Phonological Information Research Articles

Neural representations of phonological information in bilingual language production.

Previous research has explored the neural mechanisms of bilinguals' language production, but most studies focused on neural mechanisms of cognitive control during language production. Therefore, it is unclear which brain regions represent lexical information (especially phonological information) during production and how they are affected by language context. To address those questions, we used representational similarity analysis to explore neural representations of phonological information in native (L1) and second languages (L2) in the single- and mixed-language contexts, respectively. Results showed that Chinese-English bilinguals behaviorally performed worse and exhibited more activations in brain regions associated with language processing and cognitive control in the mixed-language context relative to the single-language context. Further representational similarity analysis revealed that phonological representations of L1 were detected in the left pars opercularis, middle frontal gyrus, and anterior supramarginal gyrus, while phonological representations of L2 were detected in the bilateral occipitotemporal cortex regardless of the target language. More interestingly, robust phonological representations of L1 were observed in brain areas related to phonological processing during L2 production regardless of language context. These results provide direct neuroimaging evidence for the nonselective processing hypothesis and highlight the superiority of phonological representations in the dominant language during bilingual language production.

Using an app-based screening tool to predict deficits in written word spelling at school entry

IntroductionThe first year of schooling is crucial for the further development of spelling abilities in children, which makes early assessment and intervention essential. The aim of this study was to develop and validate an efficient and cost-free screening tool for identifying spelling problems in community school settings around the time of school entry.MethodsA broad range of precursors of spelling (vocabulary, grammar, letter knowledge, phonological awareness, phonological working memory, rapid automatized naming) were assessed in 522 Austrian first graders (6–7 years of age) in the first weeks of schooling. At the end of first grade, spelling abilities were assessed by newly developed spelling tasks based on the trochaic foot. By applying logistic regression with the least absolute shrinkage and selection operator (LASSO), we aimed to select a set of important predictors of spelling problems at the end of grade 1 (i.e., scoring below the 16th percentile in the spelling test).ResultsOur analysis identified letter knowledge (i.e., an aspect of phonological information processing) and sentence repetition (i.e., a measure of grammatical knowledge) as important predictors of spelling problems. The screening tool has acceptable diagnostic accuracy [area under the curve (AUC) = 0.0.725 and DeLong 95% CI (0.666, 0.784)]. Further analyses indicated that the AUC differs neither between boys and girls nor between children with and without German as their first language.DiscussionThese results suggest that administering the screening tool during the first weeks of schooling is a valid approach to identifying spelling deficits, which in turn enables early targeted pedagogical interventions. Practical implications for spelling instructions are discussed.

Orthographic and phonological processing in the left ventral occipitotemporal cortex during Chinese word reading.

The left ventral occipitotemporal cortex (lvOT) has been consistently identified as a crucial structure in word reading, and its function varies across subregions. Nevertheless, the specific function of the lvOT and its subregions remains controversial because the obvious grapheme-to-phoneme correspondence rules of alphabetic languages make it difficult to disentangle the contributions of orthography and phonology to neural activations. To explore information processing in lvOT subregions, the present study manipulated the orthography and phonology in a factorial design and used the fMRI rapid adaptation paradigm. The results revealed a posterior-to-anterior functional gradient in lvOT in Chinese word reading and specified that the functional transition from sublexical to lexical processing occurred in the middle subregion close to the classic VWFA. More importantly, we found that the middle and posterior subregions of lvOT are responsible for processing both orthographic and phonological information during Chinese word reading. These results elaborated the function of the lvOT in Chinese word reading.

The role of variation in phonological and semantic working memory capacities in sentence comprehension: neural evidence from healthy and brain-damaged individuals.

