Detection and identification thresholds for consonant-vowel syllables

Elliott, Lois L.; Longinotti, Cheryl; Clifton, Luann; Meyer, Dianne H.

doi:10.3758/bf03204836

Cited by 18 publications

(8 citation statements)

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“…The findings of higher identification thresholds for 6-year-old children than for adults and a significant age-bysyllable interaction concurred with previous results (Elliott et al, 1981 These types of trends occurred in other work (Elliott et al, 1981a but were less "angular. "…”

Section: Ill Discussionsupporting

confidence: 89%

“…Here, "experimental control" is used in the sense of maintaining a set to respond (Pick and Pick, 1970). This experiment replicated previous work that showed age-related differences in the intensity levels required for syllable identification by children and adults (Elliott et al, 1981a) and also investigated the effects of two test conditions. Both conditions involved presentation of coxasonantvowel (CV) stimuli at different intensity levels.…”

Section: Introductionmentioning

confidence: 61%

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Syllable identification by children and adults for two task conditions

Elliott

Busse

1985

The Journal of the Acoustical Society of America

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Both 6-year-old children and adults showed as good performance on a syllable identification task for a test condition having more trials per test run and a lower overall level of positive reinforcement as they did for a condition with fewer trials per test run and a higher, overall level of positive reinforcement. Differences between identification thresholds of children and adults are interpreted as reflecting age-related differences in speech processing rather than differences in responding to the test situation.

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Section: Ill Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 61%

Syllable identification by children and adults for two task conditions

Elliott

Busse

1985

The Journal of the Acoustical Society of America

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“…De velopmental studies generally show that au ditory thresholds decrease rather than in crease through childhood [Eguchi, 1976;Sinnott and Aslin 1983;Elliott, 1979;Elliott et al, 1981;Aslin et al, 1983]. For example, Eilers et al [1981] found that adults, but not prelinguistic infants, were able to discrimi nate a 20-ms VOT difference when VOT was the only acoustic dimension distin guishing /d u / and /tu /.…”

Section: Discussionmentioning

confidence: 99%

Linguistic and Developmental Effects on the Production and Perception of Stop Consonants

1986

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This study examined production and perception of the contrast between /t/ –/d/ by subjects differing in native language and age. Acoustic analysis revealed that native speakers of English realized word-initial /t/ with significantly longer VOT values (approximately 85 ms) than native speakers of Spanish (approximately 19 ms). Native English and Spanish adults realized /t/ with VOT values that were non-significantly longer than those of 9-year-olds of the same native language background. Native English adults prevoiced /d/ more often than English children, but Spanish adults and children realized /d/ with lead VOT values in nearly every instance. In a labelling task, the native English speakers showed steeper identification functions, and category boundaries at significantly longer VOT values, than age-matched native Spanish subjects. The boundaries of both the native English and Spanish adults occurred at significantly longer VOT values than those of children who spoke the same language. Three possible explanations are offered for the effect of age on stop voicing judgments: the auditory processing of acoustic parameters associated with stops changes with age; listeners require an increasingly long VOT interval to perceive /t/ as they get older because they produce /t/ with somewhat longer VOT values; listeners ‘attune’ their perception to optimally match the stops they hear.

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“…Stimulus intensity variation has been reported to result in phonemeboundary changes (Dorman & Dougherty, 1981;SyrdalLasky, 1978), but no consistent picture as to the nature and the direction of the changes has yet emerged. On the other hand, it is well established that younger children need higher intensity levels to perform optimally in speech-perception experiments (Elliott, Longinotti, Clifton, & Meyer, 1981). Some link may exist between the facts mentioned above and the age-dependent phoneme-boundary changes.…”

Section: Methodsmentioning

confidence: 99%

Age differences in place-of-articulation phoneme boundary

Weirdt

1987

Perception & Psychophysics

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Three lO-step [paH~l continua were constructed with F2 as the single place-of-articulation cue. The continua were different in F3, which was rising, level, or falling. Identification tests using these continua were presented to 22 first-, second-, and fourth-grade children. Using logit analysis, individual phoneme boundary values were calculated for each F3 level. It was found that the phoneme-boundary shifts to slightly higher F2 starting values as age increases. Although no definite explanation is available yet, some possible interpretations are discussed.In De Weirdt (1985), age differences in a phoneme boundary were reported. First-grade children (tested at ages 6:2 and 6: 10), and third-and fourth-grade children (mean age 9:5) and adults took an identification test with three-formant stimuli on a The author is "aangesteld navorser" of the Belgian Nationaal Fonds voor Wetenschappelijk Onderzoek. Thanks are extended to M. Vanwonnhoudt, J. P. Martens, and B. Van Coile of tile Laboratory for Electronics and Metrology, for making available the equipment and some software for synthesizing thestimuli, and to G. De Soete and an anonymous reviewer for their helpful advice on an earlier draft of this paper. The author's mailing address is: Dienst voor Psychologie, Rijksuniversiteit Gent, H. Dunantlaan 2, B9000-Gent, Belgium.Maybe younger children are more influenced by the F3 cue-or less influenced by F2-than older ones. One might even speculate that speech categorization in younger children is generally based more on the higher frequency information in the acoustic signal. We were led to this presumption by the results of Irwin, Ball, Kay, Stillman, and Rosser (1985), who demonstrated that auditory temporal acuity develops differently in different frequency regions. They measured the minimum detectable gap in octave-band noises centered around 500, 1000, and 2000 Hz at various ages between 6 and 23 years. Especially between the ages of 6 and 10, the minimum detectable gap decreased, but did so substantially only with the 500-Hz stimulus. Irwin et al. (1985, seeFigure 2) did not cover the whole frequency range, but their data suggest that a general trend may exist. The difference between the level of temporal acuity at age 6 and that of the adult increases as one descends the frequency scale. This pattern might also apply to formants in speech sounds. Assuming that temporal processing aspects are probably crucial for the perceptual effectiveness of formant transition cues, the deviating [pa]-[b] phoneme boundaries of younger children may be due to poorer temporal resolution of the (lower frequency) F2 cue, resulting in higher "weights" for F3.It would be interesting to determine if the F3 cue is more important for younger children. If this were true, however, the developmental shift of the phoneme boundary would be only a stimulus artefact. Accordingly, the earlier study (De Weirdt, 1985) was replicated with stimulus continua at three F3-levels: falling, level, and rising. If younger subjects are more sensitive to t...

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Detection and identification thresholds for consonant-vowel syllables

Cited by 18 publications

References 20 publications

Syllable identification by children and adults for two task conditions

Syllable identification by children and adults for two task conditions

Linguistic and Developmental Effects on the Production and Perception of Stop Consonants

Age differences in place-of-articulation phoneme boundary

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