amanallah; Roslan, Samsilah

    2013-01-01

    Reading decoding ability is a fundamental skill to acquire word-specific orthographic information necessary for skilled reading. Decoding ability and its underlying phonological processing skills have been heavily investigated typically among developing students. However, the issue has rarely been noticed among students with intellectual…

  20. Relationships between Lexical and Phonological Development: A Look at Bilingual Children--A Commentary on Stoel-Gammon's "Relationships between Lexical and Phonological Development in Young Children"

    Science.gov (United States)

    Kehoe, Margaret

    2011-01-01

    Stoel-Gammon (this issue) highlights the close and symbiotic association that exists between the lexical and phonological domains in early linguistic development. Her comprehensive review considers two bodies of literature: (1) child-centred studies; and (2) studies based on adult psycholinguistic research. Within the child-centred studies, both…

  1. Exploring the Phenotype of Phonological Reading Disability as a Function of the Phonological Deficit Severity: Evidence from the Error Analysis Paradigm in Arabic

    Science.gov (United States)

    Taha, Haitham; Ibrahim, Raphiq; Khateb, Asaid

    2014-01-01

    The dominant error types were investigated as a function of phonological processing (PP) deficit severity in four groups of impaired readers. For this aim, an error analysis paradigm distinguishing between four error types was used. The findings revealed that the different types of impaired readers were characterized by differing predominant error…

  2. Automated Intelligibility Assessment of Pathological Speech Using Phonological Features

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    Catherine Middag

    2009-01-01

    Full Text Available It is commonly acknowledged that word or phoneme intelligibility is an important criterion in the assessment of the communication efficiency of a pathological speaker. People have therefore put a lot of effort in the design of perceptual intelligibility rating tests. These tests usually have the drawback that they employ unnatural speech material (e.g., nonsense words and that they cannot fully exclude errors due to listener bias. Therefore, there is a growing interest in the application of objective automatic speech recognition technology to automate the intelligibility assessment. Current research is headed towards the design of automated methods which can be shown to produce ratings that correspond well with those emerging from a well-designed and well-performed perceptual test. In this paper, a novel methodology that is built on previous work (Middag et al., 2008 is presented. It utilizes phonological features, automatic speech alignment based on acoustic models that were trained on normal speech, context-dependent speaker feature extraction, and intelligibility prediction based on a small model that can be trained on pathological speech samples. The experimental evaluation of the new system reveals that the root mean squared error of the discrepancies between perceived and computed intelligibilities can be as low as 8 on a scale of 0 to 100.

  3. English Language Teaching: phonetics, phonology and auditory processing contributions.

    Science.gov (United States)

    Araújo, Letícia Maria Martins; Feniman, Mariza Ribeiro; Carvalho, Fernanda Ribeiro Pinto de; Lopes-Herrera, Simone Aparecida

    2010-01-01

    interrelation of phonetics, phonology and auditory processing in English Language Teaching. to determine whether prior contact with English phonetics favors general learning of this language (L2), i.e. second language, in Portuguese speakers; to verify performance of these individuals in an auditory processing test prior to and after being taught L2. participants of the study were eight college students who had only studied English in high school. These participants were divided into two groups: control group - were only enrolled in English classes; experimental group - were enrolled in English phonetic classes prior to their enrollment in English classes. Participants were submitted to an auditory processing test and to an oral test in English (Oral Test) prior to and after the classes. Data were analyzed in the same way, i.e. prior to and after the classes. these were expressed statistically by T-Student's test. Analyses indicated no difference in performance between groups. Scores indicated better performance of the control group for answering questions in English in the Oral Test. The experimental group had better performance in the auditory processing test after being enrolled to English phonetic classes and English course. prior basic knowledge of English did not enhance general learning (improvement in pronunciation) of the second language, however, it improved the ability of temporal processing in the used test.

  4. Morphology of a Wetland Stream

    Science.gov (United States)

    Jurmu; Andrle

    1997-11-01

    / Little attention has been paid to wetland stream morphology in the geomorphological and environmental literature, and in the recently expanding wetland reconstruction field, stream design has been based primarily on stream morphologies typical of nonwetland alluvial environments. Field investigation of a wetland reach of Roaring Brook, Stafford, Connecticut, USA, revealed several significant differences between the morphology of this stream and the typical morphology of nonwetland alluvial streams. Six morphological features of the study reach were examined: bankfull flow, meanders, pools and riffles, thalweg location, straight reaches, and cross-sectional shape. It was found that bankfull flow definitions originating from streams in nonwetland environments did not apply. Unusual features observed in the wetland reach include tight bends and a large axial wavelength to width ratio. A lengthy straight reach exists that exceeds what is typically found in nonwetland alluvial streams. The lack of convex bank point bars in the bends, a greater channel width at riffle locations, an unusual thalweg location, and small form ratios (a deep and narrow channel) were also differences identified. Further study is needed on wetland streams of various regions to determine if differences in morphology between alluvial and wetland environments can be applied in order to improve future designs of wetland channels.KEY WORDS: Stream morphology; Wetland restoration; Wetland creation; Bankfull; Pools and riffles; Meanders; Thalweg

  5. Auroral morphology

    International Nuclear Information System (INIS)

    Deehr, C.S.; Romick, G.J.; Sivjee, G.G.

    1981-01-01

    The aurora is a radiant manifestation of solar particle emissions and their control by intervening electromagnetic fields. The analogy with a television system was first made, we believe, by Elvey, (1958). The latest concepts of solar-terrestrial control are included in description by Akasofu (1979) showing the phosphor screen as the upper atmosphere with an auroral image produced by particles from a source on the sun, modulated by electric and magnetic fields with the magnetohydrodynamic (MDH) generator formed by electrons and protons from the solar wind across the geomagnetic tail as the power supply. Thus, the size and shape of the aurora must reflect all the forces acting in the auroral particles on their way from the sun to the earth. Auroral morphology, therefore, is the study of the occurence of aurora in space and time for the purpose of describing the origin of solar particels and the forces acting upon them between the time of their production on the sun and their loss in the atmosphere. The advantage of using the aurora as a television monitor of this process over any conceivable system of in situ measurements is obvious when one considers the large number of space vehicles which would be necessary to record the information concentrated in the auroral oval which differs in scale with the magnetosphere by perhaps 10 6 . (orig.)

  6. Music Training Increases Phonological Awareness and Reading Skills in Developmental Dyslexia: A Randomized Control Trial.

    Science.gov (United States)

    Flaugnacco, Elena; Lopez, Luisa; Terribili, Chiara; Montico, Marcella; Zoia, Stefania; Schön, Daniele

    2015-01-01

    There is some evidence for a role of music training in boosting phonological awareness, word segmentation, working memory, as well as reading abilities in children with typical development. Poor performance in tasks requiring temporal processing, rhythm perception and sensorimotor synchronization seems to be a crucial factor underlying dyslexia in children. Interestingly, children with dyslexia show deficits in temporal processing, both in language and in music. Within this framework, we test the hypothesis that music training, by improving temporal processing and rhythm abilities, improves phonological awareness and reading skills in children with dyslexia. The study is a prospective, multicenter, open randomized controlled trial, consisting of test, rehabilitation and re-test (ID NCT02316873). After rehabilitation, the music group (N = 24) performed better than the control group (N = 22) in tasks assessing rhythmic abilities, phonological awareness and reading skills. This is the first randomized control trial testing the effect of music training in enhancing phonological and reading abilities in children with dyslexia. The findings show that music training can modify reading and phonological abilities even when these skills are severely impaired. Through the enhancement of temporal processing and rhythmic skills, music might become an important tool in both remediation and early intervention programs.Trial Registration: ClinicalTrials.gov NCT02316873

  7. Music Training Increases Phonological Awareness and Reading Skills in Developmental Dyslexia: A Randomized Control Trial.

    Directory of Open Access Journals (Sweden)

    Elena Flaugnacco

    Full Text Available There is some evidence for a role of music training in boosting phonological awareness, word segmentation, working memory, as well as reading abilities in children with typical development. Poor performance in tasks requiring temporal processing, rhythm perception and sensorimotor synchronization seems to be a crucial factor underlying dyslexia in children. Interestingly, children with dyslexia show deficits in temporal processing, both in language and in music. Within this framework, we test the hypothesis that music training, by improving temporal processing and rhythm abilities, improves phonological awareness and reading skills in children with dyslexia. The study is a prospective, multicenter, open randomized controlled trial, consisting of test, rehabilitation and re-test (ID NCT02316873. After rehabilitation, the music group (N = 24 performed better than the control group (N = 22 in tasks assessing rhythmic abilities, phonological awareness and reading skills. This is the first randomized control trial testing the effect of music training in enhancing phonological and reading abilities in children with dyslexia. The findings show that music training can modify reading and phonological abilities even when these skills are severely impaired. Through the enhancement of temporal processing and rhythmic skills, music might become an important tool in both remediation and early intervention programs.Trial Registration: ClinicalTrials.gov NCT02316873

  8. Speech Recognition in Adults With Cochlear Implants: The Effects of Working Memory, Phonological Sensitivity, and Aging.

    Science.gov (United States)

    Moberly, Aaron C; Harris, Michael S; Boyce, Lauren; Nittrouer, Susan

    2017-04-14

    Models of speech recognition suggest that "top-down" linguistic and cognitive functions, such as use of phonotactic constraints and working memory, facilitate recognition under conditions of degradation, such as in noise. The question addressed in this study was what happens to these functions when a listener who has experienced years of hearing loss obtains a cochlear implant. Thirty adults with cochlear implants and 30 age-matched controls with age-normal hearing underwent testing of verbal working memory using digit span and serial recall of words. Phonological capacities were assessed using a lexical decision task and nonword repetition. Recognition of words in sentences in speech-shaped noise was measured. Implant users had only slightly poorer working memory accuracy than did controls and only on serial recall of words; however, phonological sensitivity was highly impaired. Working memory did not facilitate speech recognition in noise for either group. Phonological sensitivity predicted sentence recognition for implant users but not for listeners with normal hearing. Clinical speech recognition outcomes for adult implant users relate to the ability of these users to process phonological information. Results suggest that phonological capacities may serve as potential clinical targets through rehabilitative training. Such novel interventions may be particularly helpful for older adult implant users.

  9. Phonological working memory and auditory processing speed in children with specific language impairment

    Directory of Open Access Journals (Sweden)

    Fatemeh Haresabadi

    2015-02-01

    Full Text Available Background and Aim: Specific language impairment (SLI, one variety of developmental language disorder, has attracted much interest in recent decades. Much research has been conducted to discover why some children have a specific language impairment. So far, research has failed to identify a reason for this linguistic deficiency. Some researchers believe language disorder causes defects in phonological working memory and affects auditory processing speed. Therefore, this study reviews the results of research investigating these two factors in children with specific language impairment.Recent Findings: Studies have shown that children with specific language impairment face constraints in phonological working memory capacity. Memory deficit is one possible cause of linguistic disorder in children with specific language impairment. However, in these children, disorder in information processing speed is observed, especially regarding the auditory aspect.Conclusion: Much more research is required to adequately explain the relationship between phonological working memory and auditory processing speed with language. However, given the role of phonological working memory and auditory processing speed in language acquisition, a focus should be placed on phonological working memory capacity and auditory processing speed in the assessment and treatment of children with a specific language impairment.

  10. Reconciling phonological neighborhood effects in speech production through single trial analysis.

    Science.gov (United States)

    Sadat, Jasmin; Martin, Clara D; Costa, Albert; Alario, F-Xavier

    2014-02-01

    A crucial step for understanding how lexical knowledge is represented is to describe the relative similarity of lexical items, and how it influences language processing. Previous studies of the effects of form similarity on word production have reported conflicting results, notably within and across languages. The aim of the present study was to clarify this empirical issue to provide specific constraints for theoretical models of language production. We investigated the role of phonological neighborhood density in a large-scale picture naming experiment using fine-grained statistical models. The results showed that increasing phonological neighborhood density has a detrimental effect on naming latencies, and re-analyses of independently obtained data sets provide supplementary evidence for this effect. Finally, we reviewed a large body of evidence concerning phonological neighborhood density effects in word production, and discussed the occurrence of facilitatory and inhibitory effects in accuracy measures. The overall pattern shows that phonological neighborhood generates two opposite forces, one facilitatory and one inhibitory. In cases where speech production is disrupted (e.g. certain aphasic symptoms), the facilitatory component may emerge, but inhibitory processes dominate in efficient naming by healthy speakers. These findings are difficult to accommodate in terms of monitoring processes, but can be explained within interactive activation accounts combining phonological facilitation and lexical competition. Copyright © 2013 Elsevier Inc. All rights reserved.

  11. Immediate memory for pseudowords and phonological awareness are associated in adults and pre-reading children

    Science.gov (United States)

    Clark, Nathaniel B.; McRoberts, Gerald W.; Van Dyke, Julie A.; Shankweiler, Donald P.; Braze, David

    2016-01-01

    This study investigated phonological components of reading skill at two ages, using a novel pseudoword repetition task for assessing phonological memory (PM). Pseudowords were designed to incorporate control over segmental, prosodic and lexical features. In experiment 1, the materials were administered to 3- and 4-year-old children together with a standardized test of phonological awareness (PA). PA and pseudoword repetition showed a moderate positive correlation, independent of age. Experiment 2, which targeted young adults, employed the same pseudoword materials, with a different administration protocol, together with standardized indices of PA, other memory measures, and decoding skill. The results showed moderate to strong positive correlations among our novel pseudoword repetition task, measures of PM and PA, and decoding. Together, the findings demonstrate the feasibility of assessing PM with the same carefully controlled materials at widely spaced points in age, adding to present resources for assessing phonological memory and better enabling future studies to map the development of relationships among phonological capabilities in both typically developing children and those with language-related impairments. PMID:22690715

  12. Investigation of Speech Impairments in A Child with HIV: The Study of Phonological Processes: Case Report

    Directory of Open Access Journals (Sweden)

    Zahra Ilkhani

    2017-03-01

    Full Text Available Human immunodeficiency virus (HIV is a viral disease with immunodeficiency in human. So, it can involve different areas such as language, speech, motor and memory. The present research, as a case report, introducing the characteristics of phonological processes of a child who had Aids and lived in a nursery through referring and professional assessing in a speech therapy clinic. The child was a 4 year old boy who was in HIV base on blood test. Speech skills was assessed based on DEAP and language assessment was analyzed according to TOLD-P3. He talked with single word. He used two words sentences rarely. According to language assessment (TOLD-P3, semantic, syntax and phonology features were tested. So he was in emerging language stage. Also his expressive language was lower than his perceive language. In addition, based on DEAP-P test, phonological process of substitution type has been recognized most. Also, the most of the substitution phonological process which accrued have been velar fronting. This study showed that the most phonological process in a child with HIV was the process of substitution. It may be a risk factor for decreasing speech intelligibility. With regard to the results of the present research that showed that the subject had the disorder and there are limited researches in this area,

  13. A Three-Year Longitudinal Study of Reading and Spelling Difficulty in Chinese Developmental Dyslexia: The Matter of Morphological Awareness.

    Science.gov (United States)

    Tong, Xiuhong; McBride, Catherine; Lo, Jason Chor Ming; Shu, Hua

    2017-11-01

    In the present study, we used a three-time point longitudinal design to investigate the associations of morphological awareness to word reading and spelling in a small group of those with and without dyslexia taken from a larger sample of 164 Hong Kong Chinese children who remained in a longitudinal study across ages 6, 7 and 8. Among those 164 children, 15 had been diagnosed as having dyslexia by professional psychologists, and 15 other children manifested average reading ability and had been randomly selected from the sample for comparison. All children were administered a battery of tasks including Chinese character recognition, word dictation, morphological awareness, phonological awareness and rapid automatized naming. Multivariate analysis of variance and predictive discriminate analysis were performed to examine whether the dyslexic children showed differences in the cognitive-linguistic tasks in comparison with controls. Results suggested that the dyslexic groups had poorer performance in morphological awareness and RAN across all 3 years. However, phonological awareness was not stable in distinguishing the groups. Findings suggest that morphological awareness is a relatively strong correlate of spelling difficulties in Chinese, but phonological awareness is not. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

  14. Phonological skills as predictor of reading success: An investigation of emergent bilingual Northern Sotho/English learners

    Directory of Open Access Journals (Sweden)

    Wilsenach, Carien

    2013-12-01

    Full Text Available The relationship between phonological skills and reading has not been studied extensively in the African languages spoken in South Africa. This study focuses on phonological skills and reading in emergent bilingual Northern Sotho/English learners. Fifty Grade 3 learners (all native speakers of Northern Sotho were tested on non-word repetition skills, syllable awareness, phonological working memory and reading. The learners fell into two groups: group 1 attended a school where English was the medium of instruction from the first grade, while group 2 attended a school where literacy instruction took place in Northern Sotho for the first three years of schooling. The results indicate that there is a significant correlation between phonological skills and reading in Northern Sotho. Furthermore, group 2 performed significantly better on all of the phonological measures (with the exception of phonological working memory and reading measures. The findings suggest that a complete lack of mother tongue instruction can influence phonological and literacy development negatively. The study also suggests that the absence of mother tongue literacy instruction causes stagnation in the development of phonological processing skills in the mother tongue.

  15. Semantic and Phonological Loop Effects on Verbal Working Memory in Middle-Age Adults with Mental Retardation

    Science.gov (United States)

    Kittler, Phyllis; Krinsky-McHale, Sharon J.; Devenny, Darlynne A.

    2004-01-01

    Semantic and phonological loop effects on verbal working memory were examined among middle-age adults with Down syndrome and those with unspecified mental retardation in the context of Baddeley's working memory model. Recall was poorer for phonologically similar, semantically similar, and long words compared to recall of dissimilar short words.…

  16. Neural Dissociation of Phonological and Visual Attention Span Disorders in Developmental Dyslexia: fMRI Evidence from Two Case Reports

    Science.gov (United States)

    Peyrin, C.; Lallier, M.; Demonet, J. F.; Pernet, C.; Baciu, M.; Le Bas, J. F.; Valdois, S.

