Consonant Vowel Research Articles

Temporal processing deficit in children with attention-deficit/hyperactivity disorder: An online assessment.

ObjectiveTemporal processing deficits were found among children with attention-deficit/hyperactivity disorder (ADHD). The present study aims to develop an online temporal processing assessment that can be conducted remotely, and the sensitivity of the test was assessed on a group of children with ADHD.MethodsA total of 188 children were recruited, including 94 typically developing (TD) children, and 94 children with ADHD. The online assessment consists of two temporal-order judgment (TOJ) tasks. One task used tone pairs presented with two interstimulus intervals (ISIs) (305ms and 40ms). Another task used pairs of consonant-vowel (CV) syllables with 20 varying ISI levels. Participants were asked to determine the sequence of the sound pairs.ResultsThe results showed that ADHD children were less accurate (ISI 305ms: M = 83.90%; ISI 40ms: M = 66.28%) than TD children (ISI 305ms: M = 89.36%; ISI 40ms: M = 77.16%) in the tone task. Similarly, ADHD children showed a higher ISI passing threshold (M = 283.64ms) than TD children (M = 199.76ms) and higher accuracy in the CV task. Hierarchical binary logistic regression suggested a model to predict ADHD children using accuracy in ISI 40ms in the tone task and ISI passing threshold in the CV task. Receiver operating characteristic (ROC) analysis yielded a sensitivity of 75.58% and a specificity of 51.11%.ConclusionADHD children showed temporal processing deficits of both tones and CVs. The online assessment may be a valid tool for differentiating ADHD children from TD children.

A multimodal Lombard speech recognition system for the confusable Hindi syllabic units

Research work on the design of robust multimodal speech recognition systems making use of acoustic and visual cues, extracted using the relatively noise robust alternate speech sensors is gaining interest in recent times among the speech processing research fraternity. The primary objective of this work is to study the exclusive influence of Lombard effect on Automatic Speech Recognition (ASR) systems towards building robust multimodal ASR systems in adverse environments in the context of Indian languages which are syllabic in nature. The dataset for this work comprises the confusable 145 Consonant-Vowel (CV) syllabic units of Hindi language recorded simultaneously using three modalities that capture the acoustic and visual speech cues, namely Normal acoustic Microphone (NM), Throat Microphone (TM) and a camera that captures the associated lip movements. The Lombard effect is induced by feeding crowd noise into the speaker’s headphone while recording. HMM models are built to categorize the CV units based on their Place of Articulation (POA), Manner Of Articulation (MOA) and vowels (under clean and Lombard conditions). Unimodal ASR systems built using each speech cue show a recognition loss in all the systems due to Lombard effect. To overcome this loss, the complimentary speech cues taken from normal and throat microphone Lombard speech as well as from visual Lombard speech are used to build three bimodal and one trimodal ASR systems. Among the ASR systems studied, the trimodal system gives the best recognition accuracy of 98%, 95% and 76% for the vowels, MOA and POA, respectively, with an average improvement of 36% over the unimodal ASR systems and 9% improvement over the bimodal ASR systems.

Consonant and vowel transposition effects during reading development: A study on Italian children and adults.

Recently, Colombo, Spinelli, and Lupker, using a masked transposed letter (TL) priming paradigm, investigated whether consonant/vowel (CV) status is important early in orthographic processing. In four experiments with Italian and English adults, they found equivalent TL priming effects for CC, CV, and VC transpositions. Here, we investigated that question with younger readers (aged 7-10) and adults, as well as whether masked TL priming effects might have a phonological basis. That is, because young children are likely to use phonological recoding in reading, the question was whether they would show TL priming that is affected by CV status. In Experiment 1, target words were preceded by primes in which two letters (either CV, VC, or CC) were transposed versus substituted (SL). We found significant TL priming effects, with an increasing developmental trend but, again, no letter type by priming interaction. In Experiment 2, the transpositions/substitutions involved only pairs of vowels with those vowels having either diphthong or hiatus status. The difference between these two types of vowel clusters is only phonological; thus, the question was, "Would TL priming interact with this factor?" TL priming was again found with an increasing trend with age, but there was no vowel cluster by priming interaction. There was, however, an overall vowel cluster effect (slower responding to words with hiatuses) which decreased with age. The results suggest that TL priming only taps the orthographic level, and that CV status only becomes important at a later phonological level.

