scholarly journals The Influence of Misarticulations on Children's Word Identification and Processing

2018 ◽  
Vol 61 (4) ◽  
pp. 820-836 ◽  
Author(s):  
Breanna I. Krueger ◽  
Holly L. Storkel ◽  
Utako Minai
Keyword(s):  
Reaction Time ◽  
Eye Tracking ◽  
Word Identification ◽  
Line Drawing ◽  
Real Object ◽  
Typically Developing ◽  
Link Type ◽  
Real Objects ◽  
Object Picture

Purpose The purpose of the present studies was to determine how children's identification and processing of misarticulated words was influenced by substitution commonness. Method Sixty-one typically developing preschoolers across 3 experiments heard accurate productions of words (e.g., “leaf”), words containing common substitutions (e.g., “weaf”), and words containing uncommon substitutions (e.g., “yeaf”). On each trial, preschoolers chose between a real object picture (e.g., a leaf) and a nonobject (e.g., an anomalous line drawing). Accuracy and processing were measured using MouseTracker and eye tracking. Results Overall, children chose real objects significantly more when presented with accurate productions (e.g., “leaf”) than misarticulated productions (e.g., “weaf” or “yeaf”). Within misarticulation conditions, children chose real objects significantly more when hearing common misarticulations (e.g., “weaf”) than uncommon misarticulations (e.g., “yeaf”). Preschoolers identified words significantly faster and with greater certainty in accurate conditions than misarticulated conditions. Conclusions The results of the present studies indicate that the commonness of substitutions influences children's identification of misarticulated words. Children hear common substitutions more frequently and therefore were supported in their identification of these words as real objects. The presence of substitutions, however, slowed reaction time when compared with accurate productions. Supplemental Material https://doi.org/10.23641/asha.5965510

scholarly journals Children's Response Bias and Identification of Misarticulated Words

2020 ◽  
Vol 63 (1) ◽  
pp. 259-273
Author(s):  
Breanna I. Krueger ◽  
Holly L. Storkel
Keyword(s):  
Preschool Children ◽  
Response Bias ◽  
Word Identification ◽  
Behavioral Responses ◽  
Real Object ◽  
Experimental Conditions ◽  
Novel Object ◽  
Real Objects ◽  
The Common

Purpose The purpose of this study was to examine whether children's identification of misarticulated words as real objects was influenced by an inherent bias toward selecting real objects or whether a change in experimental conditions could impact children's selections. Method Forty preschool children aged 4 years 0 months to 6 years 11 months across 2 experiments heard accurate productions of real words (e.g., “leaf”), misarticulated words (e.g., “weaf” and “yeaf”), and unrelated nonwords (e.g., “geem”). Within the misarticulated words, the commonness of the substitute was controlled to be “common” or “uncommon.” Using the MouseTracker software, children were asked to select between a real object (e.g., a leaf) and a novel object (Experiment 1) or between a real object (e.g., a leaf) and a blank square, which represented a hidden object (Experiment 2). Results Consistent with previous findings, children chose real objects significantly more when they heard accurate productions (e.g., “leaf”) than misarticulated productions (e.g., “weaf” or “yeaf”) across both experiments. In misarticulation conditions, real object selections were lower than in the previous study; however, children chose real objects significantly more in the common misarticulation condition than in the uncommon misarticulation condition. Conclusions The results of this study are consistent with previous findings. Children's behavioral responses depended upon the task. Despite these differences in the task, children demonstrated ease in integrating variability into their word identification.

scholarly journals Investigating Gaze Behaviour of Children Diagnosed with Autism Spectrum Disorders in a Classroom Setting

2021 ◽  
Author(s):  
Aideen McParland ◽  
Stephen Gallagher ◽  
Mickey Keenan
Keyword(s):  
Eye Tracking ◽  
Autism Spectrum ◽  
Classroom Setting ◽  
Typically Developing ◽  
Training Tool ◽  
Gaze Behaviour ◽  
Promising Application ◽  
Spectrum Disorders ◽  
Face Stimuli ◽  
Operant Training

AbstractA defining feature of ASD is atypical gaze behaviour, however, eye-tracking studies in ‘real-world’ settings are limited, and the possibility of improving gaze behaviour for ASD children is largely unexplored. This study investigated gaze behaviour of ASD and typically developing (TD) children in their classroom setting. Eye-tracking technology was used to develop and pilot an operant training tool to positively reinforce typical gaze behaviour towards faces. Visual and statistical analyses of eye-tracking data revealed different gaze behaviour patterns during live interactions for ASD and TD children depending on the interaction type. All children responded to operant training with longer looking times observed on face stimuli post training. The promising application of operant gaze training in ecologically valid settings is discussed.