    2012-01-01

    A dissociation between phonological and visual attention (VA) span disorders has been reported in dyslexic children. This study investigates whether this cognitively-based dissociation has a neurobiological counterpart through the investigation of two cases of developmental dyslexia. LL showed a phonological disorder but preserved VA span whereas…

  17. Adapting Phonological Awareness Interventions for Children with Down Syndrome Based on the Behavioral Phenotype: A Promising Approach?

    Science.gov (United States)

    Lemons, Christopher J.; King, Seth A.; Davidson, Kimberly A.; Puranik, Cynthia S.; Fulmer, Deborah; Mrachko, Alicia A.; Partanen, Jane; Al Otaiba, Stephanie; Fidler, Deborah J.

    2015-01-01

    Many children with Down syndrome demonstrate deficits in phonological awareness, a prerequisite to learning to read in an alphabetic language. The purpose of this study was to determine whether adapting a commercially available phonological awareness program to better align with characteristics associated with the behavioral phenotype of Down…

  18. The roles of long-term phonotactic and lexical prosodic knowledge in phonological short-term memory.

    Science.gov (United States)

    Tanida, Yuki; Ueno, Taiji; Lambon Ralph, Matthew A; Saito, Satoru

    2015-04-01

    Many previous studies have explored and confirmed the influence of long-term phonological representations on phonological short-term memory. In most investigations, phonological effects have been explored with respect to phonotactic constraints or frequency. If interaction between long-term memory and phonological short-term memory is a generalized principle, then other phonological characteristics-that is, suprasegmental aspects of phonology-should also exert similar effects on phonological short-term memory. We explored this hypothesis through three immediate serial-recall experiments that manipulated Japanese nonwords with respect to lexical prosody (pitch-accent type, reflecting suprasegmental characteristics) as well as phonotactic frequency (reflecting segmental characteristics). The results showed that phonotactic frequency affected the retention not only of the phonemic sequences, but also of pitch-accent patterns, when participants were instructed to recall both the phoneme sequence and accent pattern of nonwords. In addition, accent pattern typicality influenced the retention of the accent pattern: Typical accent patterns were recalled more accurately than atypical ones. These results indicate that both long-term phonotactic and lexical prosodic knowledge contribute to phonological short-term memory performance.

  19. Importance of Speech Production for Phonological Awareness and Word Decoding: The Case of Children with Cerebral Palsy

    Science.gov (United States)

    Peeters, Marieke; Verhoeven, Ludo; de Moor, Jan; van Balkom, Hans

    2009-01-01

    The goal of this longitudinal study was to investigate the precursors of early reading development in 52 children with cerebral palsy at kindergarten level in comparison to 65 children without disabilities. Word Decoding was measured to investigate early reading skills, while Phonological Awareness, Phonological Short-term Memory (STM), Speech…

  20. Do children with dyslexia and/or specific language impairment compensate for place assimilation? Insight into phonological grammar and representations.

    Science.gov (United States)

    Marshall, Chloe R; Ramus, Franck; van der Lely, Heather

    2011-10-01

    English speakers have to recognize, for example, that te[m] in te[m] pens is a form of ten, despite place assimilation of the nasal consonant. Children with dyslexia and specific language impairment (SLI) are commonly proposed to have a phonological deficit, and we investigate whether that deficit extends to place assimilation, as a way of probing phonological representations and phonological grammar. Children with SLI plus dyslexia, SLI only, and dyslexia only listened to sentences containing a target word in different assimilatory contexts-viable, unviable, and no change-and pressed a button to report hearing the target. The dyslexia-only group did not differ from age-matched controls, but the SLI groups showed more limited ability to accurately identify words within sentences. Once this factor was taken into account, the groups did not differ in their ability to compensate for assimilation. The results add to a growing body of evidence that phonological representations are not necessarily impaired in dyslexia. SLI children's results suggest that they too are sensitive to this aspect of phonological grammar, but are more liberal in their acceptance of alternative phonological forms of words. Furthermore, these children's ability to reject alternative phonological forms seems to be primarily limited by their vocabulary size and phonological awareness abilities.

  1. Relationship between the Phonological Awareness Skills and Writing Skills of the First Year Students at Primary School

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    Erdogan, Ozge

    2011-01-01

    The purpose of this study was to determine the relationship between the phonological awareness skills and writing skills of the first year students at primary school. In the study, the phonological awareness skills and writing skills of the students were measured at the beginning of the term. Students' writing skills were measured in the middle of…

  2. Does the Brown Banana Have a Beak? Preschool Children's Phonological Awareness as a Function of Parents' Talk about Speech Sounds

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    Reese, Elaine; Robertson, Sarah-Jane; Divers, Sarah; Schaughency, Elizabeth

    2015-01-01

    Children's phonological awareness develops rapidly in the preschool years and is an important contributor to later reading skill. This study addresses the role of parents' talk in preschool children's phonological awareness development. A community sample of 27 parents and their 3- to 4-year-old children participated in a new "Sound…

  3. Computer-Based Phonological Skills Training for Primary Students with Mild to Moderate Dyslexia--A Pilot Study

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    Blythe, John M.

    2006-01-01

    This pilot study investigated the efficacy of "Phonics Alive 2: The Sound Blender", a computer-based phonological skills training program, delivered with both at-home and at-school components over a 10-week period, as a potential treatment of phonological dyslexia. Participants were 20 dyslexic primary students with an average delay of…

  4. A Comparison of Phonological Processing Skills of Children with Mild to Moderate Sensorineural Hearing Loss and Children with Dyslexia

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    Park, Jungjun; Lombardino, Linda J.

    2012-01-01

    Using the Comprehensive Test of Phonological Processes (Wagner, Torgesen, & Rashotte, 1999), the researchers compared strengths and weaknesses in phonological processing skills in three groups: 21 children with mild to moderate sensorineural hearing loss (MSNH group), 29 children with dyslexia, and 30 age-matched controls. The MSNH group showed…

  5. Phonological abilities in literacy-impaired children: Brain potentials reveal deficient phoneme discrimination, but intact prosodic processing

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    Claudia Männel

    2017-02-01

    Full Text Available Intact phonological processing is crucial for successful literacy acquisition. While individuals with difficulties in reading and spelling (i.e., developmental dyslexia are known to experience deficient phoneme discrimination (i.e., segmental phonology, findings concerning their prosodic processing (i.e., suprasegmental phonology are controversial. Because there are no behavior-independent studies on the underlying neural correlates of prosodic processing in dyslexia, these controversial findings might be explained by different task demands. To provide an objective behavior-independent picture of segmental and suprasegmental phonological processing in impaired literacy acquisition, we investigated event-related brain potentials during passive listening in typically and poor-spelling German school children. For segmental phonology, we analyzed the Mismatch Negativity (MMN during vowel length discrimination, capturing automatic auditory deviancy detection in repetitive contexts. For suprasegmental phonology, we analyzed the Closure Positive Shift (CPS that automatically occurs in response to prosodic boundaries. Our results revealed spelling group differences for the MMN, but not for the CPS, indicating deficient segmental, but intact suprasegmental phonological processing in poor spellers. The present findings point towards a differential role of segmental and suprasegmental phonology in literacy disorders and call for interventions that invigorate impaired literacy by utilizing intact prosody in addition to training deficient phonemic awareness.

  6. The Role of Music Perception in Predicting Phonological Awareness in Five- and Six-Year-Old Children

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    Lathroum, Linda M.

    2011-01-01

    The purpose of this study was to examine the role of music perception in predicting phonological awareness in five- and six-year-old children. This study was based on the hypothesis that music perception and phonological awareness appear to have parallel auditory perceptual mechanisms. Previous research investigating the relationship between these…

  7. The Link between Preschoolers' Phonological Awareness and Mothers' Book-Reading and Reminiscing Practices in Low-Income Families

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    Leyva, Diana; Sparks, Alison; Reese, Elaine

    2012-01-01

    The relation between preschoolers' phonological awareness and the frequency and quality of parents' book-reading and reminiscing practices were examined in 54 low-income and ethnically diverse families. Children's phonological awareness was assessed at the beginning and end of preschool. Mothers reported the frequency with which they read books…

  8. Emergence of the neural network underlying phonological processing from the prereading to the emergent reading stage: A longitudinal study.

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    Yu, Xi; Raney, Talia; Perdue, Meaghan V; Zuk, Jennifer; Ozernov-Palchik, Ola; Becker, Bryce L C; Raschle, Nora M; Gaab, Nadine

    2018-05-01

    Numerous studies have shown that phonological skills are critical for successful reading acquisition. However, how the brain network supporting phonological processing evolves and how it supports the initial course of learning to read is largely unknown. Here, for the first time, we characterized the emergence of the phonological network in 28 children over three stages (prereading, beginning reading, and emergent reading) longitudinally. Across these three time points, decreases in neural activation in the left inferior parietal cortex (LIPC) were observed during an audiovisual phonological processing task, suggesting a specialization process in response to reading instruction/experience. Furthermore, using the LIPC as the seed, a functional network consisting of the left inferior frontal, left posterior occipitotemporal, and right angular gyri was identified. The connection strength in this network co-developed with the growth of phonological skills. Moreover, children with above-average gains in phonological processing showed a significant developmental increase in connection strength in this network longitudinally, while children with below-average gains in phonological processing exhibited the opposite trajectory. Finally, the connection strength between the LIPC and the left posterior occipitotemporal cortex at the prereading level significantly predicted reading performance at the emergent reading stage. Our findings highlight the importance of the early emerging phonological network for reading development, providing direct evidence for the Interactive Specialization Theory and neurodevelopmental models of reading. © 2018 Wiley Periodicals, Inc.

  9. The Effect of Dual N-Back Task Training on Phonological Memory Expansion in Adult EFL Learners at the Beginner Level

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    Farvardin, Mohammad Taghi; Afghari, Akbar; Koosha, Mansour

    2014-01-01

    One of the most influential models of working memory (WM) is the one developed by Baddeley (1986, 2000, 2003) which views WM comprising several components--a central executive, an episodic buffer, the visuo-spatial sketchpad, and the phonological loop. The phonological loop or phonological memory (PM) deals with the temporary storage of verbal and…

  10. Phonological and orthographic influences in the bouba-kiki effect.

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    Cuskley, Christine; Simner, Julia; Kirby, Simon

    2017-01-01

    We examine a high-profile phenomenon known as the bouba-kiki effect, in which non-word names are assigned to abstract shapes in systematic ways (e.g. rounded shapes are preferentially labelled bouba over kiki). In a detailed evaluation of the literature, we show that most accounts of the effect point to predominantly or entirely iconic cross-sensory mappings between acoustic or articulatory properties of sound and shape as the mechanism underlying the effect. However, these accounts have tended to confound the acoustic or articulatory properties of non-words with another fundamental property: their written form. We compare traditional accounts of direct audio or articulatory-visual mapping with an account in which the effect is heavily influenced by matching between the shapes of graphemes and the abstract shape targets. The results of our two studies suggest that the dominant mechanism underlying the effect for literate subjects is matching based on aligning letter curvature and shape roundedness (i.e. non-words with curved letters are matched to round shapes). We show that letter curvature is strong enough to significantly influence word-shape associations even in auditory tasks, where written word forms are never presented to participants. However, we also find an additional phonological influence in that voiced sounds are preferentially linked with rounded shapes, although this arises only in a purely auditory word-shape association task. We conclude that many previous investigations of the bouba-kiki effect may not have given appropriate consideration or weight to the influence of orthography among literate subjects.

  11. Phonologic-graphemic transcodifier for Portuguese Language spoken in Brazil (PLB)

    Science.gov (United States)

    Fragadasilva, Francisco Jose; Saotome, Osamu; Deoliveira, Carlos Alberto

    An automatic speech-to-text transformer system, suited to unlimited vocabulary, is presented. The basic acoustic unit considered are the allophones of the phonemes corresponding to the Portuguese language spoken in Brazil (PLB). The input to the system is a phonetic sequence, from a former step of isolated word recognition of slowly spoken speech. In a first stage, the system eliminates phonetic elements that don't belong to PLB. Using knowledge sources such as phonetics, phonology, orthography, and PLB specific lexicon, the output is a sequence of written words, ordered by probabilistic criterion that constitutes the set of graphemic possibilities to that input sequence. Pronunciation differences of some regions of Brazil are considered, but only those that cause differences in phonological transcription, because those of phonetic level are absorbed, during the transformation to phonological level. In the final stage, all possible written words are analyzed for orthography and grammar point of view, to eliminate the incorrect ones.

  12. The Role of Consciousness in the Phonological Loop: Hidden in Plain Sight

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    Bradley Russell Buchsbaum

    2013-08-01

    Full Text Available We know from everyday experience that when we need to keep a small amount of verbal information in mind for a short period, an effective cognitive strategy is to silently rehearse the words. This basic cognitive strategy has been elegantly codified in Baddeley and colleagues model of verbal working memory, the phonological loop. Here we explore how the intuitive appeal of the phonological loop is grounded in the phenomenological experience of subvocal rehearsal as consisting of an interaction between an inner voice and an inner ear. We focus particularly on how our intuitions about the phenomenological experience of inner speech might constrain or otherwise inform the functional architecture of information processing models of verbal working memory such as the phonological loop; and how, indeed, how ideas about consciousness may offer alternative explanations for the dual nature of inner speech in verbal working memory.

  13. Whole-Word Phonological Representations of Disyllabic Words in the Chinese Lexicon: Data From Acquired Dyslexia

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    Sam-Po Law

    2005-01-01

    Full Text Available This study addresses the issue of the existence of whole-word phonological representations of disyllabic and multisyllabic words in the Chinese mental lexicon. A Cantonese brain-injured dyslexic individual with semantic deficits, YKM, was assessed on his abilities to read aloud and to comprehend disyllabic words containing homographic heterophonous characters, the pronunciation of which can only be disambiguated in word context. Superior performance on reading to comprehension was found. YKM could produce the target phonological forms without understanding the words. The dissociation is taken as evidence for whole-word representations for these words at the phonological level. The claim is consistent with previous account for discrepancy of the frequencies of tonal errors between reading aloud and object naming in Cantonese reported of another case study of similar deficits. Theoretical arguments for whole-word form representations for all multisyllabic Chinese words are also discussed.

  14. The Stroop effect in English-Japanese bilinguals: the effect of phonological similarity.

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    Sumiya, Hiromi; Healy, Alice F

    2008-01-01

    English-Japanese bilinguals performed a Stroop color-word interference task with both English and Japanese stimuli and responded in both English and Japanese. The Japanese stimuli were either the traditional color terms (TCTs) written in Hiragana or loanwords (LWs) from English written in Katakana. Both within-language and between-language interference were found for all combinations of stimuli and responses. The between-language interference was larger for Katakana LWs (phonologically similar to English) than for Hiragana TCTs, especially with Japanese responses. The magnitude of this phonological effect increased with self-rated reading fluency in Japanese. Overall responding was slower and the Stroop effect larger with English than with Japanese stimuli. These results suggest that unintentional lexical access elicits automatic phonological processing even with intermediate-level reading proficiency.

  15. Schizophrenia as failure of left hemispheric dominance for the phonological component of language.

    Science.gov (United States)

    Angrilli, Alessandro; Spironelli, Chiara; Elbert, Thomas; Crow, Timothy J; Marano, Gianfranco; Stegagno, Luciano

    2009-01-01

    T. J. Crow suggested that the genetic variance associated with the evolution in Homo sapiens of hemispheric dominance for language carries with it the hazard of the symptoms of schizophrenia. Individuals lacking the typical left hemisphere advantage for language, in particular for phonological components, would be at increased risk of the typical symptoms such as auditory hallucinations and delusions. Twelve schizophrenic patients treated with low levels of neuroleptics and twelve matched healthy controls participated in an event-related potential experiment. Subjects matched word-pairs in three tasks: rhyming/phonological, semantic judgment and word recognition. Slow evoked potentials were recorded from 26 scalp electrodes, and a laterality index was computed for anterior and posterior regions during the inter stimulus interval. During phonological processing individuals with schizophrenia failed to achieve the left hemispheric dominance consistently observed in healthy controls. The effect involved anterior (fronto-temporal) brain regions and was specific for the Phonological task; group differences were small or absent when subjects processed the same stimulus material in a Semantic task or during Word Recognition, i.e. during tasks that typically activate more widespread areas in both hemispheres. We show for the first time how the deficit of lateralization in the schizophrenic brain is specific for the phonological component of language. This loss of hemispheric dominance would explain typical symptoms, e.g. when an individual's own thoughts are perceived as an external intruding voice. The change can be interpreted as a consequence of "hemispheric indecision", a failure to segregate phonological engrams in one hemisphere.

  16. Schizophrenia as failure of left hemispheric dominance for the phonological component of language.

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    Alessandro Angrilli

    Full Text Available BACKGROUND: T. J. Crow suggested that the genetic variance associated with the evolution in Homo sapiens of hemispheric dominance for language carries with it the hazard of the symptoms of schizophrenia. Individuals lacking the typical left hemisphere advantage for language, in particular for phonological components, would be at increased risk of the typical symptoms such as auditory hallucinations and delusions. METHODOLOGY/PRINCIPAL FINDINGS: Twelve schizophrenic patients treated with low levels of neuroleptics and twelve matched healthy controls participated in an event-related potential experiment. Subjects matched word-pairs in three tasks: rhyming/phonological, semantic judgment and word recognition. Slow evoked potentials were recorded from 26 scalp electrodes, and a laterality index was computed for anterior and posterior regions during the inter stimulus interval. During phonological processing individuals with schizophrenia failed to achieve the left hemispheric dominance consistently observed in healthy controls. The effect involved anterior (fronto-temporal brain regions and was specific for the Phonological task; group differences were small or absent when subjects processed the same stimulus material in a Semantic task or during Word Recognition, i.e. during tasks that typically activate more widespread areas in both hemispheres. CONCLUSIONS/SIGNIFICANCE: We show for the first time how the deficit of lateralization in the schizophrenic brain is specific for the phonological component of language. This loss of hemispheric dominance would explain typical symptoms, e.g. when an individual's own thoughts are perceived as an external intruding voice. The change can be interpreted as a consequence of "hemispheric indecision", a failure to segregate phonological engrams in one hemisphere.

