Adult and Child Discrimination of CV Syllables Differing in Voicing Onset Time

Elliott, Lois L.; Busse, Lu Ann; Partridge, Randy; Rupert, Jennifer; DeGraaff, Robert

doi:10.1111/j.1467-8624.1986.tb00232.x

Cited by 12 publications

(12 citation statements)

References 28 publications

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“…Children also have slower processing than adults, and some studies suggest that children aged 4 yr and younger may be unable to use constraining contextual information quickly enough to influence perception (Cole and Perfetti, 1980;Walley, 1987; but see Nittrouer and Boothroyd, 1990 for findings with older children). Children in general require larger acoustic differences to discriminate speech sounds (Elliott et al, 1986;Elliott et al, 1989); these findings likewise suggest that children might be affected by spectrally degraded signals to a greater extent than are adults. All of these differences suggest that young children may have more difficulty with degraded speech than do older children or adults.…”

Section: Introductionmentioning

confidence: 79%

Toddlers' recognition of noise-vocoded speech

Newman

Chatterjee

2013

The Journal of the Acoustical Society of America

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Despite their remarkable clinical success, cochlear-implant listeners today still receive spectrally degraded information. Much research has examined normally hearing adult listeners' ability to interpret spectrally degraded signals, primarily using noise-vocoded speech to simulate cochlear implant processing. Far less research has explored infants' and toddlers' ability to interpret spectrally degraded signals, despite the fact that children in this age range are frequently implanted. This study examines 27-month-old typically developing toddlers' recognition of noise-vocoded speech in a language-guided looking study. Children saw two images on each trial and heard a voice instructing them to look at one item ("Find the cat!"). Full-spectrum sentences or their noise-vocoded versions were presented with varying numbers of spectral channels. Toddlers showed equivalent proportions of looking to the target object with full-speech and 24-or 8-channel noise-vocoded speech; they failed to look appropriately with 2-channel noise-vocoded speech and showed variable performance with 4-channel noise-vocoded speech. Despite accurate looking performance for speech with at least eight channels, children were slower to respond appropriately as the number of channels decreased. These results indicate that 2-yr-olds have developed the ability to interpret vocoded speech, even without practice, but that doing so requires additional processing. These findings have important implications for pediatric cochlear implantation.

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Section: Introductionmentioning

confidence: 79%

Toddlers' recognition of noise-vocoded speech

Newman

Chatterjee

2013

The Journal of the Acoustical Society of America

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“…These significant word X age effects may be attributable to differences in the frequency with which the subject groups had encountered the words or to other, unknown influences. Elliott et al (1979) suggested that developmental effects such as age-related changes in pure-tone detection (Elliott & Katz, 1980a;Yoneshige & Elliott, 1981) and in identification and discrimination of simple speech stimuli (Elliott, Longinotti, Clifton, & Meyer, 1981;Elliott et al, 1986) might help explain the age effects in their data. In the present research, however, pure-tone sensitivity measures related to IPs for only some words, there was no particular pattern of word-to-word relations, and pure-tone sensitivity did not contribute significantly to the regression analysis.…”

Section: Discussionmentioning

confidence: 99%

Perception of gated, highly familiar spoken monosyllabic nouns by children, teenagers, and older adults

Elliott

Hammer

Evan

1987

Perception & Psychophysics

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A forward-gating procedure, employing highly familiar monosyllabic words, was used in testing 5-7-year-old children, 15-17-year-old teenagers, and 70-85-year-old adults. Teenagers identified the words at shorter gate durations than either the children or older adults, whose identification performances were nearly identical. Teenagers gave meaningful guesses at shorter durations than children, who, in turn, gave meaningful guesses at shorter durations than adults. The oldest listeners provided the largest number of phonetic guesses, whereas teenagers gave almost none. Individual differences in auditory pure-tone sensitivity did not account for the results. It is hypothesized that both word frequency effects and temporal processing differences were responsible for the findings. 150In a study of speech perception of monosyllabic nouns, Elliott et al. (1979) found that 5-and 6-year-old children required higher intensity levels to identify words presented in quiet than did older children or adults, even though the stimuli were within the receptive vocabularies of 3-year-olds. Since an adaptive threshold-tracking procedure was used, stimuli were always presented at levels close to threshold. Elliott et al. suggested that listeners with higher levels of language skill might be more adept at identifying words from partial or limited acoustic information than subjects with less mature language development.The gating paradigm developed by Grosjean (1980) as a means of examining spoken-word recognition appears to offer a good means of further examining developmental changes in word recognition. In the gating paradigm, portions of words are presented, beginning at either the word onset (Cotton & Grosjean, 1984;Grosjean, 1980) or the word ending (Salasoo & Pisoni, 1985). For example, if 50-msec gates are used and forward gating is employed, one stimulus contains the initial 50 msec of a word, another contains the initial 100 msec, and so on. The listener's task is to identify the word, and this may require considerable guessing when the stimulus duration is brief. Grosjean (1980) used the gating paradigm to replicate influences of word frequency, word length, and sentence context on speech perception that were similar to those that had been reported by others.The gating paradigm provides one means of presenting limited acoustic information about a stimulus, since the first gates contain only the initial, incomplete portion of the word. Presenting speech stimuli at low-intensity

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“…The younger children were also less able to use context to recognize words in sentences. Numerous studies have also shown that children differ from adults in their use of temporal and contextual cues in speech perception (Elliott, 1986;Elliott, Busse, Partridge, Rupert, & DeGraaff, 1986;Nittrouer & Boothroyd, 1990).…”

Section: University Of Nebraska Lincoln Nebraskamentioning

confidence: 99%