On covariation between nasal consonant weakening and anticipatory vowel nasalization: Evidence from a Caribbean and a non-Caribbean dialect of Spanish

Dialects of Spanish can be (broadly) categorized as ‘preferring’ a coronal or a velar realization for the word-final nasal consonant ([n]- and [ŋ] -dialects, respectively). Scholars have observed that the phonetic and phonological details of the pre-nasal vowel among [ŋ]-dialects differ from those of [n]-dialects. The prevailing view in Spanish phonology is that backing and nasalization are part of a more general process of weakening: /n/ goes [ŋ] before going to zero, leaving nasalization ‘residue’ in the pre-nasal vowel. Despite the well-documented dialectal differences and covariation pressures in anticipatory vowel nasalization, instrumental studies examining Spanish weakening of the nasal consonant together with anticipatory vowel nasalization are scarce. To this end, I compare co-variation between the word-final nasal consonant and anticipatory vowel nasalization in an [ŋ]-dialect and an [n]- one. Twenty-eight speakers from Santo Domingo (Dominican Republic) and twenty-six from Buenos Aires (Argentina) were recorded with a nasometer. Findings revealed that both dialects are susceptible to covariation pressures. At the same time, despite exhibiting similar degrees of nasal consonant weakening, Santo Domingo Spanish exhibits earlier onset of nasalization nonetheless, suggesting that dialectal differences in the temporal extent of anticipatory vowel nasalization cannot be exclusively ascribed to nasal consonant weakening.

Emotion recognition from syllabic units using k-nearest-neighbor classification and energy distribution

In this article, we present an automatic technique for recognizing emotional states from speech signals. The main focus of this paper is to present an efficient and reduced set of acoustic features that allows us to recognize the four basic human emotions (anger, sadness, joy, and neutral). The proposed features vector is composed by twenty-eight measurements corresponding to standard acoustic features such as formants, fundamental frequency (obtained by Praat software) as well as introducing new features based on the calculation of the energies in some specific frequency bands and their distributions (thanks to MATLAB codes). The extracted measurements are obtained from syllabic units’ consonant/vowel (CV) derived from Moroccan Arabic dialect emotional database (MADED) corpus. Thereafter, the data which has been collected is then trained by a k-nearest-neighbor (KNN) classifier to perform the automated recognition phase. The results reach 64.65% in the multi-class classification and 94.95% for classification between positive and negative emotions.

Development and Evaluation of a Language-Independent Test of Auditory Discrimination for Referrals for Cochlear Implant Candidacy Assessment.

Objectives:The purpose of this study was to (1) develop a Language-independent Test of Auditory Discrimination (LIT-AD) between speech sounds so that people with hearing loss who derive limited speech perception benefits from hearing aids (HAs) may be identified for consideration of cochlear implantation and (2) examine the relationship between the scores for the new discrimination test and those of a standard sentence test for adults wearing either HAs or cochlear implants (CIs).Design:The test measures the ability of the listener to correctly discriminate pairs of nonsense syllables, presented as sequential triplets in an odd-one-out format, implemented as a game-based software tool for self-administration using a tablet computer. Stage 1 included first a review of phonemic inventories in the 40 most common languages in the world to select the consonants and vowels. Second, discrimination testing of 50 users of CIs at several signal to noise ratios (SNRs) was carried out to generate psychometric functions. These were used to calculate the corrections in SNR for each consonant-pair and vowel combination required to equalize difficulty across items. Third, all items were individually equalized in difficulty and the overall difficulty set. Stage 2 involved the validation of the LIT-AD in English-speaking listeners by comparing discrimination scores with performance in a standard sentence test. Forty-one users of HAs and 40 users of CIs were assessed. Correlation analyses were conducted to examine test–retest reliability and the relationship between performance in the two tests. Multiple regression analyses were used to examine the relationship between demographic characteristics and performance in the LIT-AD. The scores of the CI users were used to estimate the probability of superior performance with CIs for a non-CI user having a given LIT-AD score and duration of hearing loss.Results:The LIT-AD comprises 81 pairs of vowel–consonant–vowel syllables that were equalized in difficulty to discriminate. The test can be self-administered on a tablet computer, and it takes about 10 min to complete. The software automatically scores the responses and gives an overall score and a list of confusable items as output. There was good test–retest reliability. On average, higher LIT-AD discrimination scores were associated with better sentence perception for users of HAs (r = −0.54, p <0.001) and users of CIs (r = −0.73, p <0.001). The probability of superior performance with CIs for a certain LIT-AD score was estimated, after allowing for the effect of duration of hearing loss.Conclusions:The LIT-AD could increase access to CIs by screening for those who obtain limited benefits from HAs to facilitate timely referrals for CI candidacy evaluation. The test results can be used to provide patients and professionals with practical information about the probability of potential benefits for speech perception from cochlear implantation. The test will need to be evaluated for speakers of languages other than English to facilitate adoption in different countries.