  17. DEVELOPMENT OF PHONOLOGICAL AWARENESS OF STUTTERING CHILDREN AND CHILDREN WITH FLUENT SPEECH

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    Leila BEGIC

    2014-03-01

    Full Text Available The aim of this study was to determine characteristics of phonological awareness of stuttering children and children with fluent speech. The sample consisted of 64 children, between 56 and 83 months old (4 years and 8 months to 6 years and 11 months. Examinees were divided in two groups. The first group consisted of 32 stuttering children, 19 males, and 13 females. The control group consisted of 32 children with fluent speech, whose age and sex were equal to the age and sex of the children in the experimental group. The research was conducted in preschools and primary schools in Tuzla and Una-Sana Canton in Bosnia and Herzegovina. The subjects were examined with 7 subtests (syllable and phoneme blending abilities, ability to rhyme, phoneme segmentation, phoneme deletion, phoneme transposition and spoonerisms. Each of the subtest scores, which index a variety of phonological awareness abilities, was examined separately. Phonological awareness score is the total score which relates to a common result that the subjects achieved on these 7 individual subtests. The results showed that there were no statistically significant differences between stuttering children and their peers with fluent speech in relation to Phonological awareness score. The examination of differences between stuttering and non-stuttering children in individual variables, which describe phonological awareness, showed that there was statistically significant difference in the ability to rhyme between these two subjects groups. T-test was used for examination of the differences between the male stuttering children and their fluent peers, and also female stuttering children and their fluent peers for the phonological awareness variables. The results exhibited statistically significant differences in the variable Rhyme between the male stuttering children and their fluent peers. In addition, we examined the ability of phonemic analysis of children who stutter and children with fluent

  18. Comparative Analysis of Networks of Phonologically Similar Words in English and Spanish

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    Michael S. Vitevitch

    2010-03-01

    Full Text Available Previous network analyses of several languages revealed a unique set of structural characteristics. One of these characteristics—the presence of many smaller components (referred to as islands—was further examined with a comparative analysis of the island constituents. The results showed that Spanish words in the islands tended to be phonologically and semantically similar to each other, but English words in the islands tended only to be phonologically similar to each other. The results of this analysis yielded hypotheses about language processing that can be tested with psycholinguistic experiments, and offer insight into cross-language differences in processing that have been previously observed.

  19. PHONOLOGICAL PROCESSES OF THREE INDONESIAN CHILDREN AGED BETWEEN 1;8 AND 2;6

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    Patuan Raja

    2007-01-01

    Full Text Available Children are believed to employ universal processes in simplifying adult language words to match their developing phonology. The present paper is intended to describe the phonological processes used by three Indonesian children aged between 1;8 and 2;6. There is an indication that the utilization of the processes might be not only quantitatively but also qualitatively age-related, and that the processes might actually be of three types: universal (species-specific, local (language-specific, and idiosyncratic (individual-specific.

  20. The contribution of phonological short-term memory to artificial grammar learning.

    Science.gov (United States)

    Andrade, Jackie; Baddeley, Alan

    2011-05-01

    Three experiments investigated the contribution of phonological short-term memory (STM) to grammar learning by manipulating rehearsal during study of an auditory artificial grammar made up from a vocabulary of spoken Mandarin syllables. Experiment 1 showed that concurrent, irrelevant articulation impaired grammar learning compared with a nonverbal control task. Experiment 2 replicated and extended this finding, showing that repeating the grammatical strings at study improved grammar learning compared with suppressing rehearsal or remaining silent during learning. Experiment 3 found no effects of rehearsal on grammar learning once participants had learned the component syllables. The findings suggest that phonological STM aids artificial grammar learning via effects on vocabulary learning.

  1. Phonological Working Memory limitations and Agrammatism: Is there a causal relationship between the two?

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    Maria Varkanitsa

    2014-04-01

    These results are inconsistent with theories assuming a single WM capacity that deals with all types of linguistic information. Rather, this study provides evidence that syntactic parsing relies on different resources from what is typically measured in verbal WM tasks. The four patients with Broca’s aphasia that participated in this study presented with similar phonological WM limitations with only quantitative differences in some tasks, despite the fact that only two of them also had sentence comprehension difficulties. The results also suggest that the agrammatic patients suffer from a specific WM deficit, linked to processing syntactic dependencies, which is not tapped by phonological WM tests.

  2. Monitoring Different Phonological Parameters of Sign Language Engages the Same Cortical Language Network but Distinctive Perceptual Ones.

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    Cardin, Velia; Orfanidou, Eleni; Kästner, Lena; Rönnberg, Jerker; Woll, Bencie; Capek, Cheryl M; Rudner, Mary

    2016-01-01

    The study of signed languages allows the dissociation of sensorimotor and cognitive neural components of the language signal. Here we investigated the neurocognitive processes underlying the monitoring of two phonological parameters of sign languages: handshape and location. Our goal was to determine if brain regions processing sensorimotor characteristics of different phonological parameters of sign languages were also involved in phonological processing, with their activity being modulated by the linguistic content of manual actions. We conducted an fMRI experiment using manual actions varying in phonological structure and semantics: (1) signs of a familiar sign language (British Sign Language), (2) signs of an unfamiliar sign language (Swedish Sign Language), and (3) invented nonsigns that violate the phonological rules of British Sign Language and Swedish Sign Language or consist of nonoccurring combinations of phonological parameters. Three groups of participants were tested: deaf native signers, deaf nonsigners, and hearing nonsigners. Results show that the linguistic processing of different phonological parameters of sign language is independent of the sensorimotor characteristics of the language signal. Handshape and location were processed by different perceptual and task-related brain networks but recruited the same language areas. The semantic content of the stimuli did not influence this process, but phonological structure did, with nonsigns being associated with longer RTs and stronger activations in an action observation network in all participants and in the supramarginal gyrus exclusively in deaf signers. These results suggest higher processing demands for stimuli that contravene the phonological rules of a signed language, independently of previous knowledge of signed languages. We suggest that the phonological characteristics of a language may arise as a consequence of more efficient neural processing for its perception and production.

  3. Whence the fuzziness? Morphological effects in interacting sound changes in Southern British English

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    Patrycja Strycharczuk

    2017-04-01

    Full Text Available The fronting of the high-back /uː/ and /ʊ/, as currently seen in Southern British English (SBE, is a rare opportunity to study two similar sound changes at different stages of their phonetic development: /uː/-fronting is a more advanced change than /ʊ/-fronting. Since the fronting in both vowels is restricted from applying before a following final /l/ (e.g., in words like 'fool 'or 'pull', we can exploit the difference in the phonetic advancement of /uː/ and /ʊ/-fronting to illuminate the nature of ‘fuzzy contrasts’ affecting vowel+/l/ sequences in morphologically complex words. As recent results show that /uː/-fronting is partially limited in 'fool-ing '(but not in monomorphemes like 'hula', we ask whether similar morphological constraints affect /ʊ/ followed by /l/ (e.g., 'bully 'vs. 'pull-ing'. Simultaneously, we consider the question of what phonological generalization best captures the interaction between vowel fronting, /l/-darkening, and morphological structure. We present ultrasound data from 20 speakers of SBE representing two age groups. The data show that morphologically conditioned contrasts are consistent for /uː/+/l/, but variable and limited in size for /ʊ/+/l/. We relate these findings to the debate on morphology-phonetics interactions and the emergence of phonological abstraction.

  4. Greater trochanteric pain syndrome diagnosis and treatment.

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    Mallow, Michael; Nazarian, Levon N

    2014-05-01

    Lateral hip pain, or greater trochanteric pain syndrome, is a commonly seen condition; in this article, the relevant anatomy, epidemiology, and evaluation strategies of greater trochanteric pain syndrome are reviewed. Specific attention is focused on imaging of this syndrome and treatment techniques, including ultrasound-guided interventions. Copyright © 2014 Elsevier Inc. All rights reserved.

  5. Radiographic features of tuberculous osteitis in greater trochanter and lschium

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    Hahm, So Hee; Lee, Ye Ri; Kim, Dong Jin; Sung, Ki Jun; Lim, Jong Nam

    1996-01-01

    To evaluate, if possible, the radiographic features of tuberculous osteitis in the greater trochanter and ischium, and to determine the cause of the lesions. We reterospectively reviewed the plain radiographic findings of 14 ptients with histologically proven tuberculous osteitis involving the greater trochanter and ischium. In each case, the following were analyzed:morphology of bone destruction, including cortical erosion;periosteal reaction;presence or abscence of calcific shadows in adjacent soft tissue. On the basis of an analysis of radiographic features and correlation of the anatomy with adjacent structures we attempted to determine causes. Of the 14 cases evaluated, 12 showed varrious degrees of extrinsic erosion on the outer cortical bone of the greater trochanter and ischium ; in two cases, bone destruction was so severe that the radiographic features of advanced perforated osteomyelitis were simulated. In addition to findings of bone destruction, in these twelve cases, the presence of sequestrum or calcific shadows was seen in adjacent soft tissue. Tuberculous osteitis in the greater trochanter and ischium showed the characteristic findings of chronic extrinsic erosion. On the basis of these findings we can suggest that these lesions result from an extrinsic pathophysiologic cause such as adjacent bursitis

  6. Radiographic features of tuberculous osteitis in greater trochanter and lschium

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    Hahm, So Hee; Lee, Ye Ri [Hanil Hospital Affiliated to KEPCO, Seoul (Korea, Republic of); Kim, Dong Jin; Sung, Ki Jun [Yonsei Univ. Wonju College of Medicine, Wonju (Korea, Republic of); Lim, Jong Nam [Konkuk Univ. College of Medicine, Seoul (Korea, Republic of)

    1996-11-01

    To evaluate, if possible, the radiographic features of tuberculous osteitis in the greater trochanter and ischium, and to determine the cause of the lesions. We reterospectively reviewed the plain radiographic findings of 14 ptients with histologically proven tuberculous osteitis involving the greater trochanter and ischium. In each case, the following were analyzed:morphology of bone destruction, including cortical erosion;periosteal reaction;presence or abscence of calcific shadows in adjacent soft tissue. On the basis of an analysis of radiographic features and correlation of the anatomy with adjacent structures we attempted to determine causes. Of the 14 cases evaluated, 12 showed varrious degrees of extrinsic erosion on the outer cortical bone of the greater trochanter and ischium ; in two cases, bone destruction was so severe that the radiographic features of advanced perforated osteomyelitis were simulated. In addition to findings of bone destruction, in these twelve cases, the presence of sequestrum or calcific shadows was seen in adjacent soft tissue. Tuberculous osteitis in the greater trochanter and ischium showed the characteristic findings of chronic extrinsic erosion. On the basis of these findings we can suggest that these lesions result from an extrinsic pathophysiologic cause such as adjacent bursitis.

  7. Verbal Working Memory in Older Adults: The Roles of Phonological Capacities and Processing Speed

    Science.gov (United States)

    Nittrouer, Susan; Lowenstein, Joanna H.; Wucinich, Taylor; Moberly, Aaron C.

    2016-01-01

    Purpose: This study examined the potential roles of phonological sensitivity and processing speed in age-related declines of verbal working memory. Method: Twenty younger and 25 older adults with age-normal hearing participated. Two measures of verbal working memory were collected: digit span and serial recall of words. Processing speed was…

  8. The influence of orthographic experience on the development of phonological preparation in spoken word production.

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    Li, Chuchu; Wang, Min

    2017-08-01

    Three sets of experiments using the picture naming tasks with the form preparation paradigm investigated the influence of orthographic experience on the development of phonological preparation unit in spoken word production in native Mandarin-speaking children. Participants included kindergarten children who have not received formal literacy instruction, Grade 1 children who are comparatively more exposed to the alphabetic pinyin system and have very limited Chinese character knowledge, Grades 2 and 4 children who have better character knowledge and more exposure to characters, and skilled adult readers who have the most advanced character knowledge and most exposure to characters. Only Grade 1 children showed the form preparation effect in the same initial consonant condition (i.e., when a list of target words shared the initial consonant). Both Grade 4 children and adults showed the preparation effect when the initial syllable (but not tone) among target words was shared. Kindergartners and Grade 2 children only showed the preparation effect when the initial syllable including tonal information was shared. These developmental changes in phonological preparation could be interpreted as a joint function of the modification of phonological representation and attentional shift. Extensive pinyin experience encourages speakers to attend to and select onset phoneme in phonological preparation, whereas extensive character experience encourages speakers to prepare spoken words in syllables.

  9. The Phonological-Distributional Coherence Hypothesis: Cross-Linguistic Evidence in Language Acquisition

    Science.gov (United States)

    Monaghan, Padraic; Christiansen, Morten H.; Chater, Nick

    2007-01-01

    Several phonological and prosodic properties of words have been shown to relate to differences between grammatical categories. Distributional information about grammatical categories is also a rich source in the child's language environment. In this paper we hypothesise that such cues operate in tandem for developing the child's knowledge about…

  10. The Differential Role of Phonological and Distributional Cues in Grammatical Categorisation

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    Monaghan, P.; Chater, N.; Christiansen, M.H.

    2005-01-01

    Recognising the grammatical categories of words is a necessary skill for the acquisition of syntax and for on-line sentence processing. The syntactic and semantic context of the word contribute as cues for grammatical category assignment, but phonological cues, too, have been implicated as important sources of information. The value of…

  11. Auditory evoked potentials: predicting speech therapy outcomes in children with phonological disorders

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    Renata Aparecida Leite

    2014-03-01

    Full Text Available OBJECTIVES: This study investigated whether neurophysiologic responses (auditory evoked potentials differ between typically developed children and children with phonological disorders and whether these responses are modified in children with phonological disorders after speech therapy. METHODS: The participants included 24 typically developing children (Control Group, mean age: eight years and ten months and 23 children clinically diagnosed with phonological disorders (Study Group, mean age: eight years and eleven months. Additionally, 12 study group children were enrolled in speech therapy (Study Group 1, and 11 were not enrolled in speech therapy (Study Group 2. The subjects were submitted to the following procedures: conventional audiological, auditory brainstem response, auditory middle-latency response, and P300 assessments. All participants presented with normal hearing thresholds. The study group 1 subjects were reassessed after 12 speech therapy sessions, and the study group 2 subjects were reassessed 3 months after the initial assessment. Electrophysiological results were compared between the groups. RESULTS: Latency differences were observed between the groups (the control and study groups regarding the auditory brainstem response and the P300 tests. Additionally, the P300 responses improved in the study group 1 children after speech therapy. CONCLUSION: The findings suggest that children with phonological disorders have impaired auditory brainstem and cortical region pathways that may benefit from speech therapy.

  12. A Psychometric Review of Norm-Referenced Tests Used to Assess Phonological Error Patterns

    Science.gov (United States)

    Kirk, Celia; Vigeland, Laura

    2014-01-01

    Purpose: The authors provide a review of the psychometric properties of 6 norm-referenced tests designed to measure children's phonological error patterns. Three aspects of the tests' psychometric adequacy were evaluated: the normative sample, reliability, and validity. Method: The specific criteria used for determining the psychometric…

  13. Phonological and Sensory Short-Term Memory Are Correlates and Both Affected in Developmental Dyslexia

    Science.gov (United States)

    Laasonen, Marja; Virsu, Veijo; Oinonen, Suvi; Sandbacka, Mirja; Salakari, Anita; Service, Elisabet

    2012-01-01

    We investigated whether poor short-term memory (STM) in developmental dyslexia affects the processing of sensory stimulus sequences in addition to phonological material. STM for brief binary non-verbal stimuli (light flashes, tone bursts, finger touches, and their crossmodal combinations) was studied in 20 Finnish adults with dyslexia and 24…

  14. Revealing and Quantifying the Impaired Phonological Analysis Underpinning Impaired Comprehension in Wernicke's Aphasia

    Science.gov (United States)

    Robson, Holly; Keidel, James L.; Lambon Ralph, Matthew A.; Sage, Karen

    2012-01-01

    Wernicke's aphasia is a condition which results in severely disrupted language comprehension following a lesion to the left temporo-parietal region. A phonological analysis deficit has traditionally been held to be at the root of the comprehension impairment in Wernicke's aphasia, a view consistent with current functional neuroimaging which finds…

  15. Phonological Awareness and Listening Comprehension among Chinese English-Immersion Students

    Science.gov (United States)

    Li, Miao; Cheng, Liying; Kirby, John R.

    2012-01-01

    This study investigates the relationship between English listening comprehension and English and Chinese phonological awareness (PA), and the cross-linguistic transfer of PA in 48 Grade 2 and 47 Grade 4 Chinese English-immersion students. The results of the study indicate a correlation between English PA and English listening comprehension.…

  16. Aptitude, Phonological Memory, and Second Language Proficiency in Nonnovice Adult Learners

    Science.gov (United States)

    Hummel, Kirsten M.

    2009-01-01

    This study explores the relationship between aptitude, phonological memory (PM), and second language (L2) proficiency in nonnovice adult learners of English as an L2. Native speakers of French (N = 77) enrolled in a university Teaching English as a Second Language program were the participants in the study. Exploratory factor analysis revealed…

  17. (In)Flexibility of Constituency in Japanese in Multi-Modal Categorial Grammar with Structured Phonology

    Science.gov (United States)

    Kubota, Yusuke

    2010-01-01

    This dissertation proposes a theory of categorial grammar called Multi-Modal Categorial Grammar with Structured Phonology. The central feature that distinguishes this theory from the majority of contemporary syntactic theories is that it decouples (without completely segregating) two aspects of syntax--hierarchical organization (reflecting…

  18. Is handwriting constrained by phonology? Evidence from Stroop tasks with written responses and Chinese characters

    Directory of Open Access Journals (Sweden)

    Markus eDamian

    2013-10-01

    Full Text Available To what extent is handwritten word production based on phonological codes? A few studies conducted in Western languages have recently provided evidence showing that phonology contributes to the retrieval of graphemic properties in written output tasks. Less is known about how orthographic production works in languages with non-alphabetic scripts such as written Chinese. We report a Stroop study in which Chinese participants wrote the colour of characters on a digital graphic tablet; characters were either neutral, or homophonic to the target (congruent, or homophonic to an alternative (incongruent. Facilitation was found from congruent homophonic distractors, but only when the homophone shared the same tone with the target. This finding suggests a contribution of phonology to written word production. A second experiment served as a control experiment to exclude the possibility that the effect in Experiment 1 had an exclusively semantic locus. Overall, the findings offer new insight into the relative contribution of phonology to handwriting, particularly in non-Western languages.

