Sympathetic arousal of young children who stutter during a stressful picture naming task

Purpose In the current study, the author investigated the developmental course of phonetic imitation in childhood, and further evaluated existing accounts of phonetic imitation. Method Sixteen preschoolers, 15 third graders, and 18 college students participated in the current study. An experiment with a modified imitation paradigm with a picture-naming task was conducted, in which participants' voice-onset time (VOT) was compared before and after they were exposed to target speech with artificially increased VOT. Results Extended VOT in the target speech was imitated by preschoolers and 3rd graders as well as adults, confirming previous findings in phonetic imitation. Furthermore, an age effect of phonetic imitation was observed; namely, children showed greater imitation than adults, whereas the degree of imitation was comparable between preschoolers and 3rd graders. No significant effect of gender or word specificity was observed. Conclusions Young children imitated fine phonetic details of the target speech, and greater degree of phonetic imitation was observed in children compared to adults. These findings suggest that the degree of phonetic imitation negatively correlates with phonological development.

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Lexicale Innovaties

Toegepaste Taalwetenschap in Artikelen ◽

10.1075/ttwia.53.04hel ◽

1995 ◽

Vol 53 ◽

pp. 39-48

Author(s):

Marja van Helden-Lankhaar

Keyword(s):

Young Children ◽

Picture Naming ◽

Naming Task ◽

Target Concept ◽

Considerable Evidence ◽

Target Picture ◽

Compound Nouns ◽

Study Results

There is considerable evidence that young children often use novel compounds to label salient instances in familiar categories, spontaneously as well as in experimental settings. Although examples appear in the literature of innovative labels for categories which are unfamiliar or completely new to children, little is known about the role of compounding in this case. A picture naming task was designed to elicit names for concepts assumed to be unknown to young children and not easily recognisable as belonging to a particular category. Each target picture was presented together with pictures of two related and well known concepts. 180 Dutch speaking children, aged 3;0-8;l, participated in the study. Results show that from age 3 on, children are prepared to label novel concepts, appropriateness increasing with age. About two thirds of the appropriate labels consist of novel compound nouns. Influence of type of target concept on appropriateness and compounding is discussed.

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Lexical Priming in Picture Naming of Young Children Who Do and Do Not Stutter

Journal of Speech Language and Hearing Research ◽

10.1044/1092-4388(2005/019) ◽

2005 ◽

Vol 48 (2) ◽

pp. 278-294 ◽

Cited By ~ 52

Author(s):

Mark W. Pellowski ◽

Edward G. Conture

Keyword(s):

Young Children ◽

Semantic Priming ◽

Picture Naming ◽

Reaction Times ◽

Naming Task ◽

Unrelated Word ◽

Receptive Vocabulary ◽

Computer Assisted ◽

Semantic Priming Effect ◽

Prime Condition

The purpose of this investigation was to assess the influence of lexical/semantic priming on the speech reaction time of young children who do and do not stutter during a picture-naming task. Participants were 23 children who stutter, age-matched (±4 months) to 23 children who do not stutter, ranging in age from 3;0 (years;months) to 5;11. Procedures involved a computer-assisted picture-naming task, during which each participant was presented with the same set of 28 pictures in each of 3 different conditions: (a) no-prime condition, in which no auditory stimulus was presented before picture display; (b) related-prime condition, in which a word, semantically related to the target picture, was presented auditorily 700 ms before picture display; and (c) unrelated-prime condition, in which a semantically unrelated word was presented auditorily 700 ms before picture display. Results indicated that when compared with a no-prime condition, presentation of semantically related words before the picture-naming response led to shorter or faster speech reaction times for children who do not stutter, but for children who stutter, it led to longer or slower speech reaction times. Moreover, children who do not stutter and who had higher receptive vocabulary scores exhibited faster speech reaction times and a greater semantic priming effect, whereas no such relationships were found for children who stutter. Findings were taken to suggest that children who stutter may exhibit subtle difficulties with lexical encoding and that this difficulty with speech-language planning may be one variable that contributes to childhood stuttering.