Research on the role of working memory (WM) in language processing has typically focused on WM for phonological information. However, considerable behavioral evidence supports the existence of a separate semantic WM system that plays a greater role in language processing. We review the neural evidence that supports the distinction between phonological and semantic WM capacities and discuss how individual differences in these capacities relate to sentence processing. In terms of neural substrates, findings from multivariate functional MRI for healthy participants and voxel-based lesion-symptom mapping for brain-damaged participants imply that the left supramarginal gyrus supports phonological WM, whereas the left inferior frontal gyrus (LIFG) and angular gyrus support semantic WM. In sentence comprehension, individual variation in semantic but not phonological WM related to performance in resolving semantic information and the LIFG region implicated in semantic WM showed fMRI activation during the resolution of semantic interference. Moreover, variation for brain-damaged participants in the integrity of a fiber tract supporting semantic WM had a greater relation to the processing of complex sentences than did the integrity of fiber tracts supporting phonological WM. Overall, the neural findings provide converging evidence regarding the distinction of these two capacities and the greater contribution of individual differences in semantic than phonological WM capacity to sentence processing.

Word frequency modulates the selection of semantic access pathways of spoken words in the second language

ABSTRACT: Most second language (L2) learners comprehend words more difficult in its spoken form than the written form (Bekleyen 2009). Based on the findings of previous studies, we assumed that word frequency and language proficiency may be two critical factors in spoken word identification. To investigate how these two factors modulate L2 spoken word identification, we recruited Chinese-English bilinguals with different English proficiency levels, and manipulated words' orthographic consistency, and word frequency. Our results supported the phonological restructuring account, it suggested that only high frequency L2 spoken words can achieve phonological restructuring and rely on orthographic information to access meaning. The less frequently used word has a weak spelling-sound connection, leaving the primitive sound-meaning route the only choice. This effect may be unrelated to language proficiency, the order that orthographic and phonological information is acquired, or the language system. Altogether, these results revealed that Chinese-English bilinguals rely on both the direct route and the orthography-mediation route to process L2 spoken words. The choice of which route is modulated by word frequency. 摘要: 大多数第二语言学习者理解单词的口语形式比书面形式更困难。基于 以往的研究结果，我们认为词频和语言熟练度可能是口语词汇识别的 两个关键因素。为了研究这两个因素是如何调节第二语言口语单词识 别的，我们招募了具有不同英语熟练度的汉-英双语者为被试，并操纵 了单词的正字法一致性和词频这两个因素。我们的研究结果支持语音 重构理论，表明只有高频的二语口语词汇才能实现语音重构，并依赖 正字法信息获取意义。而低频单词的拼写与其发音之间的联系较弱， 这使得原始的音-义直接通路成为唯一的选择。这种出现的词频效应可 能与语言熟练度、正字法信息和语音信息获得的顺序或语言系统无关。 以上结果表明，汉-英双语者在加工二语口语时，既依赖于直接通路， 也依赖于正字法中介通路。且通路的选择是由词频调节的。

Spatiotemporal Neural Network for Sublexical Information Processing: An Intracranial SEEG Study.

Words offer a unique opportunity to separate the processing mechanisms of object subcomponents from those of the whole object, because the phonological or semantic information provided by the word subcomponents (i.e., sublexical information) can conflict with that provided by the whole word (i.e., lexical information). Previous studies have revealed some of the specific brain regions and temporal information involved in sublexical information processing. However, a comprehensive spatiotemporal neural network for sublexical processing remains to be fully elucidated due to the low temporal or spatial resolutions of previous neuroimaging studies. In this study, we recorded stereoelectroencephalography (SEEG) signals with high spatial and temporal resolutions from a large sample of 39 epilepsy patients (both sexes) during a Chinese character oral reading task. We explored the activated brain regions and their connectivity related to three sublexical effects: phonological regularity (whether the whole character's pronunciation aligns with its phonetic radical), phonological consistency (whether characters with the same phonetic radical share the same pronunciation), and semantic transparency (whether the whole character's meaning aligns with its semantic radical). The results revealed that sublexical effects existed in the inferior frontal gyrus, precentral and postcentral gyri, temporal lobe, and middle occipital gyrus. Additionally, connectivity from the middle occipital gyrus to the postcentral gyrus and from postcentral gyrus to the fusiform gyrus was associated with the sublexical effects. These findings provide valuable insights into the spatiotemporal dynamics of sublexical processing and object recognition in the brain.Significance statement Elucidating the intricate neural mechanisms underlying sublexical processing is crucial for understanding the intricacies of language comprehension and object recognition in the human brain. This study employed intracranial stereoelectroencephalography (SEEG) recordings to investigate the spatiotemporal dynamics of sublexical processing during a Chinese character reading task. We constructed a neural network for sublexical processing and depicted its temporal sequence in different brain regions. Furthermore, we identified the information flow within this network and observed its variation with the reading of characters containing different sublexical information. These findings not only advance our understanding of the cerebral mechanisms governing sublexical processing but also offer insights into the broader framework of object recognition processes.

