Effects of word frequency and phonological neighborhood characteristics on confrontation naming in children who stutter and normally fluent peers

In a prior study (Newman & Bernstein Ratner, 2007), we examined the effects of word frequency and phonological neighborhood characteristics on confrontation naming latency, accuracy and fluency in adults who stutter and typically-fluent speakers. A small difference in accuracy favoring fluent adults was noted, but no other patterns differentiated fluent speaker responses from those obtained from the adults who stutter. Because lexical organization or retrieval differences might be more easily observed in less mature language users, we replicated the experiment using 15 children who stutter (ages 4;10 16;2) and age-and gender-matched peers. Results replicated the earlier study: the two groups of participants showed strikingly similar patterns of responses based on word frequency and neighborhood characteristics. There were also no differences in naming accuracy overall between the two groups. Given our results and those of other researchers who have explored the impact of neighborhood variables on lexical retrieval in people who stutter, we suggest that differences between language production in PWS and fluent speakers are not likely to involve atypical phonological organization of lexical neighborhoods.

from Journal of Fluency Disorders

Phonological knowledge guides 2-year-olds’ and adults’ interpretation of salient pitch contours in word learning

Phonology provides a system by which a limited number of types of phonetic variation can signal communicative intentions at multiple levels of linguistic analysis. Because phonologies vary from language to language, acquiring the phonology of a language demands learning to attribute phonetic variation appropriately. Here, we studied the case of pitch-contour variation. In English, pitch contour does not differentiate words, but serves other functions, like marking yes/no questions and conveying emotions. We show that, in accordance with their phonology, English-speaking adults and 2-year-olds do not interpret salient pitch contours as inherent to novel words. We taught participants a new word with consistent segmental and pitch characteristics, and then tested word recognition for trained and deviant pronunciations using an eyegaze-based procedure. Vowel-quality mispronunciations impaired recognition, but large changes in pitch contour did not. By age 2, children already apply their knowledge of English phonology to interpret phonetic consistencies in their experience with words.

from the Journal of Memory and Language

From orthography to meaning: An electrophysiological investigation of the role of phonology in accessing meaning of Chinese single-character words

Homophone interference effects in Stroop experiments are often taken as evidence for the hypothesis that semantic access in written Chinese language is mediated by activation of phonological processing. We here aim to test this hypothesis with Chinese single-character words by means of event related potential (ERP) recordings. Using color words, homophones of color words and color-word associates as materials in a Stroop task, we found behavioral Stroop interference effects for all stimulus types and an N450 for incongruent color words and color-word associates. Critically, there was no difference in the ERPs elicited by congruent and incongruent homophones in the N450 time window. However, in a later time window (600-800 ms) the incongruent homophones elicited an apparent positivity over left posterior regions. A similar effect was also observed for incongruent color words. These findings thus indicate that phonology does not play an important role in semantic activation of Chinese single-character words, and that the behavioral Stroop effects for homophones possibly arises at later stage of lexical processing.

from Neuroscience

Reading, dyslexia and the brain

Conclusions: Different neuroimaging methods can contribute different kinds of data relevant to key questions in education. The most informative studies with respect to causation will be longitudinal prospective studies, which are currently rare.

from Educational Research

Reading, dyslexia and the brain

Conclusions: Different neuroimaging methods can contribute different kinds of data relevant to key questions in education. The most informative studies with respect to causation will be longitudinal prospective studies, which are currently rare.

from Educational Research

Reading, dyslexia and the brain

Conclusions: Different neuroimaging methods can contribute different kinds of data relevant to key questions in education. The most informative studies with respect to causation will be longitudinal prospective studies, which are currently rare.

from Educational Research

Problems in speech sound production in young children. An inventory study of the opinions of speech therapists

Conclusion
The speech therapists taking part in this study have a good view of the speech sound development of young children. However, due to their concern about communication, social–emotional development, and reading and writing abilities later on, they prefer to identify and treat articulation problems at an early age. More detailed research into the variations in speech sound development, in relation to language development, is needed in order to arrive at effective normative data.

from the International Journal of Pediatric Otorhinolaryngology

The role of the striatum in phonological processing. Evidence from early stages of Huntington’s disease

In Experiment 1 we used a same–different task with isolated words to evaluate whether phoneme perception is intact in HD. In Experiment 2 a word detection task in phrasal contexts allowed for assessing both phoneme perception and perceptual compensation for the French regressive assimilation rule. Results showed that HD patients have normal performance with both phoneme perception in isolated words and regressive assimilation rules. However, in phrasal contexts they display reduced abilities of phoneme discrimination.