Word-initial consonant-vowel coordination in a lexical pitch-accent language.

Previous research has acknowledged the effect of prosody on inter-gestural coordination, but specifically the effect of tones is still understudied. This paper has a two-fold purpose. First, it aims to explore effects of the Swedish word accents on word-initial consonant-vowel (CV) coarticulation. Second, it aims to revisit the existing evidence for tonal integration. Based on Articulatory Phonology, it has been suggested that tones- in tone languages- are integrated in the gestural organization of a syllable-initial CV sequence in the same manner as would an additional consonant (CCV), indicated by a time lag between the gestural onsets of the C and the V gesture (CV onset time lag). However, we argue that the existing evidence is inconclusive, because previous cross-linguistic research has used small-scale data sets (one to seven speakers), and we still lack a well-grounded consensus on how gestural onsets are to be measured. This study uses Electromagnetic Articulography (EMA) to investigate word-initial CV coordination in a lexical pitch-accent language (Swedish) with a binary tonal word accent distinction: a tonal fall and a tonal rise, respectively. A selection of 13 spatial, temporal or coordinative measures of bilabial and tongue body data from 19 speakers, and acoustic fo data, were examined to study the CV sequence /ma/. Mixed effects regression models revealed a longer tongue body movement in the rising tone context and small but significant differences in tongue body height, in the closing and the opening of the lips, as well as in the CV onset time lag between the two tonal contexts. We argue that these effects are biomechanical in nature, due to the physiological connections between the tongue, the jaw, and the larynx. In addition, our results suggest either synchronized CV onsets or a CV onset time lag (as in tone languages), depending on the timing landmarks used. In order to evaluate such results as evidence for or against the integration of tone in CV coarticulation, we argue that future research needs to compare data from a variety of languages using a considerable number of speakers. The present study provides new reference values for such comparisons.

The Importance of Extended High-Frequency Speech Information in the Recognition of Digits, Words, and Sentences in Quiet and Noise.

In pure-tone audiometry, hearing thresholds are typically measured up to 8 kHz. Recent research has shown that extended high-frequency (EHF; frequencies >8 kHz) speech information improves speech recognition. However, it is unclear whether the EHF benefit is present for different types of speech material. This study assesses the added value of EHF information for speech recognition in noise for digit triplets, consonant-vowel-consonant (CVC) words, and sentences; and for speech recognition in quiet for CVC. Twenty-four young adults with normal-hearing thresholds up to 16 kHz performed a listening experiment in quiet and in noise in a within-subject repeated measures design. Stimuli were presented monaurally. Steady state speech-shaped noise at a fixed signal to noise ratio was used for measurements in noise. Listening conditions varied only in terms of available EHF information. Stimuli were presented in three different conditions: (1) both speech and noise broadband, (2) speech broadband and noise low-pass filtered at 8 kHz, and (3) both speech and noise low-pass filtered at 8 kHz. In the speech-in-quiet experiment, stimuli (CVC) were high-pass filtered at 3 kHz and presented in two conditions: (1) with EHF information and (2) without EHF information. In the speech-in-noise experiment, for all speech material, the highest scores were achieved in the condition where the noise was low-pass filtered at 8 kHz and speech unfiltered; the lowest scores were obtained in the condition where both speech and noise were low-pass filtered at 8 kHz. Adding speech frequencies above 8 kHz improved the median recognition scores by 75.0%, 21.8%, and 23.8% for digit triplets, words, and sentences, respectively, at a fixed signal to noise ratio. In the speech-in-quiet experiment, median recognition scores were 7.8% higher in the condition where the EHF information was available, as opposed to when it was not. Speech information for frequencies above 8 kHz contributes to speech recognition in noise. It also contributes to speech recognition in quiet when information below 3 kHz is absent. Our results suggest that EHFs may be relevant in challenging listening conditions and should be measured in pure-tone audiometry to get a complete picture of a person's hearing. Further, results of speech recognition tests may vary when different recording and/or measurement equipment is used with different frequency responses above 8 kHz.