Language abilities and phonological information processing mediate the association of spelling with bilingualism and socioeconomic status

Language abilities and phonological information processing mediate the association of spelling with bilingualism and socioeconomic status

Utility Prospect of the Working Memory Model in Whispered Interpreting - the Case Study in “Nanning Tour” at the 20th China-ASEAN Expo as an Example

This study examines whispered interpreting (WI), where interpreters translate spoken language in real-time at a soft volume. It underscores the Working Memory Model’s (WMM) utility in such tasks, which demand intense cognitive effort. A practical example from the 2023 China-ASEAN Expo showcases the model’s mechanisms enhancing interpreting efficiency. The phonological loop processes verbal information, the visuo-spatial sketchpad handles visual cues, and the episodic buffer consolidates complex data. Managed by the central executive, these elements collectively lighten the cognitive load and boost performance. The paper reveals WMM’s untapped potential, advocating for deeper investigation into its application in WI.

Examining the developmental trade-off between phonology and morphology in Hebrew reading acquisition

AbstractThe relative importance of phonological versus morphological processes in reading varies depending on the writing system's orthographic consistency and morphological complexity. This study investigated the interplay between phonology and morphology in Hebrew reading acquisition, a language offering a unique opportunity for such examination with its rich, complex Semitic morphological system and dual writing versions differing in orthographic consistency—transparent-pointed and deep-unpointed versions. Ninety-eight second graders and 81 fourth graders participated in pseudoword-reading tasks designed to distinguish between the different processes: pointed morphologically based pseudowords (pointed MPW), reflecting phonological and morphological processing; unpointed morphologically based pseudowords (unpointed MPW), reflecting only morphological processing; and pointed non-words (pointed NW), with no internal morphological structure, reflecting only phonological processing. Real pointed-word reading accuracy and fluency were also assessed. Results showed the highest accuracy in reading unpointed MPW, with a similar accuracy level observed between unpointed MPW and pointed MPW in second grade, while a significant difference emerged in fourth grade. An age-by-processing type interaction revealed decreasing accuracy in pointed MPW and increasing accuracy in unpointed MPW with age. Additionally, morphological processing significantly enhanced the accuracy and fluency of reading pointed words beyond phonological processing, despite the comprehensive phonological information provided by the transparent, pointed script. These findings suggest that the contribution of morphology exceeds that of phonology as early as second grade, with this trend strengthening through fourth grade, emphasizing children's early prioritization of morphological transparency over orthographic consistency in learning to read Hebrew Semitic orthography.

KannadaLex: A lexical database with psycholinguistic information

Databases containing lexical properties are of primary importance to psycholinguistic research and speech-language therapy. Several lexical databases for different languages have been developed in the recent past, but Kannada, a language spoken by 50.8 million people, has no comprehensive lexical database yet. To address this, KannadaLex , a Kannada lexical database is built as a language resource that contains orthographic, phonological, and syllabic information about words that are sourced from newspaper articles from the last decade. Along with these vital statistics like the phonological neighbourhood, syllable complexity summed syllable and bigram syllable frequencies, and lemma and inflectional family information are stored. The database is validated by correlating frequency, a well-established psycholinguistic feature, with other numerical features. The developed lexical database contains 170K words from varied disciplines, complete with psycholinguistic features. This KannadaLex is a comprehensive resource for psycholinguists, speech therapists, and linguistic researchers for analyzing Kannada and other similar languages. Psycholinguists require lexical data for choosing stimuli to conduct experiments that study the factors that enable humans to acquire, use, comprehend, and produce language. Speech and language therapists query these databases for developing the most efficient stimuli for evaluating, diagnosing, and treating communication disorders, and rehabilitation of speech after brain injuries.