  19. Phonological Storage and Executive Function Deficits in Children with Mathematics Difficulties

    Science.gov (United States)

    Peng, Peng; Congying, Sun; Beilei, Li; Sha, Tao

    2012-01-01

    Children with mathematics difficulties suffer from working memory deficits. This study investigated the deficit profile of phonological storage and executive functions in working memory among children with mathematics difficulties. Based on multiple instruments and two assessment points, 68 children were screened out of 805 fifth graders. Of these…

  20. The Influence of Phonological Mechanisms in Written Spelling of Profoundly Deaf Children

    Science.gov (United States)

    Colombo, Lucia; Arfe, Barbara; Bronte, Tiziana

    2012-01-01

    In the present study, the effect of phonological and working memory mechanisms involved in spelling Italian single words was explored in two groups of children matched for grade level: a group of normally hearing children and a group of pre-verbally deaf children, with severe-to-profound hearing loss. Three-syllable and four-syllable familiar…

  1. Speech and Phonological Characteristics of Individual Children with a History of Tracheostomy.

    Science.gov (United States)

    Kertoy, Marilyn K.; Guest, Christine M.; Quart, Ellen; Lieh-Lai, Mary

    1999-01-01

    This study examined the speech production and phonological skills of six children (ages, 2:8 to 6:8) who had undergone tracheostomy before age 8 months. The study found slow development of sound acquisition, vowel production, and the distinction between voiced and voiceless stops for some of the children. Excessive use of inappropriate…

  2. The Spanish of Ponce, Puerto Rico: A Phonetic, Phonological, and Intonational Analysis

    Science.gov (United States)

    Luna, Kenneth Vladimir

    2010-01-01

    This study investigates four aspects of Puerto Rican Spanish as represented in the Autonomous Municipality of Ponce: the behavior of coda /[alveolar flap]/, the behavior of /r/, the different realizations of coda /s/, and its intonational phonology. Previous studies on Puerto Rican Spanish report that coda /[alveolar flap]/ is normally realized as…

  3. Effects of Phonological Abilities and Linguistic Comprehension on the Development of Reading.

    Science.gov (United States)

    de Jong, Peter F.; van der Leij, Aryan

    2002-01-01

    Examines specific effects of phonological abilities and linguistic comprehension on the development of word-decoding ability and reading comprehension, respectively, of 141 Dutch children from the end of first grade to the end of third grade. Finds that partly different determinants underlie the development of word-decoding ability and reading…

  4. Phonological Encoding in Speech-Sound Disorder: Evidence from a Cross-Modal Priming Experiment

    Science.gov (United States)

    Munson, Benjamin; Krause, Miriam O. P.

    2017-01-01

    Background: Psycholinguistic models of language production provide a framework for determining the locus of language breakdown that leads to speech-sound disorder (SSD) in children. Aims: To examine whether children with SSD differ from their age-matched peers with typical speech and language development (TD) in the ability phonologically to…

  5. A purple giraffe is faster than a purple elephant: Inconsistent phonology affects determiner selection in English

    NARCIS (Netherlands)

    Spalek, K.; Bock, K.; Schriefers, H.J.

    2010-01-01

    The form of a determiner is dependent on different contextual factors: in some languages grammatical number and grammatical gender determine the choice of a determiner variant. In other languages, the phonological onset of the element immediately following the determiner affects selection, too.

  6. A Purple Giraffe Is Faster than a Purple Elephant: Inconsistent Phonology Affects Determiner Selection in English

    Science.gov (United States)

    Spalek, Katharina; Bock, Kathryn; Schriefers, Herbert

    2010-01-01

    The form of a determiner is dependent on different contextual factors: in some languages grammatical number and grammatical gender determine the choice of a determiner variant. In other languages, the phonological onset of the element immediately following the determiner affects selection, too. Previous work has shown that the activation of…

  7. Phonological Working Memory in German Children with Poor Reading and Spelling Abilities

    Science.gov (United States)

    Steinbrink, Claudia; Klatte, Maria

    2008-01-01

    Deficits in verbal short-term memory have been identified as one factor underlying reading and spelling disorders. However, the nature of this deficit is still unclear. It has been proposed that poor readers make less use of phonological coding, especially if the task can be solved through visual strategies. In the framework of Baddeley's…

  8. Dense Neighborhoods and Mechanisms of Learning: Evidence from Children with Phonological Delay

    Science.gov (United States)

    Gierut, Judith A.; Morrisette, Michele L.

    2015-01-01

    There is a noted advantage of dense neighborhoods in language acquisition, but the learning mechanism that drives the effect is not well understood. Two hypotheses--long-term auditory word priming and phonological working memory--have been advanced in the literature as viable accounts. These were evaluated in two treatment studies enrolling twelve…

  9. The Effects of Musical Aptitude and Musical Training on Phonological Production in Foreign Languages

    Science.gov (United States)

    Pei, Zhengwei; Wu, Yidi; Xiang, Xiaocui; Qian, Huimin

    2016-01-01

    This study investigates 128 Chinese college students to examine the effects of their musical aptitude and musical training on phonological production in four foreign languages. Results show that musically-trained students remarkably possessed stronger musical aptitude than those without musical training and performed better than their counterpart…

  10. Word Structures of Granada Spanish-Speaking Preschoolers with Typical versus Protracted Phonological Development

    Science.gov (United States)

    May Bernhardt, B.; Hanson, R.; Perez, D.; Ávila, C.; Lleó, C.; Stemberger, J. P.; Carballo, G.; Mendoza, E.; Fresneda, D.; Chávez-Peón, M.

    2015-01-01

    Background: Research on children's word structure development is limited. Yet, phonological intervention aims to accelerate the acquisition of both speech-sounds and word structure, such as word length, stress or shapes in CV sequences. Until normative studies and meta-analyses provide in-depth information on this topic, smaller investigations can…

  11. Comparison of Word Recognition Strategies in EFL Adult Learners: Orthography vs. Phonology

    Science.gov (United States)

    Sieh, Yu-cheng

    2016-01-01

    In an attempt to compare how orthography and phonology interact in EFL learners with different reading abilities, online measures were administered in this study to two groups of university learners, indexed by their reading scores on the Test of English for International Communication (TOEIC). In terms of "accuracy," the less-skilled…

  12. Abstract The syllable is very vital in phonological analysis. This is ...

    African Journals Online (AJOL)

    Tracie1

    forces the sequence of words in syllables to agree with the acceptable order of any given language. ithin the broader ... structure constraints within the purview of universal grammar without the need to generate ... syllables to form words triggers phonological processes, and also, the phonotactic constraints of languages ...

  13. The Effect of Sonority on Word Segmentation: Evidence for the Use of a Phonological Universal

    Science.gov (United States)

    Ettlinger, Marc; Finn, Amy S.; Hudson Kam, Carla L.

    2012-01-01

    It has been well documented how language-specific cues may be used for word segmentation. Here, we investigate what role a language-independent phonological universal, the sonority sequencing principle (SSP), may also play. Participants were presented with an unsegmented speech stream with non-English word onsets that juxtaposed adherence to the…

  14. The Influence of the Phonological Neighborhood Clustering Coefficient on Spoken Word Recognition

    Science.gov (United States)

    Chan, Kit Ying; Vitevitch, Michael S.

    2009-01-01

    Clustering coefficient--a measure derived from the new science of networks--refers to the proportion of phonological neighbors of a target word that are also neighbors of each other. Consider the words "bat", "hat", and "can", all of which are neighbors of the word "cat"; the words "bat" and…

  15. The relation between musical abilities and the phonological awareness in pre-school children

    Directory of Open Access Journals (Sweden)

    Anja Božič

    2007-06-01

    Full Text Available The pre-school period plays a very important role in the language development. One of the significant indicators of this development is the phonological awareness. Some of the previous studies reported the presence of the relation between the phonological awareness and musical abilities. Our main goal was to examine this relation with the Test of the phonological awareness and the Test of musical abilities on 67 Slovene preschool children, aged from 5 to 6. We also wanted to investigate the differences between boys (N = 36 and girls (N = 31 and the differences between two age groups (aged from 5 to 5.5 years, N = 32, and from 5.5 to 6 years, N = 35. The results confirmed the connection between musical abilities and the phonological awareness. They also indicated that the recognition of the first and the last phoneme is related to melodic awareness and that phoneme merging is mainly related to rhythm awareness. No significant differences were found between male and female children or between the groups of the children of different ages.

  16. Clinical Comparisons: Phonological Processes and Their Relationship to Traditional Phoneme Acquisition Norms.

    Science.gov (United States)

    Culbertson, William R.; Tanner, Dennis C.

    2001-01-01

    This article compares and contrasts the two major psycholinguistic philosophies of speech development, the traditional and the phonological approaches. The traditional approach is seen as most useful for children whose speech is only mildly impaired or who need oral sensorimotor stimulation. For severely unintelligible speech, the phonological…

  17. Bilingual Phonological Awareness: Multilevel Construct Validation among Spanish-Speaking Kindergarteners in Transitional Bilingual Education Classrooms

    Science.gov (United States)

    Branum-Martin, Lee; Mehta, Paras D.; Fletcher, Jack M.; Carlson, Coleen D.; Ortiz, Alba; Carlo, Maria; Francis, David J.

    2006-01-01

    The construct validity of English and Spanish phonological awareness (PA) tasks was examined with a sample of 812 kindergarten children from 71 transitional bilingual education program classrooms located in 3 different types of geographic regions in California and Texas. Tasks of PA, including blending nonwords, segmenting words, and phoneme…

  18. Functional Deficits in Phonological Working Memory in Children with Intellectual Disabilities

    Science.gov (United States)

    Schuchardt, Kirsten; Maehler, Claudia; Hasselhorn, Marcus

    2011-01-01

    Recent studies indicate that children with intellectual disabilities have functional limitations primarily in the phonological loop of working memory (Baddeley, 1986). These findings are indicative of a specific structural deficit. Building on this research, the present study examines whether it is possible to identify specific phonological…

  19. Deaf Children's Use of Phonological Coding: Evidence from Reading, Spelling, and Working Memory

    Science.gov (United States)

    Harris, Margaret; Moreno, Constanza

    2004-01-01

    Two groups of deaf children, aged 8 and 14 years, were presented with a number of tasks designed to assess their reliance on phonological coding. Their performance was compared with that of hearing children of the same chronological age (CA) and reading age (RA). Performance on the first task, short-term recall of pictures, showed that the deaf…

  20. Modeling the length effect: Specifying the relation with visual and phonological correlates of reading

    NARCIS (Netherlands)

    van den Boer, M.; de Jong, P.F.; Haentjens-van Meeteren, M.M.

    2013-01-01

    Beginning readers' reading latencies increase as words become longer. This length effect is believed to be a marker of a serial reading process. We examined the effects of visual and phonological skills on the length effect. Participants were 184 second-grade children who read 3- to 5-letter words

  1. Phonological fluency strategy of switching differentiates relapsing-remitting and secondary progressive multiple sclerosis patients.

    Science.gov (United States)

    Messinis, L; Kosmidis, M H; Vlahou, C; Malegiannaki, A C; Gatzounis, G; Dimisianos, N; Karra, A; Kiosseoglou, G; Gourzis, P; Papathanasopoulos, P

    2013-01-01

    The strategies used to perform a verbal fluency task appear to be reflective of cognitive abilities necessary for successful daily functioning. In the present study, we explored potential differences in verbal fluency strategies (switching and clustering) used to maximize word production by patients with relapsing-remitting multiple sclerosis (RRMS) versus patients with secondary progressive multiple sclerosis (SPMS). We further assessed impairment rates and potential differences in the sensitivity and specificity of phonological versus semantic verbal fluency tasks in discriminating between those with a diagnosis of MS and healthy adults. We found that the overall rate of impaired verbal fluency in our MS sample was consistent with that in other studies. However, we found no differences between types of MS (SPMS, RRMS), on semantic or phonological fluency word production, or the strategies used to maximize semantic fluency. In contrast, we found that the number of switches differed significantly in the phonological fluency task between the SPMS and RRMS subtypes. The clinical utility of semantic versus phonological fluency in discriminating MS patients from healthy controls did not indicate any significant differences. Further, the strategies used to maximize performance did not differentiate MS subgroups or MS patients from healthy controls.

  2. Does Kaniso activate CASINO?: input coding schemes and phonology in visual-word recognition.

    Science.gov (United States)

    Acha, Joana; Perea, Manuel

    2010-01-01

    Most recent input coding schemes in visual-word recognition assume that letter position coding is orthographic rather than phonological in nature (e.g., SOLAR, open-bigram, SERIOL, and overlap). This assumption has been drawn - in part - by the fact that the transposed-letter effect (e.g., caniso activates CASINO) seems to be (mostly) insensitive to phonological manipulations (e.g., Perea & Carreiras, 2006, 2008; Perea & Pérez, 2009). However, one could argue that the lack of a phonological effect in prior research was due to the fact that the manipulation always occurred in internal letter positions - note that phonological effects tend to be stronger for the initial syllable (Carreiras, Ferrand, Grainger, & Perea, 2005). To reexamine this issue, we conducted a masked priming lexical decision experiment in which we compared the priming effect for transposed-letter pairs (e.g., caniso-CASINO vs. caviro-CASINO) and for pseudohomophone transposed-letter pairs (kaniso-CASINO vs. kaviro-CASINO). Results showed a transposed-letter priming effect for the correctly spelled pairs, but not for the pseudohomophone pairs. This is consistent with the view that letter position coding is (primarily) orthographic in nature.

  3. Do maternal interaction and early language predict phonological awareness in 3- to 4-year-olds?

    NARCIS (Netherlands)

    Silvén, M.; Niemi, P.; Voeten, M.J.M.

    2002-01-01

    The present study reports longitudinal data on how phonological awareness is affected by mother-child interaction and the child's language development. Sixty-six Finnish children were videotaped at 12 and 24 months of age with their mother, during joint play episodes, to assess maternal sensitivity

  4. Phonological Awareness and Naming Speed in the Prediction of Dutch Children's Word Recognition

    Science.gov (United States)

    Verhagen, W.; Aarnoutse, C.; van Leeuwe, J.

    2008-01-01

    Influences of phonological awareness and naming speed on the speed and accuracy of Dutch children's word recognition were investigated in a longitudinal study. The speed and accuracy of word recognition at the ends of Grades 1 and 2 were predicted by naming speed from both the beginning and end of Grade 1, after control for autoregressive…

  5. Multisensory Spatial Attention Deficits Are Predictive of Phonological Decoding Skills in Developmental Dyslexia

    Science.gov (United States)

    Facoetti, Andrea; Trussardi, Anna Noemi; Ruffino, Milena; Lorusso, Maria Luisa; Cattaneo, Carmen; Galli, Raffaella; Molteni, Massimo; Zorzi, Marco

    2010-01-01

    Although the dominant approach posits that developmental dyslexia arises from deficits in systems that are exclusively linguistic in nature (i.e., phonological deficit theory), dyslexics show a variety of lower level deficits in sensory and attentional processing. Although their link to the reading disorder remains contentious, recent empirical…

  6. Phonological Short-Term Memory, Working Memory and Foreign Language Performance in Intensive Language Learning

    Science.gov (United States)

    Kormos, Judit; Safar, Anna

    2008-01-01

    In our research we addressed the question what the relationship is between phonological short-term and working memory capacity and performance in an end-of-year reading, writing, listening, speaking and use of English test. The participants of our study were 121 secondary school students aged 15-16 in the first intensive language training year of…

  7. Kindergarten Prevention of Dyslexia: Does Training in Phonological Awareness Work for Everybody?

    Science.gov (United States)

    Schneider, Wolfgang; Ennemoser, Marco; Roth, Ellen; Kuspert, Petra

    1999-01-01

    A study examined effects of phonological awareness training on 191 German kindergartners. Comparisons of children at risk with average and advanced children revealed that training gains were similar for all of these groups. Furthermore, training had comparable long-term effects on reading and spelling in grades 1 and 2 for each group. (Author/CR)

  8. Effects of Rhyme and Spelling Patterns on Auditory Word ERPs Depend on Selective Attention to Phonology

    Science.gov (United States)

    Yoncheva, Yuliya N.; Maurer, Urs; Zevin, Jason D.; McCandliss, Bruce D.

    2013-01-01

    ERP responses to spoken words are sensitive to both rhyming effects and effects of associated spelling patterns. Are such effects automatically elicited by spoken words or dependent on selectively attending to phonology? To address this question, ERP responses to spoken word pairs were investigated under two equally demanding listening tasks that…

  9. Interfering with free recall of words: Detrimental effects of phonological competition.

    Science.gov (United States)

    Fernandes, Myra A; Wammes, Jeffrey D; Priselac, Sandra; Moscovitch, Morris

    2016-09-01

    We examined the effect of different distracting tasks, performed concurrently during memory retrieval, on recall of a list of words. By manipulating the type of material and processing (semantic, orthographic, and phonological) required in the distracting task, and comparing the magnitude of memory interference produced, we aimed to infer the kind of representation upon which retrieval of words depends. In Experiment 1, identifying odd digits concurrently during free recall disrupted memory, relative to a full attention condition, when the numbers were presented orthographically (e.g. nineteen), but not numerically (e.g. 19). In Experiment 2, a distracting task that required phonological-based decisions to either word or picture material produced large, but equivalent effects on recall of words. In Experiment 3, phonological-based decisions to pictures in a distracting task disrupted recall more than when the same pictures required semantically-based size estimations. In Experiment 4, a distracting task that required syllable decisions to line drawings interfered significantly with recall, while an equally difficult semantically-based color-decision task about the same line drawings, did not. Together, these experiments demonstrate that the degree of memory interference experienced during recall of words depends primarily on whether the distracting task competes for phonological representations or processes, and less on competition for semantic or orthographic or material-specific representations or processes. Copyright © 2016 Elsevier Ltd. All rights reserved.

  10. Comparative Quechua Phonology and Grammar V: The Evolution of Quechua B(1).

    Science.gov (United States)

    Parker, Gary J.

