The Influence of Misarticulations on Children's Word Identification and Processing

Krueger, Breanna I.; Storkel, Holly L.; Minai, Utako

doi:10.1044/2017_jslhr-s-16-0379

Cited by 9 publications

(21 citation statements)

References 42 publications

(56 reference statements)

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“…Children who interact with others their age (e.g., in a day care or preschool setting) likely have extensive experience with another type of variability-developmentally appropriate speech sound misarticulations. Our previous study in this line explored the role of children's experience with speech sound variability and examined whether the commonness of the phoneme substitute (i.e., frequency of occurrence in typical development according to normative data) impacted children's identification of words as real objects or as novel objects (Krueger, Storkel, & Minai, 2018). To examine commonness, we conducted a series of three experiments in which children heard three types of tokens.…”

Section: Commonness Of Variabilitymentioning

confidence: 99%

“…Across each of the three experiments in this study, preschoolers selected visual representations of real objects significantly more when they heard common misarticulations than when they heard uncommon misarticulations. Despite the consistent Krueger et al (2018), used in this study. Clicking "start" initiates the trial, and children selected real objects or novel objects in response to auditory presentation of stimuli.…”

Section: Commonness Of Variabilitymentioning

confidence: 99%

“…Like the findings of Swingley (2016) and Creel (2012), we found that preschoolers were accepting of variability in general, although children show a preference for real objects. Acceptance of phonemic variability in both Krueger et al (2018) and Creel was dependent upon supralinguistic factors (e.g., commonness of the substitute). The results of Krueger et al's work extend these findings by demonstrating that preschoolers are much more accepting of variability in the context of a likely option (the real object) and a less likely option (the novel object).…”

Section: Commonness Of Variabilitymentioning

confidence: 99%

“…More specifically, Swingley (2016) showed that kids did not find that introducing the idea that the examiner was familiar with the novel words (Experiment 1) nor by teaching the words to children ahead of time (Experiment 3) influenced their preference for real objects in the face of phonemic variability. As in Krueger et al (2018), children tended to select the most likely option for them-the real object picture. This theory may explain the high level of real object selections across both accurate and misarticulation conditions.…”

Section: Response Bias: Lack Of Unrelated Nonwordsmentioning

confidence: 99%

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Children's Response Bias and Identification of Misarticulated Words

Krueger

Storkel

2020

J Speech Lang Hear Res

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Purpose The purpose of this study was to examine whether children's identification of misarticulated words as real objects was influenced by an inherent bias toward selecting real objects or whether a change in experimental conditions could impact children's selections. Method Forty preschool children aged 4 years 0 months to 6 years 11 months across 2 experiments heard accurate productions of real words (e.g., “leaf”), misarticulated words (e.g., “weaf” and “yeaf”), and unrelated nonwords (e.g., “geem”). Within the misarticulated words, the commonness of the substitute was controlled to be “common” or “uncommon.” Using the MouseTracker software, children were asked to select between a real object (e.g., a leaf) and a novel object (Experiment 1) or between a real object (e.g., a leaf) and a blank square, which represented a hidden object (Experiment 2). Results Consistent with previous findings, children chose real objects significantly more when they heard accurate productions (e.g., “leaf”) than misarticulated productions (e.g., “weaf” or “yeaf”) across both experiments. In misarticulation conditions, real object selections were lower than in the previous study; however, children chose real objects significantly more in the common misarticulation condition than in the uncommon misarticulation condition. Conclusions The results of this study are consistent with previous findings. Children's behavioral responses depended upon the task. Despite these differences in the task, children demonstrated ease in integrating variability into their word identification.

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Section: Commonness Of Variabilitymentioning

confidence: 99%

Section: Commonness Of Variabilitymentioning

confidence: 99%

Section: Commonness Of Variabilitymentioning

confidence: 99%

Section: Response Bias: Lack Of Unrelated Nonwordsmentioning

confidence: 99%

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Children's Response Bias and Identification of Misarticulated Words

Krueger

Storkel

2020

J Speech Lang Hear Res

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“…The mouse-tracking lexical-decision paradigm In the past few years, previous studies (Anderson et al, 2011;Cargill et al, 2007;Hermens, 2018;Krueger et al, 2018;Schroeder & Verrel, 2014) have shown that computer mouse tracking and other motor-tracking techniques (e.g., finger tracking or three-dimensional reach tracking) are feasible for studying language processing in both younger and older children (for a more comprehensive overview of using the mouse-tracking technique with child participants, see Erb, 2018). In particular, the mouse-tracking lexical-decision paradigm has proven to be a powerful and popular research tool for assessing the cognitive processing that underlies visual word recognition (e.g., Barca & Pezzulo, 2012, 2015.…”

Section: The Effects Of Vocabulary Knowledge and Agementioning

confidence: 99%

Reading minds in motion: Mouse tracking reveals transposed-character effects in Chinese compound word recognition

Lin

2020

Applied Psycholinguistics

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This study investigated the development of character transposition effects during Chinese compound word recognition via computer mouse movements instead of the conventional key presses. Empirical evidence to reveal the impacts of vocabulary knowledge, grade level, and whole word frequency on Chinese transposed-character effect is lacking. In the present study, we measured the transposed-character effect in two groups of Taiwanese children (second and fourth graders) in a mouse-tracking lexical-decision task including nonwords derived from real words by transposing two characters (e.g., “習學” from “學習” [learning]) and control nonwords in which two characters are replaced (e.g., “以修”). Our results indicate that participants showed longer mouse movement times and larger spatial attraction in recognizing transposed-character nonwords than in replaced-character nonwords, suggesting that the dominant role of whole-word representation in processing Chinese compound words. Our results also further demonstrate that how the degree of character transposition was affected by vocabulary knowledge, grade level, and word frequency.

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Children’s disambiguation of novel words varies by the number and position of phonological contrasts

et al. 2022

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Young children often make pragmatic assumptions when learning new words. For example, they assume that a speaker who uses different words intends to refer to different things – the so-called principle of contrast. We used a standard disambiguation task to explore whether children’s assumptions about contrast depend on how much words differ. Three- to 6-year-olds heard pairs of words that differed in terms of the number, position, and types of phonological contrasts. Results indicate that children were less likely to disambiguate words differing by one phoneme than words differing by two or more phonemes, particularly when those one-phoneme differences were located at the beginning or end of the words (as in fim/vim). Overall, the findings suggest that children’s pragmatic assumptions about two contrasting words depend not only on if words differ, but also on how they differ.

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The Influence of Misarticulations on Children's Word Identification and Processing

Abstract: https://doi.org/10.23641/asha.5965510.

Cited by 9 publications

References 42 publications

Children's Response Bias and Identification of Misarticulated Words

Children's Response Bias and Identification of Misarticulated Words

Reading minds in motion: Mouse tracking reveals transposed-character effects in Chinese compound word recognition

Children’s disambiguation of novel words varies by the number and position of phonological contrasts

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