Effects of Lexical Properties in L2 Chinese Compound Processing: A Multivariate Approach.

Previous studies on L2 (i.e., second language) Chinese compound processing have focused on the relative efficiency of two routes: holistic processing versus combinatorial processing. However, it is still unclear whether Chinese compounds are processed with multilevel representations among L2 learners due to the hierarchical structure of the characters. Therefore, taking a multivariate approach, the present study evaluated the relative influence and importance of different grain sizes of lexical information in an L2 Chinese two-character compound decision task. Results of supervised component generalized linear regression models with random forests analysis revealed that the orthographic, phonological and semantic information all contributed to L2 compound processing, but the L2 learners used more orthographic processing strategies and fewer phonological processing strategies compared to the native speakers. Specifically, the orthographic information was activated at the whole-word, the character and the radical levels in orthographic processing, and the phonological information at the whole-word, the syllable, and the phoneme levels all exerted contributions in phonological processing. Furthermore, the semantic information of the whole words and the constituents was accessed in semantic processing. These findings together suggest that the L2 learners are able to use cues at all levels simultaneously to process Chinese compound words, supporting a multi-route model with a hierarchical morphological structure in such processing.

Using network science to examine audio-visual speech perception with a multi-layer graph.

To examine visual speech perception (i.e., lip-reading), we created a multi-layer network (the AV-net) that contained: (1) an auditory layer with nodes representing phonological word-forms and edges connecting words that were phonologically related, and (2) a visual layer with nodes representing the viseme representations of words and edges connecting viseme representations that differed by a single viseme (and additional edges to connect related nodes in the two layers). The results of several computer simulations (in which activation diffused across the network to simulate word identification) are reported and compared to the performance of human participants who identified the same words in a condition in which audio and visual information were both presented (Simulation 1), in an audio-only presentation condition (Simulation 2), and a visual-only presentation condition (Simulation 3). Another simulation (Simulation 4) examined the influence of phonological information on visual speech perception by comparing performance in the multi-layer AV-net to a single-layer network that contained only a visual layer with nodes representing the viseme representations of words and edges connecting viseme representations that differed by a single viseme. We also report the results of several analyses of the errors made by human participants in the visual-only presentation condition. The results of our analyses have implications for future research and training of lip-reading, and for the development of automatic lip-reading devices and software for individuals with certain developmental or acquired disorders or for listeners with normal hearing in noisy conditions.

Speech perception: Auditory and visual cue integration in children with and without phonological disorder in voiceless fricatives

ABSTRACT The literature reports contradictory results regarding the influence of visual cues on speech perception tasks in children with phonological disorder (PD). This study aimed to compare the performance of children with (n = 15) and without PD (n = 15) in audiovisual perception task in voiceless fricatives. Assuming that PD could be associated with an inability to integrate phonological information from two sensory sources, we presumed that children with PD would present difficulties in integrating auditory and visual cues compared to typical children. A syllable identification task was conducted. The stimuli were presented according to four conditions: auditory-only (AO); visual-only (VO); audiovisual congruent (AV+); and audiovisual incongruent (AV-). The percentages of correct answers and the respective reaction times in the AO, VO, and AV+ conditions were considered for the analysis. The correct percentage of auditory stimuli was considered for the AV- condition, as well as the percentage of perceptual preference: auditory, visual, and/or illusion (McGurk effect), with the respective reaction time. In comparing the four conditions, children with PD presented a lower number of correct answers and longer reaction time than children with typical development, mainly for the VO. Both groups showed a preference for auditory stimuli for the AV- condition. However, children with PD showed higher percentages for visual perceptual preference and the McGurk effect than typical children. The superiority of typical children over PD children in auditory-visual speech perception depends on type of stimuli and condition of presentation.

I know how you'll say it: evidence of speaker-specific speech prediction.