    It is possible to observe phonological innovations in Quechua B in purely linguistic terms, abandoning the use of dialects and subdialects. Isolect and lect are used instead. A particular speech form, with respect to a particular innovation, is an isolect in one of three possible ways: it lacks the innovation; it has the innovation as a variable…

  11. Word Learning in Adults with Second-Language Experience: Effects of Phonological and Referent Familiarity

    Science.gov (United States)

    Kaushanskaya, Margarita; Yoo, Jeewon; Van Hecke, Stephanie

    2013-01-01

    Purpose: The goal of this research was to examine whether phonological familiarity exerts different effects on novel word learning for familiar versus unfamiliar referents and whether successful word learning is associated with increased second-language experience. Method: Eighty-one adult native English speakers with various levels of Spanish…

  12. Neural correlates reveal sub-lexical orthography and phonology during reading aloud: A review

    Directory of Open Access Journals (Sweden)

    Kalinka eTimmer

    2014-08-01

    Full Text Available The sub-lexical conversion of graphemes-to-phonemes (GPC during reading has been investigated extensively with behavioral measures, as well as event-related potentials (ERPs. Most research utilizes silent reading (e.g., lexical decision task for which phonological activation is not a necessity. However, recent research employed reading aloud to capture sub-lexical GPC. The masked priming paradigm avoids strategic processing and is therefore well suitable for capturing sub-lexical processing instead of lexical effects. By employing ERPs, the on-line time course of sub-lexical GPC can be observed before the overt response. ERPs have revealed that besides phonological activation, as revealed by behavioral studies, there is also early orthographic activation. This review describes studies in one’s native language, in one’s second language, and in a cross-language situation. We discuss the implications the ERP results have on different (computational models. First, the ERP results show that computational models should assume an early locus of the grapheme-to-phoneme-conversion (GPC. Second, cross-language studies reveal that the phonological representations from both languages of a bilingual become activated automatically and the phonology belonging to the context is selected rapidly. Therefore, it is important to extend the scope of computational models of reading (aloud to multiple lexicons.

  13. Perceptual Recovery from Consonant-Cluster Simplification in Korean Using Language-Specific Phonological Knowledge

    NARCIS (Netherlands)

    Cho, T.; McQueen, J.M.

    2011-01-01

    Two experiments examined whether perceptual recovery from Korean consonant-cluster simplification is based on language-specific phonological knowledge. In tri-consonantal C1C2C3 sequences such as /lkt/ and /lpt/ in Seoul Korean, either C1 or C2 can be completely deleted. Seoul Koreans monitored for

  14. Further Evidence of the Effectiveness of Phonological Instruction with Oral-Deaf Readers

    Science.gov (United States)

    Guardino, Caroline; Syverud, Susan M.; Joyner, Amy; Nicols, Heather; King, Sarah

    2011-01-01

    The effectiveness of phonological instruction with 6 deaf students in an oral program was investigated. In a previous investigation (Syverud, Guardino, & Selznick, 2009), promising results had been obtained in a case study in which the Direct Instruction curriculum titled "Teach Your Child to Read in 100 Easy Lessons" (Engelmann, Haddox, & Bruner,…

  15. [Investigating phonological planning processes in speech production through a speech-error induction technique].

    Science.gov (United States)

    Nakayama, Masataka; Saito, Satoru

    2015-08-01

    The present study investigated principles of phonological planning, a common serial ordering mechanism for speech production and phonological short-term memory. Nakayama and Saito (2014) have investigated the principles by using a speech-error induction technique, in which participants were exposed to an auditory distracIor word immediately before an utterance of a target word. They demonstrated within-word adjacent mora exchanges and serial position effects on error rates. These findings support, respectively, the temporal distance and the edge principles at a within-word level. As this previous study induced errors using word distractors created by exchanging adjacent morae in the target words, it is possible that the speech errors are expressions of lexical intrusions reflecting interactive activation of phonological and lexical/semantic representations. To eliminate this possibility, the present study used nonword distractors that had no lexical or semantic representations. This approach successfully replicated the error patterns identified in the abovementioned study, further confirming that the temporal distance and edge principles are organizing precepts in phonological planning.

  16. Probed Serial Recall in Williams Syndrome: Lexical Influences on Phonological Short-Term Memory

    Science.gov (United States)

    Brock, Jan; McCormack, Teresa; Boucher, Jill

    2005-01-01

    Williams syndrome is a genetic disorder that, it has been claimed, results in an unusual pattern of linguistic strengths and weaknesses. The current study investigated the hypothesis that there is a reduced influence of lexical knowledge on phonological short-term memory in Williams syndrome. Fourteen children with Williams syndrome and 2…

  17. Attention, gaze shifting, and dual-task interference from phonological encoding in spoken word planning

    NARCIS (Netherlands)

    Roelofs, A.P.A.

    2008-01-01

    Controversy exists about whether dual-task interference from word planning reflects structural bottleneck or attentional control factors. Here, participants named pictures whose names could or could not be phonologically prepared. and they manually responded to arrows presented away from (Experiment

  18. Can infants learn phonology in the lab? A meta-analytic answer.

    Science.gov (United States)

    Cristia, Alejandrina

    2018-01-01

    Two of the key tasks facing the language-learning infant lie at the level of phonology: establishing which sounds are contrastive in the native inventory, and determining what their possible syllabic positions and permissible combinations (phonotactics) are. In 2002-2003, two theoretical proposals, one bearing on how infants can learn sounds (Maye, Werker, & Gerken, 2002) and the other on phonotactics (Chambers, Onishi, & Fisher, 2003), were put forward on the pages of Cognition, each supported by two laboratory experiments, wherein a group of infants was briefly exposed to a set of pseudo-words, and plausible phonological generalizations were tested subsequently. These two papers have received considerable attention from the general scientific community, and inspired a flurry of follow-up work. In the context of questions regarding the replicability of psychological science, the present work uses a meta-analytic approach to appraise extant empirical evidence for infant phonological learning in the laboratory. It is found that neither seminal finding (on learning sounds and learning phonotactics) holds up when close methodological replications are integrated, although less close methodological replications do provide some evidence in favor of the sound learning strand of work. Implications for authors and readers of this literature are drawn out. It would be desirable that additional mechanisms for phonological learning be explored, and that future infant laboratory work employ paradigms that rely on constrained and unambiguous links between experimental exposure and measured infant behavior. Copyright © 2017. Published by Elsevier B.V.

  19. A School-Based Phonological Awareness Intervention for Struggling Readers in Early French Immersion

    Science.gov (United States)

    Wise, Nancy; D'Angelo, Nadia; Chen, Xi

    2016-01-01

    The current intervention study investigated the sustained effectiveness of phonological awareness training on the reading development of 16 children in French immersion who were identified as at-risk readers based on grade 1 English measures. The intervention program provided children from three cohorts with supplemental reading in small groups on…

  20. The Clinical Practice of Speech and Language Therapists with Children with Phonologically Based Speech Sound Disorders

    Science.gov (United States)

    Oliveira, Carla; Lousada, Marisa; Jesus, Luis M. T.

    2015-01-01

    Children with speech sound disorders (SSD) represent a large number of speech and language therapists' caseloads. The intervention with children who have SSD can involve different therapy approaches, and these may be articulatory or phonologically based. Some international studies reveal a widespread application of articulatory based approaches in…

  1. Electrophysiology of Perception and Processing of Phonological Information as Indices of Toddlers' Language Performance

    Science.gov (United States)

    Harwood, Vanessa; Preston, Jonathan; Grela, Bernard; Roy, Dooti; Harold, Olivia; Turcios, Jacqueline; Andrada, Kiyomi; Landi, Nicole

    2017-01-01

    Purpose: The toddler years are a critical period for language development and growth. We investigated how event-related potentials (ERPs) to repeated and novel nonwords are associated with clinical assessments of language in young children. In addition, nonword repetition (NWR) was used to measure phonological working memory to determine the…

  2. Dissociating Parieto-Frontal Networks for Phonological and Semantic Word Decisions

    DEFF Research Database (Denmark)

    Hartwigsen, Gesa; Weigel, Anni; Schuschan, Paul

    2016-01-01

    Left posterior inferior frontal gyrus (pIFG) and supramarginal gyrus (SMG) are key regions for phonological decisions, whereas angular gyrus (ANG) and anterior IFG (aIFG) are associated with semantics. However, it is less clear whether the functional contribution of one area changes in the presen...

  3. Analysis of a Phonological Variation in Oraukwu Dialect of Igbo: A ...

    African Journals Online (AJOL)

    This paper is an analysis of the use of the phoneme /Ɩ/ for /r/ in Oraukwu dialect of Igbo. It takes into cognizance the phonetic – phonological variability of ordinary speech. Oraukwu speakers virtually do not use the phoneme /r/ in their speech. Rather, the use phoneme / / where the phoneme /r/ should occur. For instance ...

  4. Does a dynamic test of phonological awareness predict early reading difficulties?

    DEFF Research Database (Denmark)

    Gellert, Anna Steenberg; Elbro, Carsten

    2017-01-01

    A few studies have indicated that dynamic measures of phonological awareness may contribute uniquely to the prediction of early reading development. However, standard control measures have been few and limited by floor effects, thus limiting their predictive value. The purpose of the present stud...

  5. Verbal working memory is related to the acquisition of cross-linguistic phonological regularities

    NARCIS (Netherlands)

    Bosma, E.; Heeringa, W.; Hoekstra, E.; Versloot, A.; Blom, E.

    Closely related languages share cross-linguistic phonological regularities, such as Frisian -âld [c:t] and Dutch -oud [hut], as in the cognate pairs kâld [kc:t] - koud [khut] 'cold' and wâld [wc:t] - woud [whut] 'forest'. Within Bybee's (1995, 2001, 2008, 2010) network model, these regularities are,

  6. The influence of visual and phonological features on the hemispheric processing of hierarchical Navon letters.

    Science.gov (United States)

    Aiello, Marilena; Merola, Sheila; Lasaponara, Stefano; Pinto, Mario; Tomaiuolo, Francesco; Doricchi, Fabrizio

    2018-01-31

    The possibility of allocating attentional resources to the "global" shape or to the "local" details of pictorial stimuli helps visual processing. Investigations with hierarchical Navon letters, that are large "global" letters made up of small "local" ones, consistently demonstrate a right hemisphere advantage for global processing and a left hemisphere advantage for local processing. Here we investigated how the visual and phonological features of the global and local components of Navon letters influence these hemispheric advantages. In a first study in healthy participants, we contrasted the hemispheric processing of hierarchical letters with global and local items competing for response selection, to the processing of hierarchical letters in which a letter, a false-letter conveying no phonological information or a geometrical shape presented at the unattended level did not compete for response selection. In a second study, we investigated the hemispheric processing of hierarchical stimuli in which global and local letters were both visually and phonologically congruent (e.g. large uppercase G made of smaller uppercase G), visually incongruent and phonologically congruent (e.g. large uppercase G made of small lowercase g) or visually incongruent and phonologically incongruent (e.g. large uppercase G made of small lowercase or uppercase M). In a third study, we administered the same tasks to a right brain damaged patient with a lesion involving pre-striate areas engaged by global processing. The results of the first two experiments showed that the global abilities of the left hemisphere are limited because of its strong susceptibility to interference from local letters even when these are irrelevant to the task. Phonological features played a crucial role in this interference because the interference was entirely maintained also when letters at the global and local level were presented in different uppercase vs. lowercase formats. In contrast, when local features

  7. Improving Phonological Awareness in Parents of Children at Risk of Literacy Difficulties: A Preliminary Evaluation of the Boost Program

    Directory of Open Access Journals (Sweden)

    Mark E. Boyes

    2017-09-01

    Full Text Available BackgroundPhonological awareness is an important skill underpinning the development of early literacy. Given the central role of parents in supporting the development of children’s early literacy skills, and that poor parental phonological awareness is associated with poorer child literacy outcomes, it is possible that improving parent phonological awareness may aid literacy development for at-risk children. This study is a preliminary evaluation of a program aiming to improve phonological awareness skills of parents in low socioeconomic status communities, and also provide these parents with strategies to support their child’s literacy development.MethodsAfter completing the program, participants were asked if it had helped them learn about how to assist their child’s reading and spelling, whether they planned on using the resources provided, and if they would be likely to attend a future workshop building on the Boost program. Phonological awareness measures (rhyme, syllable, and phoneme level, and measures of overall confidence in performance on the phonological awareness tasks, were administered both before and after attending the program.ResultsAlmost all parents indicated that the program helped with learning how to assist their child’s reading and spelling, that they would use the resources provided, and would likely attend a future workshop. Significant increases in pre- to post-program phonological awareness scores were obtained at the rhyme and phoneme level.ConclusionThe program and associated resources appear acceptable to parents in communities with high rates of literacy problems and improved parents’ phonological awareness skills. However, findings are preliminary and further evaluation using more rigorous methodologies and testing whether improvements in parents’ phonological awareness translate into better literacy outcomes for children is needed.

  8. Verbal Working Memory Is Related to the Acquisition of Cross-Linguistic Phonological Regularities.

    Science.gov (United States)

    Bosma, Evelyn; Heeringa, Wilbert; Hoekstra, Eric; Versloot, Arjen; Blom, Elma

    2017-01-01

    Closely related languages share cross-linguistic phonological regularities, such as Frisian -âld [ͻ:t] and Dutch -oud [ʱut], as in the cognate pairs kâld [kͻ:t] - koud [kʱut] 'cold' and wâld [wͻ:t] - woud [wʱut] 'forest'. Within Bybee's (1995, 2001, 2008, 2010) network model, these regularities are, just like grammatical rules within a language, generalizations that emerge from schemas of phonologically and semantically related words. Previous research has shown that verbal working memory is related to the acquisition of grammar, but not vocabulary. This suggests that verbal working memory supports the acquisition of linguistic regularities. In order to test this hypothesis we investigated whether verbal working memory is also related to the acquisition of cross-linguistic phonological regularities. For three consecutive years, 5- to 8-year-old Frisian-Dutch bilingual children ( n = 120) were tested annually on verbal working memory and a Frisian receptive vocabulary task that comprised four cognate categories: (1) identical cognates, (2) non-identical cognates that either do or (3) do not exhibit a phonological regularity between Frisian and Dutch, and (4) non-cognates. The results showed that verbal working memory had a significantly stronger effect on cognate category (2) than on the other three cognate categories. This suggests that verbal working memory is related to the acquisition of cross-linguistic phonological regularities. More generally, it confirms the hypothesis that verbal working memory plays a role in the acquisition of linguistic regularities.

  9. Verbal Working Memory Is Related to the Acquisition of Cross-Linguistic Phonological Regularities

    Directory of Open Access Journals (Sweden)

    Evelyn Bosma

    2017-09-01

    Full Text Available Closely related languages share cross-linguistic phonological regularities, such as Frisian -âld [ͻ:t] and Dutch -oud [ʱut], as in the cognate pairs kâld [kͻ:t] – koud [kʱut] ‘cold’ and wâld [wͻ:t] – woud [wʱut] ‘forest’. Within Bybee’s (1995, 2001, 2008, 2010 network model, these regularities are, just like grammatical rules within a language, generalizations that emerge from schemas of phonologically and semantically related words. Previous research has shown that verbal working memory is related to the acquisition of grammar, but not vocabulary. This suggests that verbal working memory supports the acquisition of linguistic regularities. In order to test this hypothesis we investigated whether verbal working memory is also related to the acquisition of cross-linguistic phonological regularities. For three consecutive years, 5- to 8-year-old Frisian-Dutch bilingual children (n = 120 were tested annually on verbal working memory and a Frisian receptive vocabulary task that comprised four cognate categories: (1 identical cognates, (2 non-identical cognates that either do or (3 do not exhibit a phonological regularity between Frisian and Dutch, and (4 non-cognates. The results showed that verbal working memory had a significantly stronger effect on cognate category (2 than on the other three cognate categories. This suggests that verbal working memory is related to the acquisition of cross-linguistic phonological regularities. More generally, it confirms the hypothesis that verbal working memory plays a role in the acquisition of linguistic regularities.

  10. Phonological Errors among Dyslexic and Non-Dyslexic Children Learning Persian

    Directory of Open Access Journals (Sweden)

    Shahram Jamali Nesari

    2015-05-01

    Full Text Available The aim of this study was to examine the phonological errors made by dyslexics and non-dyslexic children in Persian orthography which is transcribed with two distinct spelling: words spelled with long vowels (transparent and words spelled with short vowels (diacritics are called opaque words. The sample of the study consisted of Fifteen dyslexic students with the mean age of 9.6, (SD= 1.5 and fifteen unimpaired elementary students with the mean age of 9.6 (SD= 1.4 who were Persian residents of 6th district of Tehran. All the participants were controlled for IQ, social class and behavioral disorders. The instrument used in this research was a set of phonological awareness task (rhymed word detection, rhymed word production, first sound detection, final sound detection, blending syllables and syllable deletion. Participants were required to do each of these phonological awareness tasks in order to compare their error rates in transparent and opaque words. The performance of the two groups was examined according to the effect of transparency variable. Data analysis was done using SPSS software. Overall, the finding showed that dyslexic children encountered more problems in both transparent and opaque words than did unimpaired children and the difference was statistically significant (P<0/05. On the other hand, correlation analysis (Pearson showed a significant negative interaction between two variables (transparency and subjects (P< 0/001. This means that dyslexic children in compare to normal ones committed more errors in phonological awareness tasks. The results of this research show that the degree of the transparency of writing systems affects the phonological processing ability of individuals.

  11. The contribution of phonological knowledge, memory, and language background to reading comprehension in deaf populations

    Directory of Open Access Journals (Sweden)

    Elizabeth Ann Hirshorn

    2015-08-01

    Full Text Available While reading is challenging for many deaf individuals, some become proficient readers. Yet we do not know the component processes that support reading comprehension in these individuals. Speech-based phonological knowledge is one of the strongest predictors of reading comprehension in hearing individuals, yet its role in deaf readers is controversial. This could reflect the highly varied language backgrounds among deaf readers as well as the difficulty of disentangling the relative contribution of phonological versus orthographic knowledge of spoken language, in our case ‘English’, in this population. Here we assessed the impact of language experience on reading comprehension in deaf readers by recruiting oral deaf individuals, who use spoken English as their primary mode of communication, and deaf native signers of American Sign Language. First, to address the contribution of spoken English phonological knowledge in deaf readers, we present novel tasks that evaluate phonological versus orthographic knowledge. Second, the impact of this knowledge, as well as verbal short-term memory and long-term memory skills, on reading comprehension was evaluated. The best predictor of reading comprehension differed as a function of language experience, with long-term memory, as measured by free recall, being a better predictor in deaf native signers than in oral deaf. In contrast, the measures of English phonological knowledge, independent of orthographic knowledge, best predicted reading comprehension in oral deaf individuals. These results suggest successful reading strategies differ across deaf readers as a function of their language experience, and highlight a possible alternative route to literacy in deaf native signers.