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Coining Compounds and Derivations - A Crosslinguistic Elicitation Study of Word-Formation Abilities of Preschool Children and Adults in Polish and English

Polish Psychological Bulletin ◽

10.2478/s10059-009-0013-3 ◽

2009 ◽

Vol 40 (4) ◽

pp. 176-192 ◽

Cited By ~ 1

Author(s):

Ewa Haman ◽

Andrea Zevenbergen ◽

Melissa Andrus ◽

Marta Chmielewska

Keyword(s):

Preschool Children ◽

Picture Naming ◽

Native Language ◽

General Pattern ◽

Naming Task ◽

Word Formation ◽

Elicitation Study ◽

American Children ◽

To Come

Coining Compounds and Derivations - A Crosslinguistic Elicitation Study of Word-Formation Abilities of Preschool Children and Adults in Polish and English This paper examines word-formation abilities in coining compounds and derivatives in preschool children and adult speakers of two languages (English and Polish) differing in overall word-formation productivity and in favoring of particular word-formation patterns (compounding vs. derivation). An elicitation picture naming task was designed to assess these abilities across a range of word-formation categories. Adult speakers demonstrated well-developed word-formation skills in patterns both typical and non-typical for their native language. In contrast with adult results, preschool children predominantly coined innovations conforming to the general pattern of their language: Polish children favoring derivation and American children favoring compounding. The results show that although children are improving their wordformation skills during the preschool years, they need much more experience to come to the mature proficiency in using the variety of word-formation patterns available in their language.

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Gestural symbolic strategies in children with Down syndrome

Gesture ◽

10.1075/gest.20002.bel ◽

2020 ◽

Vol 19 (2-3) ◽

pp. 299-334

Author(s):

Arianna Bello ◽

Silvia Stefanini ◽

Pasquale Rinaldi ◽

Daniela Onofrio ◽

Virginia Volterra

Keyword(s):

Down Syndrome ◽

Picture Naming ◽

Item Analysis ◽

Naming Task ◽

Typically Developing ◽

Typically Developing Children ◽

Children With Down Syndrome ◽

Communicative Development ◽

Developmental Age ◽

Representational Gestures

Abstract In early communicative development, children with Down syndrome (DS) make extensive use of gestures to compensate for articulatory difficulties. Here, we analyzed the symbolic strategies that underlie this gesture production, compared to that used by typically developing children. Using the same picture-naming task, 79 representational gestures produced by 10 children with DS and 42 representational gestures produced by 10 typically developing children of comparable developmental age (3;1 vs. 2;9, respectively) were collected. The gestures were analyzed and classified according to four symbolic strategies. The two groups performed all of the strategies, with no significant differences for either choice or frequency of the strategies used. The item analysis highlighted that some photographs tended to elicit the use of the same strategy in both groups. These results indicate that similar symbolic strategies are active in children with DS as in typically developing children, which suggests interesting similarities in their symbolic development.

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The Development of Fundamental Frequency in 6- to 10-Year Old Children: A Brief Study

Journal of the International Phonetic Association ◽

10.1017/s0025100300006241 ◽

1998 ◽

Vol 28 (1-2) ◽

pp. 55-62 ◽

Cited By ~ 1

Author(s):

S. P. Whiteside ◽

C. Hodgson

Keyword(s):

Standard Deviation ◽

Fundamental Frequency ◽

Picture Naming ◽

Age Groups ◽

Naming Task ◽

Final Position ◽

The Mean ◽

Age And Sex

This brief study investigates the development of fundamental frequency (FO) in pre-adolescent children as a function of age and sex. The children who took part in the study were divided into three age groups: 6, 8 and 10 years. Each group consisted of three males and three females. Each subject produced nine target phrases with [] in phrase-final position, which were elicited via a picture-naming task. FO was estimated for the nine target utterances and the following FO parameters were derived: mean FO for the whole phrase; FO range for the whole phrase; standard deviation values of FO for the whole phrase and mean FO for the phrase-final vowel [α:]. Results indicated that FO parameters generally decreased with age, and by age 10 years the males had lower values than the females for all four parameters. Results also indicated that the mean standard deviation of FO across the phrase was significantly higher for the females compared to that for the males.

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Plurals as modifiers in Dutch and English noun-noun compounds express plurality in production

The Mental Lexicon ◽

10.1075/ml.8.1.03ban ◽

2013 ◽

Vol 8 (1) ◽

pp. 53-74 ◽

Cited By ~ 1

Author(s):

Arina Banga ◽

Esther Hanssen ◽

Anneke Neijt ◽

Robert Schreuder

Keyword(s):

Picture Naming ◽

Naming Task ◽

Native English Speakers ◽

English Speakers ◽

Semantic Constraints ◽

Noun Compounds ◽

English Noun

The present study investigates the relation between conceptual plurality and the occurrence of a plural morpheme in novel Dutch and English noun-noun compounds. Using a picture-naming task, we compared the naming responses of native Dutch speakers and native English speakers to pictures depicting either one or multiple instances of the same object serving as a possible modifier in a novel noun-noun compound. While the speakers of both languages most frequently produced novel compounds containing a singular modifier, they also used compounds containing a plural modifier and did this more often to describe a picture with several instances of an object than to describe a picture with one instance of the object. Speakers of English incorporated some regular plurals into the noun-noun compounds they produced. These results contradict the words-and-rules theory of Pinker (1999) and also the semantic constraints for compounding put forth by Alegre and Gordon (1996). Interestingly, it appears, however, that the acceptability constraints put forth by Haskell, MacDonald, and Seidenberg (2003) apply to the production of compounds.

