scholarly journals Infants' use of isolated and combined temporal cues in speech sound segregation

2020 ◽  
Vol 148 (1) ◽  
pp. 401-413
Author(s):  
Monika-Maria Oster ◽  
Lynne A. Werner
Keyword(s):  
Speech Sound ◽  
Sound Segregation ◽  
Temporal Cues

scholarly journals Olfactory object recognition based on fine-scale stimulus timing in Drosophila

2018 ◽  
Author(s):  
Aarti Sehdev ◽  
Yunusa G. Mohammed ◽  
Tilman Triphan ◽  
Paul Szyszka
Keyword(s):  
Food Sources ◽  
Odor Source ◽  
Fine Scale ◽  
Sound Segregation ◽  
Temporal Cues ◽  
Stimulus Timing ◽  
Onset Asynchrony ◽  
Different Sources ◽  
Source Segregation ◽  
Do So

SUMMARYOdorants of behaviorally relevant objects (e.g., food sources) intermingle with those from other sources. Therefore, to sniff out whether an odor source is good or bad – without actually visiting it – animals first need to segregate the odorants from different sources. To do so, animals could use temporal cues, since odorants from one source exhibit correlated fluctuations, while odorants from different sources are less correlated. However, it remains unclear whether animals can rely solely on temporal cues for odor source segregation. Here we show that 1) flies can use a few milliseconds differences in odorant arrival to segregate a target odorant from a binary mixture, 2) segregation does not improve when the target odorant arrives first, and 3) segregation works for odorants with innate, as well as learned valences. These properties of odor segregation parallel those of concurrent sound segregation and figure-ground segregation by onset asynchrony in humans.

scholarly journals Independent mechanisms of temporal and linguistic cue correspondence benefiting audiovisual speech processing

2020 ◽  
Author(s):  
Sara Fiscella ◽  
Madeline S Cappelloni ◽  
Ross K Maddox
Keyword(s):  
Speech Processing ◽  
Temporal Integration ◽  
Speech Sound ◽  
Speech Comprehension ◽  
Dependent Manner ◽  
Temporal Cues ◽  
Linguistic Cues ◽  
The Face ◽  
Behavioral Evidence ◽  
Mouth Movement

When listening is difficult, seeing the face of the talker aids speech comprehension. Faces carry both temporal (low-level physical correspondence of mouth movement and auditory speech) and linguistic (learned physical correspondences of mouth shape (viseme) and speech sound (phoneme)) cues. Listeners participated in two experiments investigating how these cues may be used to process sentences when maskers are present. In Experiment I, faces were rotated to disrupt linguistic but not temporal cue correspondence. Listeners suffered a deficit in speech comprehension when the faces were rotated, indicating that visemes are processed in a rotation-dependent manner, and that linguistic cues aid comprehension. In Experiment II, listeners were asked to detect pitch modulation in the target speech with upright and inverted faces that either matched the target or masker speech such that performance differences could be explained by binding, an early multisensory integration mechanism distinct from traditional late integration. Performance in this task replicated previous findings that temporal integration induces binding, but there was no behavioral evidence for a role of linguistic cues in binding. Together these experiments point to temporal cues providing a speech processing benefit through binding and linguistic cues providing a benefit through late integration.

Speech perception in individuals with auditory dys-synchrony

2010 ◽  
Vol 125 (3) ◽  
pp. 236-245 ◽  
Author(s):  
U A Kumar ◽  
M Jayaram
Keyword(s):  
Speech Processing ◽  
Speech Sound ◽  
Just Noticeable Difference ◽  
Auditory Information ◽  
Speech Sounds ◽  
Transition Duration ◽  
Processing Strategies ◽  
Temporal Cues ◽  
Speech Segments ◽  
Difference Time

AbstractObjective:This study aimed to evaluate the effect of lengthening the transition duration of selected speech segments upon the perception of those segments in individuals with auditory dys-synchrony.Methods:Thirty individuals with auditory dys-synchrony participated in the study, along with 30 age-matched normal hearing listeners. Eight consonant–vowel syllables were used as auditory stimuli. Two experiments were conducted. Experiment one measured the ‘just noticeable difference’ time: the smallest prolongation of the speech sound transition duration which was noticeable by the subject. In experiment two, speech sounds were modified by lengthening the transition duration by multiples of the just noticeable difference time, and subjects' speech identification scores for the modified speech sounds were assessed.Results:Subjects with auditory dys-synchrony demonstrated poor processing of temporal auditory information. Lengthening of speech sound transition duration improved these subjects' perception of both the placement and voicing features of the speech syllables used.Conclusion:These results suggest that innovative speech processing strategies which enhance temporal cues may benefit individuals with auditory dys-synchrony.