  12. Brain activity during auditory and visual phonological, spatial and simple discrimination tasks.

    Science.gov (United States)

    Salo, Emma; Rinne, Teemu; Salonen, Oili; Alho, Kimmo

    2013-02-16

    We used functional magnetic resonance imaging to measure human brain activity during tasks demanding selective attention to auditory or visual stimuli delivered in concurrent streams. Auditory stimuli were syllables spoken by different voices and occurring in central or peripheral space. Visual stimuli were centrally or more peripherally presented letters in darker or lighter fonts. The participants performed a phonological, spatial or "simple" (speaker-gender or font-shade) discrimination task in either modality. Within each modality, we expected a clear distinction between brain activations related to nonspatial and spatial processing, as reported in previous studies. However, within each modality, different tasks activated largely overlapping areas in modality-specific (auditory and visual) cortices, as well as in the parietal and frontal brain regions. These overlaps may be due to effects of attention common for all three tasks within each modality or interaction of processing task-relevant features and varying task-irrelevant features in the attended-modality stimuli. Nevertheless, brain activations caused by auditory and visual phonological tasks overlapped in the left mid-lateral prefrontal cortex, while those caused by the auditory and visual spatial tasks overlapped in the inferior parietal cortex. These overlapping activations reveal areas of multimodal phonological and spatial processing. There was also some evidence for intermodal attention-related interaction. Most importantly, activity in the superior temporal sulcus elicited by unattended speech sounds was attenuated during the visual phonological task in comparison with the other visual tasks. This effect might be related to suppression of processing irrelevant speech presumably distracting the phonological task involving the letters. Copyright © 2012 Elsevier B.V. All rights reserved.

  13. Phonological awareness and short-term memory in hearing and deaf individuals of different communication backgrounds.

    Science.gov (United States)

    Koo, Daniel; Crain, Kelly; LaSasso, Carol; Eden, Guinevere F

    2008-12-01

    Previous work in deaf populations on phonological coding and working memory, two skills thought to play an important role in the acquisition of written language skills, have focused primarily on signers or did not clearly identify the subjects' native language and communication mode. In the present study, we examined the effect of sensory experience, early language experience, and communication mode on the phonological awareness skills and serial recall of linguistic items in deaf and hearing individuals of different communicative and linguistic backgrounds: hearing nonsigning controls, hearing users of ASL, deaf users of ASL, deaf oral users of English, and deaf users of cued speech. Since many current measures of phonological awareness skills are inappropriate for deaf populations on account of the verbal demands in the stimuli or response, we devised a nonverbal phonological measure that addresses this limitation. The Phoneme Detection Test revealed that deaf cuers and oral users, but not deaf signers, performed as well as their hearing peers when detecting phonemes not transparent in the orthography. The second focus of the study examined short-term memory skills and found that in response to the traditional digit span as well as an experimental visual version, digit-span performance was similar across the three deaf groups, yet deaf subjects' retrieval was lower than that of hearing subjects. Our results support the claim (Bavelier et al., 2006) that lexical items processed in the visual-spatial modality are not as well retained as information processed in the auditory channel. Together these findings show that the relationship between working memory, phonological coding, and reading may not be as tightly interwoven in deaf students as would have been predicted from work conducted in hearing students.

  14. Contrasting contributions of phonological short-term memory and long-term knowledge to vocabulary learning in a foreign language.

    Science.gov (United States)

    Masoura, Elvira V; Gathercole, Susan E

    2005-01-01

    The contributions of phonological short-term memory and existing foreign vocabulary knowledge to the learning of new words in a second language were compared in a sample of 40 Greek children studying English at school. The children's speed of learning new English words in a paired-associate learning task was strongly influenced by their current English vocabulary, but was independent of phonological memory skill, indexed by nonword repetition ability. However, phonological memory performance was closely linked to English vocabulary scores. The findings suggest that in learners with considerable familiarity with a second language, foreign vocabulary acquisition is mediated largely by use of existing knowledge representations.

  15. Neural Signatures of the Reading-Writing Connection: Greater Involvement of Writing in Chinese Reading than English Reading.

    Directory of Open Access Journals (Sweden)

    Fan Cao

    Full Text Available Research on cross-linguistic comparisons of the neural correlates of reading has consistently found that the left middle frontal gyrus (MFG is more involved in Chinese than in English. However, there is a lack of consensus on the interpretation of the language difference. Because this region has been found to be involved in writing, we hypothesize that reading Chinese characters involves this writing region to a greater degree because Chinese speakers learn to read by repeatedly writing the characters. To test this hypothesis, we recruited English L1 learners of Chinese, who performed a reading task and a writing task in each language. The English L1 sample had learned some Chinese characters through character-writing and others through phonological learning, allowing a test of writing-on-reading effect. We found that the left MFG was more activated in Chinese than English regardless of task, and more activated in writing than in reading regardless of language. Furthermore, we found that this region was more activated for reading Chinese characters learned by character-writing than those learned by phonological learning. A major conclusion is that writing regions are also activated in reading, and that this reading-writing connection is modulated by the learning experience. We replicated the main findings in a group of native Chinese speakers, which excluded the possibility that the language differences observed in the English L1 participants were due to different language proficiency level.

  16. Neural Signatures of the Reading-Writing Connection: Greater Involvement of Writing in Chinese Reading than English Reading.

    Science.gov (United States)

    Cao, Fan; Perfetti, Charles A

    2016-01-01

    Research on cross-linguistic comparisons of the neural correlates of reading has consistently found that the left middle frontal gyrus (MFG) is more involved in Chinese than in English. However, there is a lack of consensus on the interpretation of the language difference. Because this region has been found to be involved in writing, we hypothesize that reading Chinese characters involves this writing region to a greater degree because Chinese speakers learn to read by repeatedly writing the characters. To test this hypothesis, we recruited English L1 learners of Chinese, who performed a reading task and a writing task in each language. The English L1 sample had learned some Chinese characters through character-writing and others through phonological learning, allowing a test of writing-on-reading effect. We found that the left MFG was more activated in Chinese than English regardless of task, and more activated in writing than in reading regardless of language. Furthermore, we found that this region was more activated for reading Chinese characters learned by character-writing than those learned by phonological learning. A major conclusion is that writing regions are also activated in reading, and that this reading-writing connection is modulated by the learning experience. We replicated the main findings in a group of native Chinese speakers, which excluded the possibility that the language differences observed in the English L1 participants were due to different language proficiency level.

  17. Attention-deficit/hyperactivity disorder and phonological working memory: Methodological variability affects clinical and experimental performance metrics.

    Science.gov (United States)

    Tarle, Stephanie J; Alderson, R Matt; Patros, Connor H G; Lea, Sarah E; Hudec, Kristen L; Arrington, Elaine F

    2017-05-01

    Despite promising findings in extant research that suggest impaired working memory (WM) serves as a central neurocognitive deficit or candidate endophenotype of attention-deficit/hyperactivity disorder (ADHD), findings from translational research have been relatively underwhelming. This study aimed to explicate previous equivocal findings by systematically examining the effect of methodological variability on WM performance estimates across experimental and clinical WM measures. Age-matched boys (ages 8-12 years) with (n = 20) and without (n = 20) ADHD completed 1 experimental (phonological) and 2 clinical (digit span, letter-number sequencing) WM measures. The use of partial scoring procedures, administration of greater trial numbers, and high central executive demands yielded moderate-to-large between-groups effect sizes. Moreover, the combination of these best-case procedures, compared to worst-case procedures (i.e., absolute scoring, administration of few trials, use of discontinue rules, and low central executive demands), resulted in a 12.5% increase in correct group classification. Collectively, these findings explain inconsistent ADHD-related WM deficits in previous reports, and highlight the need for revised clinical measures that utilize best-case procedures. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  18. Greater perceptual sensitivity to happy facial expression.

    Science.gov (United States)

    Maher, Stephen; Ekstrom, Tor; Chen, Yue

    2014-01-01

    Perception of subtle facial expressions is essential for social functioning; yet it is unclear if human perceptual sensitivities differ in detecting varying types of facial emotions. Evidence diverges as to whether salient negative versus positive emotions (such as sadness versus happiness) are preferentially processed. Here, we measured perceptual thresholds for the detection of four types of emotion in faces--happiness, fear, anger, and sadness--using psychophysical methods. We also evaluated the association of the perceptual performances with facial morphological changes between neutral and respective emotion types. Human observers were highly sensitive to happiness compared with the other emotional expressions. Further, this heightened perceptual sensitivity to happy expressions can be attributed largely to the emotion-induced morphological change of a particular facial feature (end-lip raise).

  19. Age of Bilingual Exposure Is Related to the Contribution of Phonological and Semantic Knowledge to Successful Reading Development.

    Science.gov (United States)

    Jasińska, Kaja K; Petitto, Laura-Ann

    2018-01-01

    Bilingual children's reading as a function of age of first bilingual language exposure (AoE) was examined. Bilingual (varied AoE) and monolingual children (N = 421) were compared in their English language and reading abilities (6-10 years) using phonological awareness, semantic knowledge, and reading tasks. Structural equation modeling was applied to determine how bilingual AoE predicts reading outcomes. Early exposed bilinguals outperformed monolinguals on phonological awareness and word reading. Phonology and semantic (vocabulary) knowledge differentially predicted reading depending on the bilingual experience and AoE. Understanding how bilingual experiences impact phonological awareness and semantic knowledge, and in turn, impact reading outcomes is relevant for our understanding of what language and reading skills are best to focus on, and when, to promote optimal reading success. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

  20. Simultaneous bilateral isolated greater trochanter fracture

    Directory of Open Access Journals (Sweden)

    Maruti Kambali

    2013-01-01

    Full Text Available A 48-year-old woman sustained simultaneous isolated bilateral greater trochanteric fracture, following a road traffic accident. The patient presented to us 1 month after the injury. She presented with complaints of pain in the left hip and inability to walk. Roentgenograms revealed displaced comminuted bilateral greater trochanter fractures. The fracture of the left greater trochanter was reduced and fixed internally using the tension band wiring technique. The greater trochanter fracture on the right side was asymptomatic and was managed conservatively. The patient regained full range of motion and use of her hips after a postoperative follow-up of 6 months. Isolated fractures of the greater trochanter are unusual injuries. Because of their relative rarity and the unsettled controversy regarding their etiology and pathogenesis, several methods of treatment have been advocated. Furthermore, the reports of this particular type of injury are not plentiful and the average textbook coverage afforded to this entity is limited. In our study we discuss the mechanism of injury and the various treatment options available.

  1. Phonological processes in the speech of school-age children with hearing loss: Comparisons with children with normal hearing.

    Science.gov (United States)

    Asad, Areej Nimer; Purdy, Suzanne C; Ballard, Elaine; Fairgray, Liz; Bowen, Caroline

    2018-04-27

    In this descriptive study, phonological processes were examined in the speech of children aged 5;0-7;6 (years; months) with mild to profound hearing loss using hearing aids (HAs) and cochlear implants (CIs), in comparison to their peers. A second aim was to compare phonological processes of HA and CI users. Children with hearing loss (CWHL, N = 25) were compared to children with normal hearing (CWNH, N = 30) with similar age, gender, linguistic, and socioeconomic backgrounds. Speech samples obtained from a list of 88 words, derived from three standardized speech tests, were analyzed using the CASALA (Computer Aided Speech and Language Analysis) program to evaluate participants' phonological systems, based on lax (a process appeared at least twice in the speech of at least two children) and strict (a process appeared at least five times in the speech of at least two children) counting criteria. Developmental phonological processes were eliminated in the speech of younger and older CWNH while eleven developmental phonological processes persisted in the speech of both age groups of CWHL. CWHL showed a similar trend of age of elimination to CWNH, but at a slower rate. Children with HAs and CIs produced similar phonological processes. Final consonant deletion, weak syllable deletion, backing, and glottal replacement were present in the speech of HA users, affecting their overall speech intelligibility. Developmental and non-developmental phonological processes persist in the speech of children with mild to profound hearing loss compared to their peers with typical hearing. The findings indicate that it is important for clinicians to consider phonological assessment in pre-school CWHL and the use of evidence-based speech therapy in order to reduce non-developmental and non-age-appropriate developmental processes, thereby enhancing their speech intelligibility. Copyright © 2018 Elsevier Inc. All rights reserved.

  2. Laterality of Temporoparietal Causal Connectivity during the Prestimulus Period Correlates with Phonological Decoding Task Performance in Dyslexic and Typical Readers

    OpenAIRE

    Frye, Richard E.; Liederman, Jacqueline; McGraw Fisher, Janet; Wu, Meng-Hung

    2011-01-01

    We examined how effective connectivity into and out of the left and right temporoparietal areas (TPAs) to/from other key cortical areas affected phonological decoding in 7 dyslexic readers (DRs) and 10 typical readers (TRs) who were young adults. Granger causality was used to compute the effective connectivity of the preparatory network 500 ms prior to presentation of nonwords that required phonological decoding. Neuromagnetic activity was analyzed within the low, medium, and high beta and ga...

  3. Beyond Phonological and Morphological Processing: Pure Copying as a Marker of Dyslexia in Chinese but Not Poor Reading of English

    Science.gov (United States)

    Kalindi, Sylvia Chanda; McBride, Catherine; Tong, Xiuhong; Wong, Natalie Lok Lee; Chung, Kien Hoa Kevin; Lee, Chia-Ying

    2015-01-01

    To examine cognitive correlates of dyslexia in Chinese and reading difficulties in English as a foreign language, a total of 14 Chinese dyslexic children (DG), 16 poor readers of English (PE), and 17 poor readers of both Chinese and English (PB) were compared to a control sample (C) of 17 children, drawn from a statistically representative sample…

  4. The Contribution of Numerical Magnitude Comparison and Phonological Processing to Individual Differences in Fourth Graders' Multiplication Fact Ability.

    Directory of Open Access Journals (Sweden)

    Tamara M J Schleepen

    Full Text Available Although numerical magnitude processing has been related to individual differences in arithmetic, its role in children's multiplication performance remains largely unknown. On the other hand, studies have indicated that phonological awareness is an important correlate of individual differences in children's multiplication performance, but the involvement of phonological memory, another important phonological processing skill, has not been studied in much detail. Furthermore, knowledge about the relative contribution of above mentioned processes to the specific arithmetic operation of multiplication in children is lacking. The present study therefore investigated for the first time the unique contributions of numerical magnitude comparison and phonological processing in explaining individual differences in 63 fourth graders' multiplication fact ability (mean age = 9.6 years, SD = .67. The results showed that children's multiplication fact competency correlated significantly with symbolic and nonsymbolic magnitude comparison as well as with phonological short-term memory. A hierarchical regression analysis revealed that, after controlling for intellectual ability and general reaction time, both symbolic and nonsymbolic magnitude comparison and phonological short-term memory accounted for unique variance in multiplication fact performance. The ability to compare symbolic magnitudes was found to contribute the most, indicating that the access to numerical magnitudes by means of Arabic digits is a key factor in explaining individual differences in children's multiplication fact ability.

  5. Physiologic discrimination of stop consonants relates to phonological skills in pre-readers: A biomarker for subsequent reading ability?

    Directory of Open Access Journals (Sweden)

    Travis eWhite-Schwoch

    2013-12-01

    Full Text Available Reading development builds upon the accurate representation of the phonological structure of spoken language. This representation and its neural foundations have been studied extensively with respect to reading due to pervasive performance deficits on basic phonological tasks observed in children with dyslexia. The subcortical auditory system—a site of intersection for sensory and cognitive input—is exquisitely tuned to code fine timing differences between phonemes, and so likely plays a foundational role in the development of phonological processing and, eventually, reading. This temporal coding of speech varies systematically with reading ability in school age children. Little is known, however, about subcortical speech representation in pre-school age children. We measured auditory brainstem responses to the stop consonants [ba] and [ga] in a cohort of 4-year-old children and assessed their phonological skills. In a typical auditory system, brainstem responses to [ba] and [ga] are out of phase (i.e., differ in time due to formant frequency differences in the consonant-vowel transitions of the stimuli. We found that children who performed worst on the phonological awareness task insufficiently code this difference, revealing a physiologic link between early phonological skills and the neural representation of speech. We discuss this finding in light of existing theories of the role of the auditory system in developmental dyslexia, and argue for a systems-level perspective for understanding the importance of precise temporal coding for learning to read.

  6. Greater trochanteric fracture with occult intertrochanteric extension.

    Science.gov (United States)

    Reiter, Michael; O'Brien, Seth D; Bui-Mansfield, Liem T; Alderete, Joseph

    2013-10-01

    Proximal femoral fractures are frequently encountered in the emergency department (ED). Prompt diagnosis is paramount as delay will exacerbate the already poor outcomes associated with these injuries. In cases where radiography is negative but clinical suspicion remains high, magnetic resonance imaging (MRI) is the study of choice as it has the capability to depict fractures which are occult on other imaging modalities. Awareness of a particular subset of proximal femoral fractures, namely greater trochanteric fractures, is vital for both radiologists and clinicians since it has been well documented that they invariably have an intertrochanteric component which may require surgical management. The detection of intertrochanteric or cervical extension of greater trochanteric fractures has been described utilizing MRI but is underestimated with both computed tomography (CT) and bone scan. Therefore, if MRI is unavailable or contraindicated, the diagnosis of an isolated greater trochanteric fracture should be met with caution. The importance of avoiding this potential pitfall is demonstrated in the following case of an elderly woman with hip pain and CT demonstrating an isolated greater trochanteric fracture who subsequently returned to the ED with a displaced intertrochanteric fracture.

  7. Butterfly valves: greater use in power plants

    International Nuclear Information System (INIS)

    McCoy, M.