Audiovisual Speech Processing in Relationship to Phonological and Vocabulary Skills in First Graders.

It is generally accepted that adults use visual cues to improve speech intelligibility in noisy environments, but findings regarding visual speech benefit in children are mixed. We explored factors that contribute to audiovisual (AV) gain in young children's speech understanding. We examined whether there is an AV benefit to speech-in-noise recognition in children in first grade and if visual salience of phonemes influences their AV benefit. We explored if individual differences in AV speech enhancement could be explained by vocabulary knowledge, phonological awareness, or general psychophysical testing performance. Thirty-seven first graders completed online psychophysical experiments. We used an online single-interval, four-alternative forced-choice picture-pointing task with age-appropriate consonant-vowel-consonant words to measure auditory-only, visual-only, and AV word recognition in noise at -2 and -8 dB SNR. We obtained standard measures of vocabulary and phonological awareness and included a general psychophysical test to examine correlations with AV benefits. We observed a significant overall AV gain among children in first grade. This effect was mainly attributed to the benefit at -8 dB SNR, for visually distinct targets. Individual differences were not explained by any of the child variables. Boys showed lower auditory-only performances, leading to significantly larger AV gains. This study shows AV benefit, of distinctive visual cues, to word recognition in challenging noisy conditions in first graders. The cognitive and linguistic constraints of the task may have minimized the impact of individual differences of vocabulary and phonological awareness on AV benefit. The gender difference should be studied on a larger sample and age range.

Transcranial Direct Current Stimulation over the Right Inferior Parietal Cortex Reduces Transposition Errors in a Syllabic Reordering Task

Evidence derived from functional imaging and brain-lesion studies has shown a strong left lateralization for language, and a complementary right hemisphere dominance for visuospatial abilities. Nevertheless, the symmetrical functional division of the two hemispheres gives no reason for the complexity of the cognitive operations involved in carrying out a linguistic task. In fact, a growing number of neuroimaging and neurostimulation studies suggest a possible right hemisphere involvement in language processing. The objective of this work was to verify the contribution of the left and right parietal areas in a phonological task. We applied anodal transcranial direct current stimulation (tDCS) to the right or left inferior parietal lobe, during a syllabic reordering task. After having learnt a combination of images of real objects and trisyllabic pseudowords with a simple consonant–vowel (CV) syllabic structure (e.g., tu-ru-cu), participants were shown the same images paired to two different pseudowords: one correct but with transposed syllables, and one alternative, never before seen. The participant’s task was to orally produce the chosen pseudoword, after having rearranged the order of its syllables. Two types of error were considered: transposition (correct pseudoword but incorrectly reordered) and identity (incorrect pseudoword). The results showed that right anodal stimulation significantly reduced the number of transposition errors, whereas left anodal stimulation significantly reduced the number of identity errors. These results suggested that both left and right inferior parietal areas were differentially involved in a syllabic reordering task, and, crucially, they demonstrated that visuospatial processes served by the right inferior parietal area could be competent for establishing the correct syllabic order within a word.

The Acquisition of Acoustic Cues to Onset and Coda Voicing Contrasts by Preschoolers With Hearing Loss.