These findings challenge the striatum-rule claim and suggest a more fine-grained function of striatal structures in linguistic rule processing. Alternative explanatory frameworks of the striatum-language link are discussed.

from Cortex

From 1-word to 2-words with cochlear implant and cued speech: A case study

Abstract
This paper describes early language development in a deaf Spanish child fitted with a cochlear implant (CI) when she was 1;6 years old. The girl had been exposed to Cued Speech (CS) since that age. The main aim of the research was to identify potential areas of slow language development as well as the potential benefit of CI and CS. At the beginning of this research the child was 2;6 years (she had been using the CI for 12 months). Adult-child 30-minute sessions were videotaped every week for 1 year (13-24 months of CI use), and transcribed according to CHAT norms. Measures of phonemic inventory, intelligibility, lexicon, and grammar development were obtained. Part of the data were compared with data from two normally hearing (NH) children with the same mean length of utterance (MLU). In order to confirm trends observed during these 12 months of observation, an extra set of data was obtained in the next 3 months (25-27 months of CI use). Results in the initial 12 month period (13-24 months of CI use) showed irregular language development in the deaf child. The development of her phonemic inventory and lexicon progressed at a rate that was similar to, or faster than, that of NH children. However, the slow acquisition of articles and also the slow development of MLU suggested that the child might have problems with grammar. Data from the next 3 months (25-27 months of CI use) confirmed this trend. Results are discussed in relation to similar studies in other languages. Potential benefits of CS are also discussed.

from Clinical Linguistics and Phonetics

The nature of preschool phonological processing abilities and their relations to vocabulary, general cognitive abilities, and print knowledge.

The development of reading-related phonological processing abilities represents an important developmental milestone in the process of learning to read. In this cross-sectional study, confirmatory factor analysis was used to examine the structure of phonological processing abilities in 129 younger preschoolers (M = 40.88 months, SD = 4.65) and 304 older preschoolers (M = 56.49 months, SD = 5.31). A 2-factor model in which Phonological Awareness and Phonological Memory were represented by 1 factor and Lexical Access was represented by a 2nd factor provided the best fit for both samples and was largely invariant across samples. Measures of vocabulary, cognitive abilities, and print knowledge were significantly correlated with both factors, but Phonological Awareness/Memory had unique relations with word reading. Despite significant development of phonological processing abilities across the preschool years and into kindergarten, these results show that the structure of these skills remains invariant. (PsycINFO Database Record (c) 2009 APA, all rights reserved)

from the Journal of Educational Psychology

What are the causes of the attention deficits observed in children with dyslexia?

Abstract
Dyslexic children often show attention problems at school, but it is not clear the nature of their impairments. The aim of this study was to analyze whether verbal processing artefacts could mediate attention deficits. Forty-seven children (22 dyslexics and 25 controls), aged between 7 to 12, were assessed through an ADHD rating scale and a battery of tasks tapping different attentional processes (selective, sustained, executive, and orienting). Phonological measures were used as covariates. Children with dyslexia showed attentional impairments (using both rating scales and neuropsychological tasks); however their performance was significantly affected by phonological performance. In conclusion, dyslexics may be inattentive at school because they are slow processors, in particular when they are presented with verbal stimuli.

from Child Neuropsychology

Supramarginal gyrus involvement in visual word recognition

Conclusion
These findings demonstrate that SMG contributes to reading regardless of the specific task demands, and suggests this may be due to automatically computing the sound of a word even when the task does not explicitly require it.

from Cortex

Functional Neuroimaging Insights Into the Development of Skilled Reading

ABSTRACT—Typically developing children require years of overt training and practice to learn to read with skill. The relatively recent advent of functional neuroimaging methods amenable to the study of children has provided insight into the neurobiological underpinnings of skilled reading development. In this brief review, we discuss how neuroimaging during reading-related tasks has revealed that, when adult and child skilled readers perform identical reading-related tasks with comparable levels of performance, these groups show similar but nonidentical patterns of regional brain activity. Children activate some neural regions that adults do not activate (or activate less), and vice versa. The activity patterns in these regions transition to mature levels with increased proficiency and maturity. The dynamic nature of the reading brain as the child matures is thought to be a demonstration of both the inherent flexibility and the increasing efficiency of brain processing over development.

from Current Directions in Psychological Science

Reading, dyslexia and the brain

Conclusions: Different neuroimaging methods can contribute different kinds of data relevant to key questions in education. The most informative studies with respect to causation will be longitudinal prospective studies, which are currently rare.

from Educational Research

A systematic review of the association between childhood speech impairment and participation across the lifespan

Abstract
Speech impairment of unknown origin is one of the most common communication impairments in childhood. The purpose of this systematic review was to identify limitations in life activities that may be associated with speech impairment, through analysing the findings of papers published in the past 10 years. Domains from the Activities and Participation component of the International Classification of Functioning, Disability and Health were used as search terms, and resulted in 57 papers being identified. Findings from each paper were reviewed in terms of the association between speech impairment and Activity Limitations and/or Participation Restrictions as defined by the ICF. The systematic review revealed that speech impairment in childhood may be associated with the following Activity Limitations and/or Participation Restrictions: learning to read/reading, learning to write/writing, focusing attention and thinking, calculating, communication, mobility, self-care, relating to persons in authority, informal relationships with friends/peers, parent-child relationships, sibling relationships, school education, and acquiring, keeping and terminating a job.

from the International Journal of Speech-Language Pathology