410
Views
9
CrossRef citations to date
0
Altmetric
Research Article

Speech perception and lexical effects in specific language impairment

, &
Pages 339-354 | Received 04 Oct 2012, Accepted 01 Jan 2013, Published online: 02 May 2013

References

  • American Speech–Language–Hearing Association. (1990, April). Guidelines for screening for hearing impairment and middle-ear disorders. Asha, 32( Suppl. 2), 17–24.
  • Bishop, D. V. M., Bishop, S., Bright, P., James, C., Delaney, T., & Tallal, P. (1999). Different origins of auditory and phonological processing problems in children with language impairment: Evidence from a twin study. Journal of Speech, Language, and Hearing Research, 42, 155–168.
  • Bishop, D. V. M., Hardiman, M., Uwer, R., & von Suchodoletz, W. (1997). Atypical long-latency auditory event-related potentials in a subset of children with specific language impairment. Cognition, 10, 576–587.
  • Boardmaker, 1998. Boardmaker for Windows [Software]. Pittsburgh, PA: Mayer-Johnson, Inc.
  • Borsky, S., Tuller, B., & Shapiro, L. (1998). “How to milk a coat”: The effects of semantic and acoustic information on phoneme categorization. Journal of the Acoustical Society of America, 103, 2670–2676.
  • Bradlow, A. R., Kraus, N., Nicol, T. J., McGhee, T. J., Cunningham, J., Zecker, S. D., & Carrell, T. D. (1999). Effects of lengthened formant transition duration on discrimination and neural representation of synthetic CV syllables by normal and learning-disabled children. Journal of the Acoustical Society of America, 106, 2086–2096.
  • Brown, L., Sherbenou, R., & Johnsen, S. (1997). Test of Nonverbal Intelligence-3 (TONI-3). Circle Pines, MN: American Guidance Service.
  • Burlingame, E., Sussman, H. M., Gillam, R. B., & Hay, J. F. (2005). An investigation of speech perception in specific language impairment on a continuum of formant transition duration. Journal of Speech, Language, and Hearing Research, 48, 805–816.
  • Burton, M. W., Baum, S. R., & Blumstein, S. E. (1989). Lexical effects on phonetic categorization of speech: The role of acoustic structure. Journal of Experimental Psychology in Human Perceptual Performance, 15, 567–575.
  • Carroll, J. B., Davies, P., & Richman, B. (1971). Word frequency book. New York: Houghton Mifflin.
  • Coady, J. A., Evans, J. L., Mainela-Arnold, E., & Kluender, K. R. (2007). Children with specific language impairments perceive speech most categorically when tokens are natural and meaningful. Journal of Speech, Language, and Hearing Research, 50, 41–57.
  • Coady, J. A., Kluender, K. R., & Evans, J. L. (2005). Categorical perception of speech by children with specific language impairments. Journal of Speech, Language, Hearing Research, 48, 944–959.
  • Connine, C. M., & Clifton, C. (1987). Interactive use of lexical information in speech perception. Journal of Experimental Psychology: Human Perception and Performance, 13, 291–299.
  • Datta, H., Shafer, V. L., Morr, M., Kurtzberg, D., & Schwartz, R. G. (2010). Electrophysiological indices of discrimination of long duration, phonetically similar vowels in children with typical and atypical language development. Journal of Speech, Language, and Hearing Research, 53, 757–777.
  • Edwards, J., & Lahey, M. (1996). Auditory lexical decisions of children with specific language impairment. Journal of Speech and Hearing Research, 39, 1263–1273.
  • Elliot, L. L., & Hammer, M. (1988). Longitudinal changes in auditory discrimination in normal children and children with language learning problems. Journal of Speech and Hearing Disorders, 53, 467–474.
  • Evans, J., Viele, K., Kass, R., & Tang, F. (2002) Grammatical morphology and perception of synthetic and natural speech in children with specific language impairments. Journal of Speech, Language, and Hearing Research, 45, 494–504.
  • Fox, R. (1984). Effect of lexical status on phonetic categorization. Journal of Experimental Psychology: Human Perception and Performance, 10, 526–540.
  • Frumkin, B., & Rapin, I. (1980). Perception of vowels and consonant-vowels of varying duration in language impaired children. Neuropsychologia, 18, 443–453.
  • Ganong, W. (1980). Phonetic categorization in auditory word perception. Journal of Experimental Psychology: Human Perception and Performance, 6, 110–125.
  • Gathercole, S., & Baddeley, A. (1990). Phonological memory deficits in language disordered children: Is there a causal connection? Journal of Memory and Language, 29, 336–360.
  • Greenlee, M. (1980). Learning the phonetic cues to the voiced-voiceless distinction: A comparison of child and adult speech perception. Journal of Child Language, 7, 459–468.
  • Hayiou-Thomas, M. E., Bishop, D. V. M., & Plunkett, K. (2004). Simulating SLI: General cognitive processing stressors can produce a specific linguistic profile. Journal of Speech, Language, and Hearing Research, 47, 1347–1362.
  • Hill, P., Hogben, J., & Bishop, D. (2005). Auditory frequency discrimination in children with specific language impairment: A longitudinal study. Journal of Speech, Language, and Hearing Research, 48, 1136–1146.
  • Hollingshead, A. A. (1975). Four-factor index of social status (Unpublished manuscript). Yale University, New Haven, CT.
  • Jakubowicz, C. (2003). Computational complexity and the acquisition of functional categories by French-speaking children with SLI. Linguistics, 41, 175–211.