Children with hearing loss (HL), including those with hearing aids (HAs) and cochlear implants (CIs), often have difficulties contrasting words like " b each" versus " p each" and "do g " versus "do ck " due to challenges producing systematic voicing contrasts. Even when acoustic contrasts are present, these may not be perceived as such by others. This can cause miscommunication, leading to poor self-esteem and social isolation. Acoustic evidence is therefore needed to determine if these children have established distinct voicing categories before entering school and if misperceptions are due to a lack of phonological representations or due to a still-maturing implementation system. The findings should help inform more effective early intervention. Participants included 14 children with HL (eight HA users, five CI users, and one bimodal) and 20 with normal hearing, all English-speaking preschoolers. In an elicited imitation task, they produced consonant-vowel-consonant minimal pair words that contrasted voicing in word-initial (onset) or word-final (coda) position at all three places of articulation (PoAs). Overall, children with HL showed acoustically distinct voicing categories for both onsets and codas at all three PoAs. Contrasts were less systematic for codas than for onsets, as also confirmed by adults' perceptual ratings. Preschoolers with HL produce acoustic differences for voiced versus voiceless onsets and codas, indicating distinct phonological representations for both. Nonetheless, codas were less accurately perceived by adult raters, especially when produced by CI users. This suggests a protracted development of the phonetic implementation of codas, where CI users, in particular, may benefit from targeted intervention.

Using Errorless Learning and Discrimination Training to Teach Early Literacy Skills in a Pre-School Setting

This case study investigates the effects of using an intervention package of errorless learning and discrimination trial training to teach a 4-year old preschool student to read Consonant-Vowel-Consonant (CVC) words. A single case multiple baseline design across three equal instructional sets was used to evaluate the effects of the intervention package. Each set contained six CVC words incorporating words with each of the five vowels. The results of this study indicate that utilizing both errorless learning and discrimination training to teach a preschool student how to read CVC words was effective. In addition, generalization assessments post-intervention showed an increase in (a) mastering new unknown CVC words, as well as (b) book text reading.

Development of Mandarin Chinese Vowel Perception in Young Children With Normal Hearing and Cochlear Implants.

Purpose Depicting the development pattern of vowel perception for children with normal hearing (NH) and cochlear implants (CIs) would be useful for clinicians and school teachers to monitor children's auditory rehabilitation. The study was to investigate the development of Mandarin Chinese vowel perception for Mandarin Chinese native-speaking children with the ages of 4-6 years. Method Vowel identification of children with NH and CIs were tested. All children with CIs received CIs before the age of 4 years. In a picture identification task with Mandarin Chinese speech stimuli, listeners identified the target consonant-vowel word among two to four contrastive words that differed only in vowels. Each target word represented a concrete object and was spoken by a young female native Mandarin Chinese talker. The target words included 16 monophthongs, 22 diphthongs, and nine triphthongs. Results Children with NH showed significantly better identification of monophthongs and diphthongs than children with CIs at the age of 6 years, whereas the two groups had comparable performance at age of 4 and 5 years. Children with NH significantly outperformed children with CIs for triphthong identification across all three age groups. For children with NH, a rapid development of perception of all three types of vowels occurred between age 4 and 5 years with a rapid development only for monophthong perception between age 5 and 6 years. For children with CIs, a rapid development of both diphthong and triphthong perception occurred between 4 and 5 years old, but not monophthong, with no significant development between 5 and 6 years old for all three types of vowels. Overall, Mandarin-speaking children with NH achieved their ceiling performance in vowel perception before or at the age of 6 years, whereas children with CIs may need more time to reach the typical level of their peers with NH. Conclusions The development of Mandarin vowel perception for Mandarin-native children differed between preschool-age children with NH and CIs, likely due to the deficits of spectral processing for children with CIs. The results would be a supplement to the development of speech recognition in Mandarin-native children with NH and CIs.

Learning by Doing Intervention: Addressing Phonological Difficulties of Children through Audiolingual Method and Total Physical Response

