Infant discrimination of two- and five-formant voiced stop consonants differing in place of articulation

Walley, Amanda C.; Pisoni, David B.; Aslin, Richard Ν.

doi:10.1121/1.390531

Cited by 14 publications

(10 citation statements)

References 24 publications

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“…This difference underscores the fact that developmental patterns cannot be expected to generalize to all stimuli, because different MMN-generating sources may be engaged depending on the sound structure of the signal used to elicit the response. Importantly, the aforementioned physiologic experiments are consistent with psychophysical experiments, indicating that the perception of speech sounds is largely mature in school-age children [Allen and Wightman, 1992;Bargones et al, 1995;Jensen and Neff, 1993;Nittrouer, 1992Nittrouer, , 1996Nittrouer and Studdert-Kennedy, 1987;Olsho, 1985;Trehub et al, 1995;Walley et al, 1984].…”

Section: Maturationsupporting

confidence: 70%

Speech Sound Representation in the Brain

Kraus

Cheour

2000

Audiol Neurotol

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Biologic processes underlying speech sound perception and learning have been addressed using the mismatch negativity (MMN) evoked response. First is a consideration of how the acoustic properties of the signal affect the neural mechanisms and brain regions engaged. Because the MMN differs depending on the acoustic characteristics of the stimuli used to elicit the response, it has been used to probe mechanisms underlying the neural representation of stimuli along the auditory pathway. Second is a consideration of neurophysiologic correlates of speech sound perception and learning. Detailed is a ‘behavioral-neurophysiologic, acoustic-phonetic approach’, used to link perception with underlying physiologic processes in humans. The focus here is on children and what has been learned about normal maturation of speech sound perception and its disruption in certain children with learning disorders. The last topic is a consideration of central nervous system changes with perceptual learning. This includes long-term experience with one’s native language and short-term auditory training in the laboratory. Limitations and future challenges are discussed.

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Section: Maturationsupporting

confidence: 70%

Speech Sound Representation in the Brain

Kraus

Cheour

2000

Audiol Neurotol

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“…The frequencies of formants higher than F4 were left at their default values. The only exception was a change in the center frequency of F5 from 3750 Hz to 4500 Hz, and a corresponding change in the bandwidth from 200 to 400 Hz, in order to avoid interference with lower resonances ͑Klatt, 1980; Walley et al, 1984͒. The duration of the F1 transition varied across different vowel and consonant contexts.…”

Section: Training Stimulimentioning

confidence: 98%

A developmental study of vowel perception from brief synthetic consonant–vowel syllables

Ohde

Haley

McMahon

1996

The Journal of the Acoustical Society of America

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The purpose of this study was to assess the perceptual role of brief synthetic consonant-vowel syllables as cues for vowel perception in children and adults. Nine types of consonant-vowel syllables comprised of the stops [b d g] followed by the vowels [i a u] were synthesized. Stimuli were generated with durations of 10, 30, or 46 ms, and with or without formant transition motion. Eight children at each of five age levels (5, 6, 7, 9, and 11 years) and a control group of eight adults were trained to identify each vowel in a three-alternative forced-choice (3AFC) paradigm. The results showed that children and adults extracted vowel information at a generally high level from stimuli as brief as 10 ms. For many stimuli, there was little or no difference between the performance of children and adults. However, developmental effects were observed. First, the accuracy of vowel perception was more influenced by the consonant context for children than for adults. Whereas perception was similar across age levels for stimuli in the alveolar context, the youngest children perceived vowels in the labial and velar contexts at significantly lower levels than adults. Second, children were more affected by variations in stimulus duration than were adults. This finding was particularly prominent for the syllable [ga], where the dependency on duration decreased with age in a nearly linear fashion. These findings are discussed in relation to current hypotheses of vowel perception in adults, and hypotheses of speech perception development.

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“…The frequencies of formants higher than F4 were not manipulated, because of their limited correspondence with articulatory positions. However, the default value of F5 was raised from 3750 Hz to 4500 Hz and its bandwidth changed from 200 to 400, in order to minimize undesirable influences of the fifth resonator on the amplitude of adjacent formant peaks ͑Klatt, 1980; Walley et al, 1984͒. Linear prediction analyses were obtained with highfrequency preemphasis and a 25.6-ms half-hamming window positioned at consonantal release ͑Kewley-Port, 1983͒. These analyses confirmed onset spectra and template specifications as outlined by Blumstein and Stevens ͑1979͒.…”

Section: Training Stimuli: Experiments I and Iimentioning

confidence: 99%

Stop-consonant and vowel perception in 3- and 4-year-old children

Ohde

Haley

1997

The Journal of the Acoustical Society of America

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Recent research on 5- to 11-year-old children's perception of stop consonants and vowels indicates that they can generally identify these sounds with relatively high accuracy from short duration stimulus onsets [Ohde et al., J. Acoust. Soc. Am. 97, 3800-3812 (1995); Ohde et al., J. Acoust. Soc. Am. 100, 3813-3824 (1996)]. The purpose of the current experiments was to determine if younger children, aged 3-4 years, can also recover consonant and vowel features from stimulus onsets. Ten adults, ten 3-year olds, and ten 4-year-olds listened to synthesized syllables composed of combinations of [b d g] and [i u a]. The synthesis parameters included manipulations of the following stimulus variables: formant transition (moving or straight), noise burst (present or absent), and voicing duration (10, 30, or 46 ms). Developmental effects were found for the perception of both stop consonants and vowels. In general, adults identified these sounds at a significantly higher level than children, and perception by 4-year-olds was significantly better than 3-year-olds. A developmental effect of dynamic formant motion was obtained, but it was limited to only the [g] stop consonant. Stimulus duration affected the children's perception of vowels indicating that they may utilize additional auditory information to a much greater extent than adults. The results support the importance of information in stimulus onsets for syllable identification, and developmental changes in sensitivity to these cues for consonant and vowel perception.

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Infant discrimination of two- and five-formant voiced stop consonants differing in place of articulation

Cited by 14 publications

References 24 publications

Speech Sound Representation in the Brain

Speech Sound Representation in the Brain

A developmental study of vowel perception from brief synthetic consonant–vowel syllables

Stop-consonant and vowel perception in 3- and 4-year-old children

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