Chapter 4. Assimilation and phonetic categorization

1987 ◽  
pp. 70-94
Keyword(s):  
Phonetic Categorization

Perception of Formant Transition Cues to Place of Articulation in Children With Language Impairments

1993 ◽  
Vol 36 (6) ◽  
pp. 1286-1299 ◽  
Author(s):  
Joan E. Sussman
Keyword(s):  
Working Memory ◽  
Language Learning ◽  
Left Hemisphere ◽  
Language Impairments ◽  
Phonetic Category ◽  
Language Abilities ◽  
Formant Transition ◽  
Place Of Articulation ◽  
Normal Language ◽  
Phonetic Categorization

Discrimination and phonetic identification abilities of 5- to 6-year-old children with language impairments were compared to those of 4-year-olds with normally developing language and to previous findings from 5- to 6-year-olds and adults for synthetic stimuli ranging from [ba] to da]. Results showed similar discrimination sensitivity to the second- and third-formant transition cues of stimuli by all children, with poorest sensitivity by the youngest. Phonetic categorization by children with language impairments was most different from the groups with normal language abilities, evidenced by a difference in the percent of tokens labeled as "BA" and by greater variability in labeling and in placement of phonetic category boundaries. Results support hypotheses by Gathercole and Baddeley (1990) suggesting that the phonological component of working memory may be disordered in children with language impairments. Results are also suggestive of specific difficulties with left-hemisphere processing associated with language learning rather than with problems related to sensitivity to formant transitions of the speech tokens.

scholarly journals The Role of Adaptive Training on Shaping Phonetic Categorization in Aphasia

2011 ◽  
Vol 23 ◽  
pp. 90-91
Author(s):  
Sara Guediche ◽  
Jasmina Stritof ◽  
John Mertus ◽  
Kathleen Kurowski ◽  
Carole Palumbo ◽  
...  
Keyword(s):  
Adaptive Training ◽  
Phonetic Categorization

Auditory/phonetic categorization with the Symbion multichannel cochlear implant

1988 ◽  
Vol 84 (2) ◽  
pp. 501-510 ◽  
Author(s):  
Michael F. Dorman ◽  
Maureen T. Hannley ◽  
Geary A. McCandless ◽  
Luke M. Smith
Keyword(s):  
Cochlear Implant ◽  
Phonetic Categorization

THE BENEFICIAL ROLE OF L1 SPOKEN LANGUAGE SKILLS ON INITIAL L2 SIGN LANGUAGE LEARNING

2016 ◽  
Vol 39 (4) ◽  
pp. 833-850 ◽  
Author(s):  
Joshua T. Williams ◽  
Isabelle Darcy ◽  
Sharlene D. Newman
Keyword(s):  
Second Language ◽  
Language Learning ◽  
American Sign Language ◽  
Sign Language ◽  
Verbal Memory ◽  
Linear Regression Analysis ◽  
Vocabulary Knowledge ◽  
Cognitive Linguistic ◽  
Linguistic Skills ◽  
Phonetic Categorization

Understanding how language modality (i.e., signed vs. spoken) affects second language outcomes in hearing adults is important both theoretically and pedagogically, as it can determine the specificity of second language (L2) theory and inform how best to teach a language that uses a new modality. The present study investigated which cognitive-linguistic skills predict successful L2 sign language acquisition. A group (n = 25) of adult hearing L2 learners of American Sign Language underwent a cognitive-linguistic test battery before and after one semester of sign language instruction. A number of cognitive-linguistic measures of verbal memory, phonetic categorization skills, and vocabulary knowledge were examined to determine whether they predicted proficiency in a multiple linear regression analysis. Results indicated that English vocabulary knowledge and phonetic categorization skills predicted both vocabulary growth and self-rated proficiency at the end of one semester of instruction. Memory skills did not significantly predict either proficiency measures. These results highlight how linguistic skills in the first language (L1) directly predict L2 learning outcomes regardless of differences in L1 and L2 language modalities.

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