Phonological awareness is a critical skill that children must master during the early foundations of literacy. It is considered a highly accurate predictor of a child’s success in learning to read. However, at the expected age, there are cases in which children have not developed phonological awareness that consequently result in poor reading skills. This case study sought to determine the alphabet knowledge of two seven-year-old children and address their difficulties in phonological awareness through the alphabetic code. The researchers conducted ten sessions of phonological interventions to children with identified language learning difficulties in reading. The data analysis and collection process included curriculum document reviews, diagnostic assessments, phonological interventions, and evaluation. Diagnostic results indicated that the children have difficulties in letter recognition of Consonant-Vowel-Consonant (CVC) patterns, blending, and segmentation of phonemes. However, anchoring on the principles of learning-by-doing delivered through oral-situational as a core language approach, the interventions in this case study were found effective for phonics instruction. The audio-lingual method and the total physical response in learning phonics, or letter sounds, activated children’s basic phonological skills. Repetition, drilling, memorisation and performing language or vocabulary concepts using physical movement to react to verbal input can lessen the phonological difficulties of children. In light of the current global situation, no previous studies have applied a case study utilizing both audiolingualism and total physical response to address the phonological issues of non-readers. Hence, this study offers scientific and pedagogical implications.

The Language of Gángan, A Yorùbá Talking Drum

It is widely known that Yorùbá drummers communicate through their native drums. This paper investigates the grammar of gángan, which belongs to a family of Yoruba drums called dùndún. The results of this study show that Yorùbá drummers represent the phonetic realisation of lexical and grammatical tones of their language with the drum. Statistically, the speech tones and the acoustic correlate of the corresponding drum representations have a significant positive relationship. In both spoken and drum communication, vowel (V) and consonant-vowel (CV) prosodic units have different statuses. To conclude, Yorùbá drummers communicate via the gángan drum by transposing certain phonemic features and maybe phonological conditions of their language to musical forms.

Perception of Incongruent Audiovisual Speech: Distribution of Modality-Specific Responses

Multimodal sensory integration in audiovisual (AV) speech perception is a naturally occurring phenomenon. Modality-specific responses such as auditory left, auditory right, and visual responses to dichotic incongruent AV speech stimuli help in understanding AV speech processing through each input modality. It is observed that distribution of activity in the frontal motor areas involved in speech production has been shown to correlate with how subjects perceive the same syllable differently or perceive different syllables. This study investigated the distribution of modality-specific responses to dichotic incongruent AV speech stimuli by simultaneously presenting consonant-vowel (CV) syllables with different places of articulation to the participant's left and right ears and visually. A dichotic experimental design was adopted. Six stop CV syllables /pa/, /ta/, /ka/, /ba/, /da/, and /ga/ were assembled to create dichotic incongruent AV speech material. Participants included 40 native speakers of Norwegian (20 women, M age = 22.6 years, SD = 2.43 years; 20 men, M age = 23.7 years, SD = 2.08 years). Findings of this study showed that, under dichotic listening conditions, velar CV syllables resulted in the highest scores in the respective ears, and this might be explained by stimulus dominance of velar consonants, as shown in previous studies. However, this study, with dichotic auditory stimuli accompanied by an incongruent video segment, demonstrated that the presentation of a visually distinct video segment possibly draws attention to the video segment in some participants, thereby reducing the overall recognition of the dominant syllable. Furthermore, the findings here suggest the possibility of lesser response times to incongruent AV stimuli in females compared with males. The identification of the left audio, right audio, and visual segments in dichotic incongruent AV stimuli depends on place of articulation, stimulus dominance, and voice onset time of the CV syllables.

Validation of the Iowa Test of Consonant Perception.

Speech perception (especially in background noise) is a critical problem for hearing-impaired listeners and an important issue for cognitive hearing science. Despite a plethora of standardized measures, few single-word closed-set tests uniformly sample the most frequently used phonemes and use response choices that equally sample phonetic features like place and voicing. The Iowa Test of Consonant Perception (ITCP) attempts to solve this. It is a proportionally balanced phonemic word recognition task designed to assess perception of the initial consonant of monosyllabic consonant-vowel-consonant (CVC) words. The ITCP consists of 120 sampled CVC words. Words were recorded from four different talkers (two female) and uniformly sampled from all four quadrants of the vowel space to control for coarticulation. Response choices on each trial are balanced to equate difficulty and sample a single phonetic feature. This study evaluated the psychometric properties of ITCP by examining reliability (test-retest) and validity in a sample of online normal-hearing participants. Ninety-eight participants completed two sessions of the ITCP along with standardized tests of words and sentence in noise (CNC words and AzBio sentences). The ITCP showed good test-retest reliability and convergent validity with two popular tests presented in noise. All the materials to use the ITCP or to construct your own version of the ITCP are freely available [Geller, McMurray, Holmes, and Choi (2020). https://osf.io/hycdu/].