Emergent Bilinguals With Specific Reading Comprehension Deficits: A Comparative and Longitudinal Analysis

2020 ◽  
pp. 002221942098324
Author(s):  
Ana Taboada Barber ◽  
Susan Lutz Klauda ◽  
Weimeng Wang ◽  
Kelly B. Cartwright ◽  
Laurie E. Cutting
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Word Identification ◽  
Reading Engagement ◽  
Typically Developing ◽  
Inference Making ◽  
Poor Reading ◽  
Emergent Bilingual ◽  
Specific Reading ◽  
Insight Into

This study centered on emergent bilingual (EB) students with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2 to 4, including both EBs and English Monolinguals (EMs) with and without S-RCD. Mean comparisons indicated that EBs and EMs with S-RCD showed weaknesses relative to typically developing (TD) readers in oral language, word identification, inference making, and reading engagement, but not in executive functioning. Longitudinal analyses indicated that across two academic years S-RCD persisted for 41% of EBs and EMs alike. Altogether, the study extends research on EBs with S-RCD by identifying variables beyond oral language that may account for their reading comprehension difficulties and providing insight into the extent to which their reading comprehension and word identification performance levels evolve during elementary school. Furthermore, the findings point to the importance of early identification and intervention for weaknesses in reading comprehension and its component elements in both EBs and EMS.

scholarly journals Single-Word Speech Intelligibility in Children and Adults With Down Syndrome

2018 ◽  
Vol 27 (1) ◽  
pp. 222-236 ◽  
Author(s):  
Alyssa Wild ◽  
Houri K. Vorperian ◽  
Ray D. Kent ◽  
Daniel M. Bolt ◽  
Diane Austin
Keyword(s):  
Down Syndrome ◽  
Speech Intelligibility ◽  
Word Identification ◽  
Typically Developing ◽  
Single Word ◽  
Vowel Production ◽  
Adult Men ◽  
Age Related ◽  
Assessment And Treatment ◽  
High Vowels

Purpose A single-word identification test was used to study speech production in children and adults with Down syndrome (DS) to determine the developmental pattern of speech intelligibility with an emphasis on vowels. Method Speech recordings were collected from 62 participants with DS aged 4–40 years and 25 typically developing participants aged 4–7 years. Panels of 5 adult lay listeners transcribed the speech recordings orthographically, and their responses were scored in comparison with the speakers' target words. Results Speech intelligibility in persons with DS improved with age, especially between the ages of 4 and 16 years. Whereas consonants contribute to intelligibility, vowels also played an important role in reduced intelligibility with an apparent developmental difference in low versus high vowels, where the vowels /æ/ and/ɑ/ developed at a later age than /i/ and /u/. Interspeaker variability was large, with male individuals being generally less intelligible than female individuals and some adult men having very low intelligibility. Conclusion Results show age-related patterns in speech intelligibility in persons with DS and identify the contribution of dimensions of vowel production to intelligibility. The methods used clarify the phonetic basis of reduced intelligibility, with implications for assessment and treatment.

scholarly journals German children’s processing of morphosyntactic cues in wh-questions

2018 ◽  
Vol 39 (6) ◽  
pp. 1279-1318 ◽  
Author(s):  
ATTY SCHOUWENAARS ◽  
PETRA HENDRIKS ◽  
ESTHER RUIGENDIJK
Keyword(s):  
Working Memory ◽  
Eye Tracking ◽  
Selection Task ◽  
Typically Developing ◽  
Garden Path ◽  
Verb Agreement ◽  
Case Marking ◽  
Wh Questions ◽  
German Children

ABSTRACTTwo experiments investigated the effects of case and verb agreement cues on the comprehension and production of which-questions in typically developing German children (aged 7–10) and adults. Our aims were to determine (a) whether they make use of morphosyntactic cues (case marking and verb agreement) for the comprehension of which-questions, (b) how these questions are processed, and (c) whether the presence and position of morphosyntactic cues available for the listener influence the speaker’s production of which-questions. Performance on a picture selection task with eye tracking shows that children with low working memory make less use of morphosyntactic cues than children with high working memory and adults when interpreting object questions. Gaze data of both groups reveal garden-path effects and revisions for object and passive questions, which can be explained by a constraint-based account. Furthermore, children’s difficulties with object questions are related to the type of disambiguation cue. In a question elicitation task with patient-initial items, children overall prefer production of passives, whereas adults’ productions depend on the availability of disambiguation cues for the listener.