  • Krause, S. E. (1982). Vowel duration as a perceptual cue to postvocalic consonant voicing in young children and adults. Journal of the Acoustical Society of America, 71, 990–995.
  • Leonard, L. B. (1989). Language learnability and specific language impairment in children. Applied Psycholinguistics, 10, 179–202.
  • Leonard, L. B. (1998). Children with specific language impairment. Cambridge, MA: MIT Press.
  • Leonard, L., McGregor, K., & Allen, G. D. (1992). Grammatical morphology and speech perception in children with specific language impairment. Journal of Speech & Hearing Research, 35, 1076–1085.
  • Marinis, T. (2011). On the nature and cause of specific language impairment: A view from sentence processing and infant research. Lingua, 12, 463–475.
  • Marshall, C.R., Ramus, F., & van der Lely, H. (2010). Do children with dyslexia and/or specific language impairment compensate for place assimilation? Insight into phonological grammar and representations. Cognitive Neuropsychology, 27, 563–586.
  • Marton, K., & Schwartz, R. G. (2003). Working memory capacity and language processes in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 46, 1138–1153.
  • McArthur, G., & Bishop, D. (2004). Frequency discrimination deficits in people with specific language impairments reliability, validity, and linguistic correlates. Journal of Speech, Language, and Hearing Research, 47, 527–541.
  • McGregor, K. K., Newman, R. M., Reilly, R. M., & Capone, N. C. (2002). Semantic representation and naming in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 45, 998–1014.
  • Mody, M., Studdert-Kennedy, M., & Brady, S. (1997). Speech perception deficits in poor readers: Auditory processing or phonological coding? Journal of Experimental Child Psychology, 64, 199–231.
  • Moe, A J., Hopkins, C. J., & Rush, R. T. (1982). The vocabulary of first-grade children. Springfield, IL: Charles C. Thomas.
  • Nittrouer, S., & Lowenstein, J. H. (2007). Children's weighting strategies for word-final stop voicing are not explained by auditory sensitivities. Journal of Speech, Language, and Hearing Research, 50, 88–73.
  • Psychology Software Tools, Inc. (1999). E-prime (Version 1.0) [Computer software]. Pittsburgh, PA: Psychology Software Tools, Inc.
  • Raphael, L. J. (1972). Preceding vowel duration as a cue to the perception of voicing of American English consonants in word-final position. Journal of the Acoustical Society of America, 51, 1296–1303.
  • Robin, D. A., Tomblin, J. B., Kearney, A., & Hug, L. N. (1989). Auditory temporal pattern learning in children with speech and language impairments. Brain and Language, 36, 604–613.
  • Rosen, S. (2003). Auditory processing in dyslexia and specific language impairment: Is there a deficit? What is its nature? Does it explain anything? Journal of Phonetics, 31, 509–527.
  • Rosen, S., Adlard, A., & van der Lely, H. (2009). Backward and simultaneous masking in children with grammatical specific language impairment: No simple link between auditory and language abilities. Journal of Speech, Language, and Hearing Research, 52, 396–411.
  • Semel, E., Wiig, E., & Secord, W. (1995). Clinical Evaluation of Language Fundamentals 3 (CELF-3). San Antonio, TX: The Psychological Corporation.
  • Shafer, V. L., Morr, M. L., Datta, H., Kurtzberg, D., & Schwartz, R. G. (2005). Neurophysiological indices of speech processing deficits in children with specific language impairment. Cognitive Neuroscience, 17, 1168–1180.
  • Shafer, V. L., Ponton, C, Datta, H, Morr, M., & Schwartz, R. G. (2007). Neurophysiological indices of attention to speech in children with specific language impairment. Clinical Neurophysiology, 118, 1230–1243.
  • Stark, R. E., & Heinz, J. M. (1996). Vowel perception in children with and without language impairment. Journal of Speech and Hearing Research, 39, 860–869.
  • Studdert-Kennedy, M., Liberman, A. M., Brady, S. A., Fowler, A. E., Mody M., & Shankweiler, D. P. (1994). Lengthened formant transitions are irrelevant to the improvement of speech and language impairments. The Haskins Laboratories Status Report on Speech Research, 119, 35–38.
  • Sussman, J. E. (1993). Perception of formant transition cues to place of articulation in children with language impairments. Journal of Speech and Hearing Research, 36, 1286–1299.
  • Tallal, P. (1976). Rapid auditory processing in normal and disordered language development. Journal of Speech and Hearing Research, 19, 561–571.
  • Tallal, P., Miller, S., & Fitch, R. (1993). Neurobiological basis of speech: A case for the preeminence of temporal processing. Annals of the New York Academy of Sciences, 682, 27–47.
  • Tallal, P., & Piercy, M. (1975). Developmental aphasia: The perception of brief vowels and extended stop consonants. Neuropsychologia, 13, 69–74.
  • Tallal, P., & Stark, R. (1981). Speech acoustic cue discrimination abilities of normally developing and language impaired children. Journal of the Acoustical Society of America, 69, 568–574.
  • Tallal, P., Stark, R. E., Kallman, C., & Mellits, D. (1980). Perceptual constancy for phonemic categories: A developmental study with normal and language impaired children. Applied Psycholinguistics, 1, 49–64.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.