ZDOLNOŚCI SŁUCHOWE U OSÓB Z FORMALNYM WYKSZTAŁCENIEM MUZYCZNYM I BEZ TAKIEGO WYKSZTAŁCENIA

IntroductionAuditory perception can be enhanced by musical training and practice. Considering the multiple brain areas involved in musical learning, good auditory perceptual skills can contribute to phonological awareness, speech recognition in the presence of noise, reading, syllable recognition, and other language skills.Material and methodsThere were 30 adults between 18 and 27 years old who participated. They were divided into two groups: 15 individuals without formal musical training (Non-Musicians) and 15 individuals with 5 years or more of formal musical training (Musicians), paired by gender and age. Procedures used for assessing their hearing skills were the Duration Pattern test, Staggered Spondaic Word test, Masking Level Difference test, and Dichotic Consonant–Vowel test.ResultsIn all tests, the Musicians group showed a higher average score than the Non-Musicians. In the MLD test, the average level difference was 3 dB higher for the Musicians than for the Non-Musicians (p = 0.001). There were also statistically significant mean differences between the groups for the DP test, SSW test in the right ear, and DCV test (number of errors).ConclusionsIndividuals with formal musical training show better auditory attention abilities, which are important for developing good listening skills, resulting in good communication and linguistic performance compared to individuals without prior musical training.

Calibration of Consonant Perception to Room Reverberation.

Purpose We examined how consonant perception is affected by a preceding speech carrier simulated in the same or a different room, for different classes of consonants. Carrier room, carrier length, and carrier length/target room uncertainty were manipulated. A phonetic feature analysis tested which phonetic categories are influenced by the manipulations in the acoustic context of the carrier. Method Two experiments were performed, each with nine participants. Targets consisted of 10 or 16 vowel-consonant (VC) syllables presented in one of two strongly reverberant rooms, preceded by a multiple-VC carrier presented in either the same room, a different reverberant room, or an anechoic room. In Experiment 1, the carrier length and the target room randomly varied from trial to trial, whereas in Experiment 2, they were fixed within a block of trials. Results Overall, a consistent carrier provided an advantage for consonant perception compared to inconsistent carriers, whether in anechoic or differently reverberant rooms. Phonetic analysis showed that carrier inconsistency significantly degraded identification of the manner of articulation, especially for stop consonants and, in one of the rooms, also of voicing. Carrier length and carrier/target uncertainty did not affect adaptation to reverberation for individual phonetic features. The detrimental effects of anechoic and different reverberant carriers on target perception were similar. Conclusions The strength of calibration varies across different phonetic features, as well as across rooms with different levels of reverberation. Even though place of articulation is the feature that is affected by reverberation the most, it is the manner of articulation and, partially, voicing for which room adaptation is observed.

Foundations of early literacy among Arabic-speaking pre-school children

AbstractThe present study aimed to shed light on (i) the most accessible phonological unit and (ii) the nature of letter knowledge among native Arabic-speaking preschool children living in Israel. One hundred and sixty-seven children were assessed on phonological awareness with initial and final isolation tasks as well as knowledge of the standard names and sounds of Arabic letters. Children’s responses in these tasks were categorized in accordance with the phonological unit that the child supplied. Regarding phonological unit accessibility, the novel finding of this study was the prevalence of a tri-phonemic /ʔεC/ unit that begins with the prefix /ʔε-/ and ends with the target (consonantal) phoneme which we have termed the “demi-phoneme” (e.g., /ʔεs/ for the consonant /s/). Awareness of the consonant–vowel unit was the next most prevalent unit followed lastly by the “smallest unit” – the phoneme. It appears that the demi-phoneme functions as a psycholinguistic aid to facilitate phoneme perception and pronunciation (as proposed by the 8th-century scholar – Al-Khalil ibn Ahmad al-Farahidi) and both phoneme and demi-phoneme responses are underpinned by the same knowledge. With regard to letter knowledge, the standard name for Arabic letters was the preferred response and letter sounds were retrieved as a demi-phoneme unit.