Morphological Awareness Skills of Second- and Third-Grade Students With and Without Speech Sound Disorders

2020 ◽  
Vol 51 (3) ◽  
pp. 603-616
Author(s):  
Kenn Apel ◽  
Victoria S. Henbest
Keyword(s):  
Word Reading ◽  
Speech Sound ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Receptive Vocabulary ◽  
Real Word ◽  
Speech Sound Disorders ◽  
Word Level ◽  
Third Grade Students ◽  
Pseudoword Reading

Purpose Morphological awareness is the ability to consciously manipulate the smallest units of meaning in language. Morphological awareness contributes to success with literacy skills for children with typical language and those with language impairment. However, little research has focused on the morphological awareness skills of children with speech sound disorders (SSD), who may be at risk for literacy impairments. No researcher has examined the morphological awareness skills of children with SSD and compared their skills to children with typical speech using tasks representing a comprehensive definition of morphological awareness, which was the main purpose of this study. Method Thirty second- and third-grade students with SSD and 30 with typical speech skills, matched on age and receptive vocabulary, completed four morphological awareness tasks and measures of receptive vocabulary, real-word reading, pseudoword reading, and word-level spelling. Results Results indicated there was no difference between the morphological awareness skills of students with and without SSD. Although morphological awareness was moderately to strongly related to the students' literacy skills, performance on the morphological awareness tasks contributed little to no additional variance to the children's real-word reading and spelling skills beyond what was accounted for by pseudoword reading. Conclusions Findings suggest that early elementary-age students with SSD may not present with concomitant morphological awareness difficulties and that the morphological awareness skills of these students may not play a unique role in their word-level literacy skills. Limitations and suggestions for future research on the morphological awareness skills of children with SSD are discussed.

Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors

2020 ◽  
Vol 63 (11) ◽  
pp. 3714-3726
Author(s):  
Sherine R. Tambyraja ◽  
Kelly Farquharson ◽  
Laura Justice
Keyword(s):  
At Risk ◽  
Sound Production ◽  
Speech Therapy ◽  
Speech Sound ◽  
Reading Difficulties ◽  
School Age Children ◽  
Speech Sound Disorder ◽  
Word Decoding ◽  
School Year ◽  
School Based

Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.

Facilitating Parental Involvement in Speech Therapy for Children With Speech Sound Disorders: A Survey of Speech-Language Pathologists' Practices, Perspectives, and Strategies

2020 ◽  
Vol 29 (4) ◽  
pp. 1987-1996
Author(s):  
Sherine R. Tambyraja
Keyword(s):  
Parental Involvement ◽  
Online Survey ◽  
Speech Therapy ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Speech Language Pathologists ◽  
School Based ◽  
Homework Completion

Purpose This study investigated the extent to which speech-language pathologists (SLPs) facilitate parents' completion of homework activities for children with speech sound disorder (SSD). In addition, this study explored factors related to more consistent communication about homework completion and strategies considered particularly effective for supporting this element of parental involvement. Method Licensed SLPs serving at least one child with SSD were invited to participate in an online survey. Questions relevant to this study gathered information regarding (a) frequency of communication about homework distribution and follow-up, (b) demographic and workplace characteristics, and (c) an open-ended question about the specific strategies used to support parental involvement and completion of homework activities. Results Descriptive results indicated considerable variability with respect to how frequently SLPs engaged in communication about homework completion, but that school-based SLPs were significantly less likely to engage in this type of follow-up. Strategies considered effective, however, were similar across therapy contexts. Conclusion These results suggest potentially important differences between school-based services and therapy in other contexts with respect to this particular aspect of service provision for children with SSD.

Distinctive Phonetic Features as Relevant and Irrelevant Stimulus Dimensions in Speech-Sound Discrimination Learning

1974 ◽  
Vol 17 (3) ◽  
pp. 417-425
Author(s):  
Stuart I. Ritterman ◽  
Nancy C. Freeman
Keyword(s):  
College Students ◽  
Discrimination Learning ◽  
Irrelevant Dimension ◽  
Speech Sound ◽  
Irrelevant Stimulus ◽  
Relevant Dimension ◽  
Phonetic Features ◽  
Sound Discrimination ◽  
Nonsense Syllables

Thirty-two college students were required to learn the relevant dimension in each of two randomized lists of auditorily presented stimuli. The stimuli consisted of seven pairs of CV nonsense syllables differing by two relevant dimension units and from zero to seven irrelevant dimension units. Stimulus dimensions were determined according to Saporta’s units of difference. No significant differences in performance as a function of number of the irrelevant dimensions nor characteristics of the relevant dimension were observed.

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