Visual Word Recognition in Multilinguals

2018 ◽  
pp. 117-143
Author(s):  
Ton Dijkstra ◽  
Walter J. B. van Heuven
Keyword(s):  
Pattern Recognition ◽  
Reaction Time ◽  
Word Recognition ◽  
Eye Tracking ◽  
Sentence Context ◽  
Event Related Potential ◽  
Word Retrieval ◽  
Context Sensitive ◽  
Temporal Properties ◽  
Interlingual Homographs

This chapter on the reading of words by multilinguals considers how retrieving words in two or more languages is affected by the lexical properties of the words, the sentence context in which they occur, and the language to which they belong. Reaction time and event-related potential (ERP) studies are discussed that investigate the processing of cognates, interlingual homographs, and words with different numbers of neighbors, both in isolation and in sentence context. After reviewing different models for multilingual word retrieval, it is concluded that multilingual word recognition involves a language-independent, context-sensitive, and interactive pattern recognition routine, with temporal properties that can be determined not only by “classical” reaction time techniques, but even better by up-to-date research techniques such as eye-tracking and ERP recordings.

scholarly journals Improving Students’ Vocabulary Mastery through Teaching Real Objects

2020 ◽  
Vol 3 (2) ◽  
pp. 740-748
Author(s):  
Puji Hariati
Keyword(s):  
Action Research ◽  
Quantitative Method ◽  
Qualitative Data ◽  
Real Object ◽  
Real Objects ◽  
Classroom Action Research

This study was aimed to find out the improvement of the students’ vocabulary mastery through teaching real object. This study was conducted by using Classroom Action Research. It was done through 1) planning, 2) action, 3) observation, and 4) reflection. The population of the research was the students of Amik Medicom. To get the sample, the researcher took one class, it was MI18B. This research applied quantitative and qualitative data. Quantitative method were taken from the students' test. Qualitative data were taken from observation, questionnaires sheet and diary notes. The research found out that there are some improvements of the students’ vocabulary mastery taught by applying real objects. It was proved from the students’ improvement in cycle 1 until cycle 2. The improvement can be seen that in pre test the means score was 34.66. In the first cycle,  meeting 1 the means score was 37,33, in meeting 2 was 47,66 and in meeting 3 was 53,5. In the second cycle, meeting 1 the means score was 68,83,  in meeting 2 was 80,33 and in meeting 3 was 91,66. The improvement also can be seen from the percentage of the students’ achievement in mastering vocabulary; in pre test, no one of the students got 75 points. In the first cycle, in meeting 1, and there no one student got 75 point,  in meeting 3 there was 16.7% (5 students) got 75 points. It means there was an improvement about 16.7 % . In the second cycle, in meeting 1 there was 20% (6 students) got 75 points, it means that there was an improvement about 3.3%. In meeting 2 there was 80% (24 students) got 75 points, it means that there was an improvement about 70%.  In meeting 3 there was 100% (30 students) got up 75 points, it means that there was an improvement about 30%. It means that all of the students got better result. They could master many new vocabulary items and composed them into good sentences. 

scholarly journals A Survey on Using Gaze Behaviour for Natural Language Processing

2020 ◽  
Author(s):  
Sandeep Mathias ◽  
Diptesh Kanojia ◽  
Abhijit Mishra ◽  
Pushpak Bhattacharya
Keyword(s):  
Natural Language Processing ◽  
Natural Language ◽  
Eye Tracking ◽  
Language Processing ◽  
Word Identification ◽  
Test Time ◽  
Gaze Behaviour ◽  
Cognitive Information ◽  
Essay Grading ◽  
Multiple Languages

Gaze behaviour has been used as a way to gather cognitive information for a number of years. In this paper, we discuss the use of gaze behaviour in solving different tasks in natural language processing (NLP) without having to record it at test time. This is because the collection of gaze behaviour is a costly task, both in terms of time and money. Hence, in this paper, we focus on research done to alleviate the need for recording gaze behaviour at run time. We also mention different eye tracking corpora in multiple languages, which are currently available and can be used in natural language processing. We conclude our paper by discussing applications in a domain - education - and how learning gaze behaviour can help in solving the tasks of complex word identification and automatic essay grading.

Erratum: Stanish et al. (2015)

2018 ◽  
Vol 35 (3) ◽  
pp. 326
Keyword(s):  
Physical Activity ◽  
Autism Spectrum Disorder ◽  
Intellectual Disabilities ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Perceived Barriers ◽  
Activity Levels ◽  
Typically Developing ◽  
Link Type ◽  
Activity Enjoyment

In the article Stanish, H., Curtin, C., Must, A., Phillips, S., Maslin, M., and Bandini, L. (2015). Enjoyment, barriers, and beliefs about physical activity in adolescents with and without autism spectrum disorder. Adapted Physical Activity Quarterly, 32(4), 302-317. doi:10.1123/APAQ.2015-0038, the authors omitted acknowledgment that the study was an extension of a larger (parent) study that compared physical activity levels and correlates among adolescents with intellectual disabilities (ID) and typically developing (TD) adolescents. Some of the methods for the study published in this journal are identical to those in the parent study, and the same comparison group of TD adolescents was used for both disability groups (ID and autism spectrum disorder). The online version of the article has been corrected.The parent study was published as Stanish, H.I., Curtin, C., Must, A., Phillips, S., Maslin, M., & Bandini, L. (2016). Physical activity enjoyment, perceived barriers, and beliefs among adolescents with and without intellectual disabilities. Journal of Physical Activity and Health, 13(1), 102–110. doi:10.1123/jpah.2014-0548.

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