Measurements of the duration of the closure of post-stress, intervocalic stops in two-syllable words, of the vowels that precede them, and of vowels preceding stops in monosyllabic words were made from the speech of one speaker with intervocalic ‘voiced t’. Results for monosyllabic words indicate a vowel duration ratio of 2:3 before voiceless and voiced stops and four intrinsically short vowels, /I, ∊, Λ, U/. The duration ratio of vowels before stops in two-syllable words and those in mono-syllabic words is 2:3. There is the same indication of four intrinsically short vowels in two-syllable words. The average difference in vowel duration before voiced and voiceless alveolar stops is only 0·9 csec. while it is more than 3 csec. before the other stops. Closure duration difference between voiced and voiceless alveolar cognates was found to be insignificant as compared to the differences for bilabial and velar cognates.

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The purpose of this study was to determine if children who misarticulate /r/ differ from normal children and adults in the perception of sound features that are produced correctly and incorrectly. Children with normal articulation, children who produced /r/ misarticulations, and adults listened to synthesized child and adult /r-w/ continua in two separate sessions, and to an adult /b-w/ control continuum in one session. Perception was evaluated on the basis of measures of phonetic boundary location and the consistency of response to each stimulus in a continuum. The /r/-misarticulating children were found to be significantly less consistent than child and adult controls in responding to the /r-w/ stimuli. Moreover, consistency scores were significantly higher for the adult continuum than for the child continuum. The performance of children was different from that of adults. Due to inconsistent performance, boundaries could not be computed for /r/-misarticulating children, but it was found that the boundaries for children in the control group were closer to the /r/-end of the continuum than those for adults. In the case of the /b-w/ continuum, it was found that /r/-misarticulating children were significantly less consistent than adults. The phonetic boundaries of children were significantly closer to the /b/-end of the continuum than the boundary for adults. Thus, the results reveal that variability in stimulus response was influenced primarily by the productive ability of the subjects, whereas differences in stimulus categorization were influenced by the age of the subjects. The perceptual variability was most clearly reflected by responses to stimuli produced incorrectly, whereas categorization differences extended to sounds produced correctly.

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