    1975-01-01

    Improvements in butterfly valves, particularly in the areas of automatic control and leak tightness are described. The use of butterfly valves in nuclear power plants is discussed. These uses include service in component cooling, containment cooling, and containment isolation. The outlook for further improvements and greater uses is examined. (U.S.)

  8. Greater Somalia, the never-ending dream?

    DEFF Research Database (Denmark)

    Zoppi, Marco

    2015-01-01

    This paper provides an historical analysis of the concept of Greater Somalia, the nationalist project that advocates the political union of all Somali-speaking people, including those inhabiting areas in current Djibouti, Ethiopia and Kenya. The Somali territorial unification project of “lost...

  9. Consequences of phonological ability for intelligibility of speech in youngsters with cleft palate

    DEFF Research Database (Denmark)

    Willadsen, Elisabeth; Poulsen, Mads

      In a previous Randomized Clinical Trial (RCT) including children with unilateral cleft lip and palate, it was found that children who had the entire palate closed by 12 months of age had almost as good phonological abilities as a control group, whereas a group of children with a residual cleft...... groups. Based on a pilot study a difference between the groups was observed, suggesting that control children were most easily understood, followed by children with closed palates who were more easily understood than children with a residual cleft....... in the hard palate performed significantly worse at 3 years of age (Willadsen, in press). To investigate the influence of phonological ability on intelligibility of speech in 14 children from each of the 3 groups, an investigation including 84 lay listeners was conducted. The lay listeners were presented...

  10. A markedness analysis of initial consonant clusters in Aphasic Phonological Impairment: A case study

    Directory of Open Access Journals (Sweden)

    Lesley Wolk

    1978-11-01

    Full Text Available The purpose of  this study was to assess both the theoretical and clinical value of  markedness theory in phonological impairment in aphasia. A markedness analysis was carried out on initial consonant clusters in a single aphasic adult, at two points during the spontaneous recovery phase. Results revealed systematic, rule-governed behaviour, reflecting  similar linguistic trends, in terms of  natural segments and natural processes, on both testing occasions. Some inadequacies of  the distinctive feature  approach are discussed. The findings  of  this study suggest that a markedness analysis may be extremely useful  for  the analysis and treatment of  phonological disorders in aphasia.

  11. Using sound to solve syntactic problems: the role of phonology in grammatical category assignments.

    Science.gov (United States)

    Kelly, M H

    1992-04-01

    One ubiquitous problem in language processing involves the assignment of words to the correct grammatical category, such as noun or verb. In general, semantic and syntactic cues have been cited as the principal information for grammatical category assignment, to the neglect of possible phonological cues. This neglect is unwarranted, and the following claims are made: (a) Numerous correlations between phonology and grammatical class exist, (b) some of these correlations are large and can pervade the entire lexicon of a language and hence can involve thousands of words, (c) experiments have repeatedly found that adults and children have learned these correlations, and (d) explanations for how these correlations arose can be proposed and evaluated. Implications of these phenomena for language representation and processing are discussed.

  12. Effects of phonological awareness and naming speed on mathematics skills in children with mild intellectual disabilities.

    Science.gov (United States)

    Foster, Matthew E; Sevcik, Rose A; Romski, Maryann; Morris, Robin D

    2015-01-01

    Both phonological awareness (PA) and naming speed have been identified as two skills related to the development of mathematics skills for children with and without learning disabilities. The purpose of the present study was to investigate the relationships between PA and colour naming speed for 265 elementary school students with mild intellectual disabilities (MID). Participants were assessed using the Comprehensive Test of Phonological Processes and the KeyMath Revised Diagnostic Inventory of Essential Mathematics. Hierarchical regression analyses accounting for the effects of age indicated that children with MID rely on both PA and naming speed when solving mathematics problems, although PA was the more robust indicator of the two. As a whole, these results suggest that children with intellectual disabilities evidence the same types of reading and math relationships as shown for other populations of children.

  13. Planum Temporale Morphology in Children with Developmental Dyslexia

    Science.gov (United States)

    Bloom, Juliana Sanchez; Garcia-Barrera, Mauricio A.; Miller, Carlin J.; Miller, Scott R.; Hynd, George W.

    2013-01-01

    The planum temporale is a highly lateralized cortical region, located within Wernicke’s area, which is thought to be involved in auditory processing, phonological processing, and language. Research has linked abnormal morphology of the planum temporale to developmental dyslexia, although results have varied in large part due to methodological inconsistencies in the literature. This study examined the asymmetry of the planum temporale in 29 children who met criteria for dyslexia and 26 children whose reading was unimpaired. Leftward asymmetry of the planum temporale was found in the total sample and this leftward asymmetry was significantly reduced in children with dyslexia. This reduced leftward asymmetry in children with dyslexia was due to a planum temporale that is larger in the right hemisphere. This study lends support to the idea that planum temporale asymmetry is altered in children with developmental dyslexia. PMID:23707683

  14. The Impact of Morphological Awareness on Word Reading and Dictation in Chinese Early Adolescent Readers With and Without Dyslexia.

    Science.gov (United States)

    Kalindi, Sylvia Chanda; Chung, Kevin Kien Hoa

    2018-01-01

    This study investigated the role of morphological awareness in understanding Chinese word reading and dictation among Chinese-speaking adolescent readers in Hong Kong as well as the cognitive-linguistic profile of early adolescent readers with dyslexia. Fifty-four readers with dyslexia in Grades 5 and 6 were compared with 54 chronological age-matched (CA) typical readers on the following measures of cognitive-linguistic and literacy skills: morphological awareness, phonological awareness, visual-orthographic knowledge, rapid naming, vocabulary knowledge, verbal short-term memory (STM), Chinese word reading, and dictation (or spelling). The results indicated that early adolescent readers with dyslexia performed less well than the typical readers on all cognitive-linguistic and literacy measures except the phonological measures. Both groups' scores showed substantial correlations between morphological awareness and Chinese word reading and dictation. Visual-orthographic knowledge and rapid naming were also associated with dictation in early adolescent readers with and without dyslexia, respectively. Moderated multiple regression analyses further revealed that morphological awareness and rapid naming explained unique variance in word reading and dictation for the readers with dyslexia and typical readers separately after controlling readers' age and group effect. These results highlight the potential importance of morphological awareness and rapid naming in Chinese word reading and writing in Chinese early adolescents' literacy development and impairment.

  15. Gross morphology betrays phylogeny

    DEFF Research Database (Denmark)

    Alström, Per; Fjeldså, Jon; Fregin, Silke

    2011-01-01

    .). Superficial morphological similarity to cisticolid warblers has previously clouded the species true relationship. Detailed morphology, such as facial bristles and claw and footpad structure, also supports a closer relationship to Cettiidae and some other non-cisticolid warblers....

  16. The (null impact of pseudohomophones in lexical decision: No phonological activation in semantic dementia?

    Directory of Open Access Journals (Sweden)

    Maximiliano A. Wilson

    2014-04-01

    The results in controls reproduce those found in literature (Braun et al., 2009. The general impairment and the lack of lexicality effect are also in line with current literature on svPPA and are likely explained by semantic impairment (Rogers et al., 2004. Interestingly, the novel result here is the absence of PsH effect in svPPA. This suggests that phonology is not correctly activated and that O-P mappings are also impaired in svPPA.

  17. Phonetic and phonological imitation of intonation in two varieties of Italian

    Directory of Open Access Journals (Sweden)

    Mariapaola eD'Imperio

    2014-11-01

    Full Text Available The aim of this study was to test whether both phonetic and phonological representations of intonation can be rapidly modified when imitating utterances belonging to a different regional variety of the same language. Our main hypothesis was that tonal alignment, just as other phonetic features of speech, would be rapidly modified by Italian speakers when imitating pitch accents of a different (Southern variety of Italian. In particular, we tested whether Bari Italian speakers would produce later peaks for their native rising L+H* (question pitch accent in the process of imitating Neapolitan Italian rising L*+H accents. Also, we tested whether BI speakers are able to modify other phonetic properties (pitch level as well as phonological characteristics (changes in tonal composition of the same contour. In a follow-up study, we tested if the reverse was also true, i.e. whether NI speakers would produce earlier peaks within the L*+H accent in the process of imitating the L+H* of BI questions, despite the presence of a contrast between two rising accents in this variety. Our results show that phonetic detail of tonal alignment can be successfully modified by both BI and NI speakers when imitating a model speaker of the other variety. The hypothesis of a selective imitation process preventing alignment modifications in NI was hence not supported. Moreover the effect was significantly stronger for low frequency words. Participants were also able to imitate other phonetic cues, in that they modified global utterance pitch level. Concerning phonological convergence, speakers modified the tonal specification of the edge tones in order to resemble that of the other variety by either suppressing or increasing the presence of a final H%. Hence, our data show that intonation imitation leads to fast modification of both phonetic and phonological intonation representations including detail of tonal alignment and pitch scaling.

  18. Interference of spoken word recognition through phonological priming from visual objects and printed words

    OpenAIRE

    McQueen, J.; Huettig, F.

    2014-01-01

    Three cross-modal priming experiments examined the influence of pre-exposure to pictures and printed words on the speed of spoken word recognition. Targets for auditory lexical decision were spoken Dutch words and nonwords, presented in isolation (Experiments 1 and 2) or after a short phrase (Experiment 3). Auditory stimuli were preceded by primes which were pictures (Experiments 1 and 3) or those pictures’ printed names (Experiment 2). Prime-target pairs were phonologically onsetrelated (e.g...

  19. Phonological Processes in the Speech of Jordanian Arabic Children with Cleft Lip and/or Palate

    Science.gov (United States)

    Al-Tamimi, Feda Y.; Owais, Arwa I.; Khabour, Omar F.; Khamaiseh, Zaidan A.

    2011-01-01

    The controlled and free speech of 15 Jordanian male and female children with cleft lip and/or palate was analyzed to account for the different phonological processes exhibited. Study participants were divided into three main age groups, 4 years 2 months to 4 years 7 months, 5 years 3 months to 5 years 6 months, and 6 years 4 months to 6 years 6…

  20. The interaction of tone with voicing and foot structure: evidence from Kera phonetics and phonology

    Science.gov (United States)

    Pearce, Mary Dorothy

    This thesis uses acoustic measurements as a basis for the phonological analysis of the interaction of tone with voicing and foot structure in Kera (a Chadic language). In both tone spreading and vowel harmony, the iambic foot acts as a domain for spreading. Further evidence for the foot comes from measurements of duration, intensity and vowel quality. Kera is unusual in combining a tone system with a partially independent metrical system based on iambs. In words containing more than one foot, the foot is the tone bearing unit (TBU), but in shorter words, the TBU is the syllable. In perception and production experiments, results show that Kera speakers, unlike English and French, use the fundamental frequency as the principle cue to 'Voicing" contrast. Voice onset time (VOT) has only a minor role. Historically, tones probably developed from voicing through a process of tonogenesis, but synchronically, the feature voice is no longer contrastive and VOT is used in an enhancing role. Some linguists have claimed that Kera is a key example for their controversial theory of long-distance voicing spread. But as voice is not part of Kera phonology, this thesis gives counter-evidence to the voice spreading claim. An important finding from the experiments is that the phonological grammars are different between village women, men moving to town and town men. These differences are attributed to French contact. The interaction between Kera tone and voicing and contact with French have produced changes from a 2-way voicing contrast, through a 3-way tonal contrast, to a 2-way voicing contrast plus another contrast with short VOT. These diachronic and synchronic tone/voicing facts are analysed using laryngeal features and Optimality Theory. This thesis provides a body of new data, detailed acoustic measurements, and an analysis incorporating current theoretical issues in phonology, which make it of interest to Africanists and theoreticians alike.

  1. Phonological short-term store impairment after cerebellar lesion: a single case study.

    Science.gov (United States)

    Chiricozzi, Francesca R; Clausi, Silvia; Molinari, Marco; Leggio, Maria G

    2008-01-01

    The cerebellum is a recent addition to the growing list of cerebral areas involved in the multifaceted structural system that sustains verbal working memory (vWM), but its contribution is still a matter of debate. Here, we present a patient with a selective deficit of vWM resulting from a bilateral cerebellar ischemic lesion. After this acute event, the patient had impaired immediate and delayed word-serial recall and auditory-verbal delayed recognition. The digit span, however, was completely preserved. To investigate the cerebellar contribution to vWM, four experiments addressing the function of different vWM phonological loop components were performed 18 months after the lesion, and results were compared with normative data or, when needed, with a small group of matched controls. In Experiment 1, digit span was assessed with different presentation and response modalities using lists of digits of varying lengths. In Experiment 2, the articulatory rehearsal system was analyzed by measurement of word length and articulatory suppression effects. Experiment 3 was devoted to analyzing the phonological short-term store (ph-STS) by the recency effect, the phonological similarity effect, short-term forgetting, and unattended speech. Data suggested a possible key role of the semantic component of the processed material, which was tested in Experiment 4, in which word and nonword-serial recall with or without interpolating activity were analyzed. The patient showed noticeably reduced scores in the tasks that primarily or exclusively engaged activity of the ph-STS, namely those of Experiment 3, and good performance in the tests that investigated the recirculation of verbal information. This pattern of results implicates the ph-STS as the cognitive locus of the patient's deficit. This report demonstrates a cerebellar role in encoding and/or strengthening the phonological traces in vWM.

  2. Reconciling phonological neighborhood effects in speech production through single trial analysis

    OpenAIRE

    Sadat Schaffai, Jasmin, 1982-; Martin, Clara D.; Costa Martínez, Albert, 1970-; Alario, F.-Xavier (François -Xavier),

    2014-01-01

    A crucial step for understanding how lexical knowledge is represented is to describe the relative similarity of lexical items, and how it influences language processing. Previous studies of the effects of form similarity on word production have reported conflicting results, notably within and across languages. The aim of the present study was to clarify this empirical issue to provide specific constraints for theoretical models of language production. We investigated the role of phonological ...

  3. Logographic Kanji versus phonographic Kana in literacy acquisition: how important are visual and phonological skills?

    Science.gov (United States)

    Koyama, Maki S; Hansen, Peter C; Stein, John F

    2008-12-01

    It is well-established that phonological skills are important for literacy acquisition in all scripts. However, the role of visual skills is less well understood. For logographic scripts in which a symbol represents a whole word or a meaningful unit, the importance of visual memory in literacy acquisition might be expected to be high because of the visual complexity of logographic characters, but in fact its role remains poorly understood. The Japanese writing system uses both phonographic "Kana" and logographic "Kanji" scripts concurrently and thus allows for the assessment of the contribution of phonological and visual processing to literacy acquisition in these two different scripts in the same language. We tested 74 Japanese children (39 second graders and 35 fourth graders) on a range of literacy, sensory, and cognitive tasks. We found that Kana literacy performance was significantly predicted by low-level sensory processing (both auditory frequency modulation sensitivity and visual motion sensitivity) as well as phonological awareness, but not by visual memory. This result is largely consistent with previous studies in other phonographic scripts such as English. In contrast, Kanji literacy performance was strongly predicted by visual memory (particularly visual long-term memory), but not by either low-level sensory processing or phonological awareness. Our results show differences in the skills that predict literacy performance in phonographic Kana and logographic Kanji, as well as providing experimental evidence that visual memory is important when learning Kanji. Therefore, children's literacy problems and remediation programs should be considered in the context of the script in which children are learning to read and write.

  4. Shared neuroanatomical substrates of impaired phonological working memory across reading disability and autism

    OpenAIRE

    Lu, Chunming; Qi, Zhenghan; Harris, Adrianne; Weil, Lisa Wisman; Han, Michelle; Halverson, Kelly; Perrachione, Tyler K.; Kjelgaard, Margaret; Wexler, Kenneth; Tager-Flusberg, Helen; Gabrieli, John D. E.

    2016-01-01

    Background Individuals with reading disability and individuals with autism spectrum disorder (ASD) are characterized, respectively, by their difficulties in reading and social communication, but both groups often have impaired phonological working memory (PWM). It is not known whether the impaired PWM reflects distinct or shared neuroanatomical abnormalities in these two diagnostic groups. Methods White-matter structural connectivity via diffusion weighted imaging was examined in 64 children,...

  5. Phonologically-Based Priming in the Same-Different Task With L1 Readers.

    Science.gov (United States)

    Lupker, Stephen J; Nakayama, Mariko; Yoshihara, Masahiro

    2018-02-01

    The present experiment provides an investigation of a promising new tool, the masked priming same-different task, for investigating the orthographic coding process. Orthographic coding is the process of establishing a mental representation of the letters and letter order in the word being read which is then used by readers to access higher-level (e.g., semantic) information about that word. Prior research (e.g., Norris & Kinoshita, 2008) had suggested that performance in this task may be based entirely on orthographic codes. As reported by Lupker, Nakayama, and Perea (2015a), however, in at least some circumstances, phonological codes also play a role. Specifically, even though their 2 languages are completely different orthographically, Lupker et al.'s Japanese-English bilinguals showed priming in this task when masked L1 primes were phonologically similar to L2 targets. An obvious follow-up question is whether Lupker et al.'s effect might have resulted from a strategy that was adopted by their bilinguals to aid in processing of, and memory for, the somewhat unfamiliar L2 targets. In the present experiment, Japanese readers responded to (Japanese) Kanji targets with phonologically identical primes (on "related" trials) being presented in a completely different but highly familiar Japanese script, Hiragana. Once again, significant priming effects were observed, indicating that, although performance in the masked priming same-different task may be mainly based on orthographic codes, phonological codes can play a role even when the stimuli being matched are familiar words from a reader's L1. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  6. Verbal Working Memory Is Related to the Acquisition of Cross-Linguistic Phonological Regularities

    NARCIS (Netherlands)

    Bosma, E.; Heeringa, Wilbert; Hoekstra, E.; Versloot, A.P.; Blom, W.B.T.

