Spoken word recognition by young children and adults

Walley, Amanda C.

doi:10.1016/0885-2014(88)90016-0

Cited by 79 publications

(97 citation statements)

References 31 publications

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“…It has also been suggested that this process may even extend into early childhood (Fowler, 1991). Consistent with this view is the observation that first graders need more auditory input than adults before correctly identifying a target word in gating studies (e.g., Garlock, Walley, & Metsala, 2001;Walley, 1988;Walley, Michela, & Wood, 1995). However, these studies do not speak directly to the issue at stake here, namely, whether rapid deactivation of initially activated lexical candidates occurs in children (i.e., second graders and older) in the same way as in adults.…”

Section: Joint Analysis Of Experimentsmentioning

confidence: 93%

Phonological activation of category coordinates during speech planning is observable in children but not in adults: Evidence for cascaded processing.

Jescheniak¹,

Hahne²,

Hoffmann³

et al. 2006

Journal of Experimental Psychology: Learning, Memory, and Cogni

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There is a long-standing debate in the area of speech production on the question of whether only words selected for articulation are phonologically activated (as maintained by serial-discrete models) or whether this is also true for their semantic competitors (as maintained by forward-cascading and interactive models). Past research has addressed this issue by testing whether retrieval of a target word (e.g., cat) affects-or is affected by-the processing of a word that is phonologically related to a semantic category coordinate of the target (e.g., doll, related to dog) and has consistently failed to obtain such mediated effects in adult speakers. The authors present a series of experiments demonstrating that mediated effects are present in children (around age 7) and diminish with increasing age. This observation provides further evidence for cascaded models of lexical retrieval.

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Section: Joint Analysis Of Experimentsmentioning

confidence: 93%

Phonological activation of category coordinates during speech planning is observable in children but not in adults: Evidence for cascaded processing.

Jescheniak¹,

Hahne²,

Hoffmann³

et al. 2006

Journal of Experimental Psychology: Learning, Memory, and Cogni

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“…Relatively few studies have used the gating paradigm with children (Boada & Pennington, 2006;Dollaghan, 1998;Edwards et al, 1999;Elliot, Hammer, & Evan, 1987;Elliot, Scholl, Grant, & Hammer, 1990;Griffiths & Snowling, 2001;Metsala, 1997aMetsala, , 1997bMontgomery, 1999;Walley, 1988;Walley, Michela, & Wood, 1995;Wesseling & Reitsma, 2001). Performance is scored in terms of initial consonant or whole word matching.…”

Section: Introductionmentioning

confidence: 99%

Auditory word identification in dyslexic and normally achieving readers

Bruno

Manis

Keating

et al. 2007

Journal of Experimental Child Psychology

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The integrity of phonological representation/processing in dyslexic children was explored with a gating task in which children listened to successively longer segments (gates) of a word. At each gate, the task was to decide what the entire word was. Responses were scored for overall accuracy as well as the children's sensitivity to coarticulation from the final consonant. As a group, dyslexic children were less able than normally achieving readers to detect coarticulation present in the vowel portion of the word, particularly on the most difficult items, namely those ending in a nasal sound. Hierarchical regression and path analyses indicated that phonological awareness mediated the relation of gating and general language ability to word and pseudoword reading ability.

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“…While some researchers have suggested that lexical representations are holistic only until the vocabulary growth spurt begins, at about two years of age (Ferguson, 1986;Menyuk & Menn, 1979;Studdert-Kennedy, 1987), others have proposed a developmentally protracted holistic hypothesis-namely, that children's lexical representations are different from those of adults until the early school years (Treiman & Baron, 1981;Treiman & Breaux, 1982;Walley, 1987Walley, , 1988Walley, , 1993Walley, Smith, & Jusczyk, 1986). It is this hypothesis that will be addressed in our studies.…”

mentioning

confidence: 99%

“…Still more evidence comes from a task in which noise either replaces a segment in a word or is added to it. Walley (1988) asked five-year-olds and adults to listen to such stimuli and found that adults, but not children, rated stimuli as "noisier" when noise replaced the initial segment. According to the holistic hypothesis, adults find word-initial noise more disruptive because they accord a special status to word-initial segments in their lexical representations.…”

mentioning

confidence: 99%

Three- and four-year-olds’ perceptual confusions for spoken words

Gerken

Murphy

Aslin

1995

Perception & Psychophysics

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Although infants have the ability to discriminate a variety of speech contrasts, young children cannot always use this ability in the service of spoken-word recognition. The research reported here asked whether the reason young children sometimes fail to discriminate minimal word pairs is that they are less efficient at word recognition than adults, or whether it is that they employ different lexical representations. In particular, the research evaluated the proposal that young children's lexical representations are more "holistic" than those of adults, and are based on overall acoustic-phonetic properties, as opposed to phonetic segments. Three-and four-year-olds were exposed initially to an invariant target word and were subsequently asked to determine whether a series of auditory stimuli matched or did not match the target. The critical test stimuli were nonwords that varied in their degree of phonetic featural overlap with the target, as well as in terms of the position(s) within the stimuli at which they differed from the target, and whether they differed from the target on one or two segments. Data from four experiments demonstrated that the frequency with which children mistook a nonword stimulus for the target was influenced by extent of featural overlap, but not by word position. The data also showed that, contrary to the predictions of the holistic hypothesis, stimuli differing from the target by two features on a single segment were confused with the target more often than were stimuli differing by a single feature on each of two segments. This finding suggests that children use both phonetic features and segments in accessing their mental lexicons, and that they are therefore much more similar to adults than is suggested by the holistic hypothesis. 475Since the pioneering work of Eimas, Siqueland, Jusczyk, and Vigorito (1971), it has been demonstrated that infants as young as two months of age have sufficient perceptual abilities to distinguish a variety of speech contrasts (see Aslin, Pisoni, & Jusczyk, 1983;Best, McRoberts, & Sithole, 1988;Eimas, Miller, & Jusczyk, 1987;Jusczyk, 1985;Kuhl, 1987;Werker, 1991). In contrast, studies with young children suggest that they cannot always apply these perceptual abilities directly to the problem of spoken-word recognition (Barton, 1976a(Barton, , 1976b(Barton, , 1980Edwards, 1974;Eilers & Oller, 1976;Garnica, 1971;Graham & House, 1971; Shvachkin, 1948 Shvachkin, / 1973. In one study, Eilers and Oller (1976) taught 22-to 26-month-olds to refer to a toy with a nonsense word (tig) that created a minimal pair with a familiar word (pig).

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Spoken word recognition by young children and adults

Cited by 79 publications

References 31 publications

Phonological activation of category coordinates during speech planning is observable in children but not in adults: Evidence for cascaded processing.

Phonological activation of category coordinates during speech planning is observable in children but not in adults: Evidence for cascaded processing.

Auditory word identification in dyslexic and normally achieving readers

Three- and four-year-olds’ perceptual confusions for spoken words

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