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Comparing the cognate effect in spoken and written second language word production

10.31234/osf.io/zpe7d ◽

2019 ◽

Author(s):

Merel Muylle ◽

Eva Van Assche ◽

Robert Hartsuiker

Keyword(s):

Second Language ◽

Picture Naming ◽

Language Production ◽

Naming Task ◽

Written Language ◽

Word Production ◽

Error Pattern ◽

Underlying Processes

Cognates – words that share form and meaning between languages – are processed faster than control words. However, it is unclear whether this effect is merely lexical (i.e., central) in nature, or whether it cascades to phonological/orthographic (i.e., peripheral) processes. This study compared the cognate effect in spoken and typewritten production, which share central, but not peripheral processes. We inquired whether this effect is present in typewriting, and if so, whether its magnitude is similar to spoken production. Dutch-English bilinguals performed either a spoken or written picture naming task in English; picture names were either Dutch-English cognates or control words. Cognates were named faster than controls and there was no cognate-by-modality interaction. Additionally, there was a similar error pattern in both modalities. These results suggest that common underlying processes are responsible for the cognate effect in spoken and written language production, and thus a central locus of the cognate effect.

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Does Object Size Matter with Regard to the Mental Simulation of Object Orientation?

10.31234/osf.io/a3vwc ◽

2018 ◽

Cited By ~ 1

Author(s):

Sau-Chin Chen ◽

Bjorn de Koning ◽

Rolf Antonius Zwaan

Keyword(s):

Picture Naming ◽

Naming Task ◽

Mental Simulation ◽

Object Orientation ◽

Orientation Effect ◽

Object Size ◽

Verification Task ◽

Potential Explanation ◽

Size Matter ◽

Theoretical Considerations

Language comprehenders have been argued to mentally represent the implied orientation of objects. However, compared to the effects of shape, size, and color, the effect of orientation is rather small. We examined a potential explanation for the relatively low magnitude of the orientation effect: object size moderates the orientation effect. Theoretical considerations led us to predict a smaller orientation effect for small objects than for large objects in a sentence-picture verification task. We furthermore investigated whether this pattern generalizes across languages (Chinese, Dutch, and English) and tasks (picture-naming task). The results of the verification task show an orientation effect overall, which is not moderated by object size (contrary to our hypothesis) and language (consistent with our hypothesis). Meanwhile the preregistered picture-picture verification task showed the predicted interaction between object size and orientation effect. We conducted exploratory analyses to address additional questions.

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Naming pictures and sounds: Stimulus type affects semantic context effects

10.31234/osf.io/vbm3g ◽

2020 ◽

Author(s):

Stefan Wöhner ◽

Andreas Mädebach ◽

Jörg D. Jescheniak

Keyword(s):

Picture Naming ◽

Context Effect ◽

Context Effects ◽

Semantic Category ◽

Naming Task ◽

Semantic Context ◽

Perceptual Processing ◽

Semantic Interference ◽

Lexical Processes ◽

Naming Tasks

Semantic context effects obtained in naming tasks have been most influential in devising and evaluating models of word production. We re-investigated this effect in the frequently used blocked-cyclic naming task in which stimuli are presented repeatedly either sorted by semantic category (homogeneous context) or intermixed (heterogeneous context). Previous blocked-cyclic naming studies have shown slower picture naming responses in the homogeneous context. Our study compared this context effect in two task versions, picture naming and sound naming. Target words were identical across task versions (e.g., participants responded with the word “dog” to either the picture of that animal or to the sound [barking] produced by it). We found semantic interference in the homogeneous context also with sounds and the effect was substantially larger than with pictures (Experiments 1 and 2). This difference is unlikely to result from extended perceptual processing of sounds as compared to pictures (Experiments 3 and 4) or from stronger links between pictures and object names than between sounds and object names (Experiment 5). Overall, our results show that semantic context effects in blocked-cyclic naming generalize to stimulus types other than pictures and – in part – also reflect pre-lexical processes that depend on the nature of the stimuli used for eliciting the naming responses.

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