    2017-01-01

    Closely related languages share cross-linguistic phonological regularities, such as Frisian -âld [ͻ:t] and Dutch -oud [ʱut], as in the cognate pairs kâld [kͻ:t] – koud [kʱut] ‘cold’ and wâld [wͻ:t] – woud [wʱut] ‘forest’. Within Bybee’s (1995, 2001, 2008, 2010) network model, these regularities are,

  7. A influência das habilidades em consciência fonológica na terapia para os desvios fonológicos The influence of phonological awareness abilities in therapy for phonological disorder

    Directory of Open Access Journals (Sweden)

    Carolina Lisbôa Mezzomo

    2012-01-01

    Full Text Available Este trabalho teve como objetivo analisar as habilidades em consciência fonológica e o progresso (inventário fonético e fonológico e as generalizações na terapia fonológica. O grupo pesquisado foi constituído por cinco crianças com desvio fonológico, com idades entre 5:0 e 6:11, submetidas à terapia fonológica. Foram analisados os resultados obtidos na avaliação da consciência fonológica pré-tratamento, a fim de verificar o desempenho das crianças quanto ao seu conhecimento fonológico. Realizou-se a avaliação fonológica pré e pós-tratamento, em que foi possível obter os inventários fonéticos e fonológicos dos sujeitos. Após, foram analisadas as generalizações obtidas com a terapia fonológica (itens lexicais não utilizados no tratamento, outras posições na palavra, dentro de uma classe de sons, outra classe de sons. Os resultados evidenciaram que não existe relação entre o desempenho em tarefas de consciência fonológica e os progressos na terapia. Tais resultados corroboram os achados da literatura, confirmando que crianças com desvio fonológico podem ser capazes de responder adequadamente a tarefas metalinguísticas como a consciência fonológica, sem que essa condição as auxilie a corrigir os desvios de sua fala. Sugere-se que este assunto seja mais bem investigado com um número maior de sujeitos, bem como com a avaliação da consciência fonológica pré e pós-terapia, no intuito de se obter dados generalizáveis os quais serão importantes para o entendimento dos casos de desvio fonológico.This study aimed to analyze the phonological awareness skills and progress (phonetic and phonological inventory and generalizations in phonological therapy. The research group consisted of five children presenting speech disorders, aged 5:0 and 6:11, subjected to phonological therapy. The results of the phonological awareness assessment were analyzed before the treatment in order to verify the performance of

  8. Gravidade do transtorno fonológico, consciência fonológica e praxia articulatória em pré-escolares Severity of phonological disorder, phonological awareness and articulatory praxis in preschoolers

    Directory of Open Access Journals (Sweden)

    Thaís Nobre Uchôa Souza

    2011-06-01

    Full Text Available OBJETIVO: Caracterizar o transtorno fonológico quanto à gravidade, consciência fonológica e praxia articulatória e investigar a existência de correlações entre essas variáveis, em um grupo de pré-escolares. MÉTODOS: Participaram 56 pré-escolares entre 4 anos e 6 anos e 11 meses, meninos e meninas, separados em Grupo Pesquisa (GP e Grupo de Comparação (GC, respectivamente à presença ou ausência de alterações de fala. Foram aplicados: Teste de Linguagem Infantil ABFW: Fonologia; Consciência Fonológica: Instrumento de Avaliação Sequencial - CONFIAS; e o Protocolo de Avaliação das Praxias Articulatórias e Buco-faciais. Realizou-se o cálculo da Porcentagem de Consoantes Corretas - PCC para classificar a gravidade do transtorno fonológico. Os dados receberam análise estatística. RESULTADOS: Os pré-escolares com transtorno apresentaram desempenho inferior em tarefas de consciência fonológica e praxia articulatória quando comparados aos do GC. A gravidade correlacionou-se com consciência fonológica e praxia articulatória e esta com consciência fonológica nesses pré-escolares. Ambos os grupos mostraram correlação entre consciência fonológica total, consciência fonológica de sílaba e de fonema. CONCLUSÃO: O GP caracterizou-se pelo pior desempenho em consciência fonológica e praxia articulatória e pela presença de correlação entre a gravidade do transtorno, a consciência fonológica e a praxia articulatória.PURPOSE: To characterize the phonological disorder regarding severity, phonological awareness and articulatory praxis, and to investigate the existence of correlations among these variables in a group of preschoolers. METHODS: Participants were 56 preschoolers of both genders with ages between 4 years and 6 years and 11 months, split into Research Group (RG and Comparison Group (CG, according to the presence or absence of speech alterations. The following tests were carried out: Child Language

  9. [Neotropical plant morphology].

    Science.gov (United States)

    Pérez-García, Blanca; Mendoza, Aniceto

    2002-01-01

    An analysis on plant morphology and the sources that are important to the morphologic interpretations is done. An additional analysis is presented on all published papers in this subject by the Revista de Biología Tropical since its foundation, as well as its contribution to the plant morphology development in the neotropics.

  10. Phonological similarity and orthographic similarity affect probed serial recall of Chinese characters.

    Science.gov (United States)

    Lin, Yi-Chen; Chen, Hsiang-Yu; Lai, Yvonne C; Wu, Denise H

    2015-04-01

    The previous literature on working memory (WM) has indicated that verbal materials are dominantly retained in phonological representations, whereas other linguistic information (e.g., orthography, semantics) only contributes to verbal WM minimally, if not negligibly. Although accumulating evidence has suggested that multiple linguistic components jointly support verbal WM, the visual/orthographic contribution has rarely been addressed in alphabetic languages, possibly due to the difficulty of dissociating the effects of word forms from the effects of their pronunciations in relatively shallow orthography. In the present study, we examined whether the orthographic representations of Chinese characters support the retention of verbal materials in this language of deep orthography. In Experiments 1a and 2, we independently manipulated the phonological and orthographic similarity of horizontal and vertical characters, respectively, and found that participants' accuracy of probed serial recall was reduced by both similar pronunciations and shared phonetic radicals in the to-be-remembered stimuli. Moreover, Experiment 1b showed that only the effect of phonological, but not that of orthographic, similarity was affected by concurrent articulatory suppression. Taken together, the present results indicate the indispensable contribution of orthographic representations to verbal WM of Chinese characters, and suggest that the linguistic characteristics of a specific language not only determine long-term linguistic-processing mechanisms, but also delineate the organization of verbal WM for that language.

  11. Inhibitory processes, working memory, phonological awareness, naming speed, and early arithmetic achievement.

    Science.gov (United States)

    Navarro, Jose I; Aguilar, Manuel; Alcalde, Concepcion; Ruiz, Gonzalo; Marchena, Esperanza; Menacho, Inmaculada

    2011-11-01

    This study identified the cognitive processes that underlie the individual differences in early mathematical performance in elementary school children. Taking into account the Baddeley framework multicomponent model, the inhibitory processes, working memory, phonological awareness, and naming speed are considered to be related to early math learning. To examine this relationship, we compared the performance of a total of 424 typically developing middle-class children, aged between 4 and 7 years in a battery of cognitive and early numeric tests: The Utrecht Early Numeracy Test, the Rapid Automatized Naming Test, Spanish version of the Stroop task, the Numeracy Interference Test, Digit Span test, and Phonological Knowledge Test. The mean age of the participants was 72.21 months (sd = 14.8), and 48.6% were male and 51.4% were female. The results demonstrated that children performing worst on central executive, phonological processing, and inhibitory processes showed lower results in early mathematical tasks measured by The Utrecht Early Numeracy Test. Results supported the notion that the executive system is an important predictor of children's mathematical performance.

  12. A investigação em fonologia do português Research in Portuguese phonology

    Directory of Open Access Journals (Sweden)

    Maria Helena Mira Mateus

    2001-01-01

    Full Text Available Neste artigo pretende-se traçar uma panorâmica dos estudos de fonologia realizados em Portugal, com especial incidência nas análises formalizadas que se desenvolveram a partir da obra de Chomsky e Halle (1968. Na Introdução referem-se obras que marcaram a fonologia do Português Europeu antes dessa data, e apresentam-se os principais trabalhos de carácter dialectal e filológico, os estudos fonéticos e as obras que se integram na linguística estrutural. Na apresentação das análises formais distingue-se a fonologia generativa clássica das teorias que lhe sucederam O artigo tem um anexo que contém a bibliografia exaustiva dos livros e artigos publicados em Portugal a partir dos anos 70.This paper is an overview of the phonological studies in Portuguese starting with the formal analyses developed in Portugal after the publication of The Sound Pattern of English (1968. The relevant works on European Portuguese published before Chomsky & Halle are included in the Introduction: the most important dialectal and philological works, phonetic studies as well as structural descriptions. Formal analyses are divided in two parts: those that follow standard generative phonology and those oriented by subsequent theories. The annex includes a comprehensive bibliography of all phonological books and papers published in Portugal after the seventies.

  13. Memory and phonological awareness in children with Benign Rolandic Epilepsy compared to a matched control group.

    Science.gov (United States)

    Northcott, Ellen; Connolly, Anne M; Berroya, Anna; McIntyre, Jenny; Christie, Jane; Taylor, Alan; Bleasel, Andrew F; Lawson, John A; Bye, Ann M E

    2007-06-01

    In a previous study we demonstrated children with Benign Rolandic Epilepsy have normal intelligence and language ability. However, difficulties in verbal and visual memory and aspects of phonological awareness were found compared to normative data. To address the methodological limitations related to the use of normative data, we compared the same cohort of children with Benign Rolandic Epilepsy to a matched control group. Controls (n=40) matched on age and gender to the Benign Rolandic Epilepsy cohort underwent neuropsychological assessment. The life functioning of the control group was assessed using a modified version of the Quality of Life in Childhood Epilepsy Questionnaire (QOLCE). The study confirmed the previous findings of memory and phonological awareness difficulties. In addition, the children with Benign Rolandic Epilepsy had significantly lower IQ scores than the matched control group. Paired sample t-tests showed that on 8 of 11 QOLCE scales, children with Benign Rolandic Epilepsy were rated by parents as having poorer life functioning compared to matched controls, including lower parental ratings on the subscales of memory and language. Benign Rolandic Epilepsy has an excellent seizure prognosis, but this study further emphasizes potential cognitive difficulties. Using an age and gender matched control group, the previous findings of memory and phonological awareness difficulties were validated. These problems in cognition were also identified by parents of children with Benign Rolandic Epilepsy as problematic and impacting upon the child's quality of life.

  14. Keeping it together: Semantic coherence stabilizes phonological sequences in short-term memory.

    Science.gov (United States)

    Savill, Nicola; Ellis, Rachel; Brooke, Emma; Koa, Tiffany; Ferguson, Suzie; Rojas-Rodriguez, Elena; Arnold, Dominic; Smallwood, Jonathan; Jefferies, Elizabeth

    2018-04-01

    Our ability to hold a sequence of speech sounds in mind, in the correct configuration, supports many aspects of communication, but the contribution of conceptual information to this basic phonological capacity remains controversial. Previous research has shown modest and inconsistent benefits of meaning on phonological stability in short-term memory, but these studies were based on sets of unrelated words. Using a novel design, we examined the immediate recall of sentence-like sequences with coherent meaning, alongside both standard word lists and mixed lists containing words and nonwords. We found, and replicated, substantial effects of coherent meaning on phoneme-level accuracy: The phonemes of both words and nonwords within conceptually coherent sequences were more likely to be produced together and in the correct order. Since nonwords do not exist as items in long-term memory, the semantic enhancement of phoneme-level recall for both item types cannot be explained by a lexically based item reconstruction process employed at the point of retrieval ("redintegration"). Instead, our data show, for naturalistic input, that when meaning emerges from the combination of words, the phonological traces that support language are reinforced by a semantic-binding process that has been largely overlooked by past short-term memory research.

  15. The phonological memory profile of preschool children who make atypical speech sound errors.

    Science.gov (United States)

    Waring, Rebecca; Eadie, Patricia; Rickard Liow, Susan; Dodd, Barbara

    2018-01-01

    Previous research indicates that children with speech sound disorders (SSD) have underlying phonological memory deficits. The SSD population, however, is diverse. While children who make consistent atypical speech errors (phonological disorder/PhDis) are known to have executive function deficits in rule abstraction and cognitive flexibility, little is known about their memory profile. Sixteen monolingual preschool children with atypical speech errors (PhDis) were matched individually to age-and-gender peers with typically developing speech (TDS). The two groups were compared on forward recall of familiar words (pointing response), reverse recall of familiar words (pointing response), and reverse recall of digits (spoken response) and a receptive vocabulary task. There were no differences between children with TDS and children with PhDis on forward recall or vocabulary tasks. However, children with TDS significantly outperformed children with PhDis on the two reverse recall tasks. Findings suggest that atypical speech errors are associated with impaired phonological working memory, implicating executive function impairment in specific subtypes of SSD.

  16. [The phonological variant of primary progressive aphasia, a single case study].

    Science.gov (United States)

    Diesfeldt, H F A

    2011-04-01

    Primary progressive aphasia (PPA) is a neurodegenerative syndrome characterized by an insidious onset and gradual progression of deficits that can involve any aspect of language, including word finding, object naming, fluency, syntax, phonology and word comprehension. The initial symptoms occur in the absence of major deficits in other cognitive domains, including episodic memory, visuospatial abilities and visuoconstruction. According to recent diagnostic guidelines, PPA is typically divided into three variants: nonfluent variant PPA (also termed progressive nonfluent aphasia), semantic variant PPA (also termed semantic dementia) and logopenic/phonological variant PPA (also termed logopenic progressive aphasia). The paper describes a 79-yr old man, who presented with normal motor speech and production rate, impaired single word retrieval and phonemic errors in spontaneous speech and confrontational naming. Confrontation naming was strongly affected by lexical frequency. He was impaired on repetition of sentences and phrases. Reading was intact for regularly spelled words but not for irregular words (surface dyslexia). Comprehension was spared at the single word level, but impaired for complex sentences. He performed within the normal range on the Dutch equivalent of the Pyramids and Palm Trees (PPT) Pictures Test, indicating that semantic processing was preserved. There was, however, a slight deficiency on the PPT Words Test, which appeals to semantic knowledge of verbal associations. His core deficit was interpreted as an inability to retrieve stored lexical-phonological information for spoken word production in spontaneous speech, confrontation naming, repetition and reading aloud.

  17. High-performers use the phonological loop less to process mental arithmetic during working memory tasks.

    Science.gov (United States)

    Otsuka, Yuki; Osaka, Naoyuki

    2015-01-01

    This study investigated the effects of three working memory components-the central executive, phonological loop, and visuospatial sketchpad-on performance differences in complex mental arithmetic between individuals. Using the dual-task method, we examined how performance during two-digit addition was affected by load on the central executive (random tapping condition), phonological loop (articulatory suppression condition), and visuospatial sketchpad (spatial tapping condition) compared to that under no load (control condition) in high- and low-performers of complex mental arithmetic in Experiment 1. Low-performers showed an increase in errors under the random tapping and articulatory suppression conditions, whereas high-performers showed an increase of errors only under the random tapping condition. In Experiment 2, we conducted similar experiments on only the high-performers but used a shorter presentation time of each number. We found the same pattern for performing complex mental arithmetic as seen in Experiment 1. These results indicate that high-performers might reduce their dependence on the phonological loop, because the central executive enables them to choose a strategy in which they use less working memory capacity.

  18. Language specificity of lexical-phonological therapy in bilingual aphasia: A clinical and electrophysiological study.

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    Radman, Narges; Spierer, Lucas; Laganaro, Marina; Annoni, Jean-Marie; Colombo, Françoise

    2016-08-01

    Based on findings for overlapping representations of bilingual people's first (L1) and second (L2) languages, unilingual therapies of bilingual aphasia have been proposed to benefit the untrained language. However, the generalisation patterns of intra- and cross-language and phonological therapy and their neural bases remain unclear. We tested whether the effects of an intensive lexical-phonological training (LPT) in L2 transferred to L1 word production in a Persian-French bilingual stroke patient with Broca's aphasia. Language performance was assessed using the Bilingual Aphasia Test, a 144-item picture naming (PN) task and a word-picture verification (WPV) task. Electroencephalography (EEG) was recorded during PN and WPV in both languages before and after an LPT in French on a wordlist from the PN task. After the therapy, naming improved only for the treated L2 items. The naming performance improved neither in the untrained L2 items nor in the corresponding items in L1. EEG analyses revealed a Language x Session topographic interaction at 540 ms post-stimulus, driven by a modification of the electrophysiological response to the treated L2 but not L1 items. These results indicate that LPT modified the brain networks engaged in the phonological-phonetic processing during naming only in the trained language for the trained items.

  19. Phonological processing skills in 6 year old blind and sighted Persian speakers

    Directory of Open Access Journals (Sweden)

    Maryam Sadat Momen Vaghefi

    2013-03-01

    Full Text Available Background and Aim: Phonological processing skills include the abilities to restore, retrieve and use memorized phonological codes. The purpose of this research is to compare and evaluate phonological processing skills in 6-7 year old blind and sighted Persian speakers in Tehran, Iran.Methods: This research is an analysis-comparison study. The subjects were 24 blind and 24 sighted children. The evaluation test of reading and writing disorders in primary school students, linguistic and cognitive abilities test, and the naming subtest of the aphasia evaluation test were used as research tools.Results: Sighted children were found to perform better on phoneme recognition of nonwords and flower naming subtests; and the difference was significant (p<0.001. Blind children performed better in words and sentence memory; the difference was significant (p<0.001. There were no significant differences in other subtests.Conclusion: Blind children's better performance in memory tasks is due to the fact that they have powerful auditory memory.

  20. Nonword Repetition and Vocabulary Knowledge as Predictors of Children's Phonological and Semantic Word Learning.

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    Adlof, Suzanne M; Patten, Hannah

    2017-03-01

    This study examined the unique and shared variance that nonword repetition and vocabulary knowledge contribute to children's ability to learn new words. Multiple measures of word learning were used to assess recall and recognition of phonological and semantic information. Fifty children, with a mean age of 8 years (range 5-12 years), completed experimental assessments of word learning and norm-referenced assessments of receptive and expressive vocabulary knowledge and nonword repetition skills. Hierarchical multiple regression analyses examined the variance in word learning that was explained by vocabulary knowledge and nonword repetition after controlling for chronological age. Together with chronological age, nonword repetition and vocabulary knowledge explained up to 44% of the variance in children's word learning. Nonword repetition was the stronger predictor of phonological recall, phonological recognition, and semantic recognition, whereas vocabulary knowledge was the stronger predictor of verbal semantic recall. These findings extend the results of past studies indicating that both nonword repetition skill and existing vocabulary knowledge are important for new word learning, but the relative influence of each predictor depends on the way word learning is measured. Suggestions for further research involving typically developing children and children with language or reading impairments are discussed.