Most models of language comprehension assume that the linguistic system is able to pre-activate phonological information. However, the evidence for phonological prediction is mixed and controversial. In this study, we implement a paradigm that capitalizes on the fact that foreign speakers usually make phonological errors. We investigate whether speaker identity (native vs. foreign) is used to make specific phonological predictions. Fifty-two participants were recruited to read sentence frames followed by a last spoken word which was uttered by either a native or a foreign speaker. They were required to perform a lexical decision on the last spoken word, which could be either semantically predictable or not. Speaker identity (native vs. foreign) may or may not be cued by the face of the speaker. We observed that the face cue is effective in speeding up the lexical decision when the word is predictable, but it is not effective when the word is not predictable. This result shows that speech prediction takes into account the phonological variability between speakers, suggesting that it is possible to pre-activate in a detailed and specific way the phonological representation of a predictable word.

Slowness in writing numbers in words and in digits among children with a specific learning disorder (SLD) and typically developing (TD)

ABSTRACT Instruction Children with a Specific Learning Disorder (SLD) write linguistic material more slowly than children with typically developing (TD). However, it is not known whether the same difficulties are present when they write numbers. The goal of the present study was to fill this gap and to compare TD’s and SLD’s speed in writing numbers both in words and in digits. Methods Therefore, we examined the ability to write numbers in words and digits (numerals) in a sample of sixth- to eighth-grade children diagnosed with SLD. We assessed 32 children with SLD (17 males and 15 females) and a control group of students with TD matched for sex, age, and grade with two writing speed tasks: writing numbers in words and in digits. The two tasks were administered both in normal condition (N) and in articulatory suppression condition (AS). Results We found that 6th to 8th graders with a SLD were slower than TD children when writing numbers, both in words and in digits, and their slowness was similar in the two cases. However, when the tasks were carried out under a condition of articulatory suppression, the SLD group exhibited a conspicuous impairment, only when writing numbers in words. A similar pattern of performance was observed also in the case of writing errors. Conclusion We concluded that children with SLD have a general speed problem that may affect writing of different materials but also a specific problem related to the processing of phonological information during writing.

Exposure to Canadian French Cued Speech Improves Consonant Articulation in Children With Cochlear Implants: Acoustic and Articulatory Data.

One of the strategies that can be used to support speech communication in deaf children is cued speech, a visual code in which manual gestures are used as additional phonological information to supplement the acoustic and labial speech information. Cued speech has been shown to improve speech perception and phonological skills. This exploratory study aims to assess whether and how cued speech reading proficiency may also have a beneficial effect on the acoustic and articulatory correlates of consonant production in children. Eight children with cochlear implants (from 5 to 11 years of age) and with different receptive proficiency in Canadian French Cued Speech (three children with low receptive proficiency vs. five children with high receptive proficiency) are compared to 10 children with typical hearing (from 4 to 11 years of age) on their production of stop and fricative consonants. Articulation was assessed with ultrasound measurements. The preliminary results reveal that cued speech proficiency seems to sustain the development of speech production in children with cochlear implants and to improve their articulatory gestures, particularly for the place contrast in stops as well as fricatives. This work highlights the importance of studying objective data and comparing acoustic and articulatory measurements to better characterize speech production in children.

Frequency effects can modulate the neural correlates of prosodic processing in Mandarin.

In tonal languages, tone perception involves the processing of both acoustic and phonological information conveyed by tonal signals. In Mandarin, in addition to four canonical full tones, there exists a group of weak syllables known as neutral tones. This study aims to investigate the impact of lexical frequency effects and prosodic information associated with neutral tones on the auditory representation of Mandarin compounds. We initially selected disyllabic compounds as targets, manipulating their lexical frequencies and prosodic structures. Subsequently, these target compounds were embedded into selected sentences and auditorily presented to native speakers. During the experiments, participants engaged in lexical decision tasks while their event-related potentials were recorded. The results showed that the auditory lexical representation of disyllabic compounds was modulated by lexical frequency effects. Rare compounds and compounds with rare first constituents elicited larger N400 effects compared to frequent compounds. Furthermore, neutral tones were found to play a role in the processing, resulting in larger N400 effects. Our findings showed significantly increased amplitudes of the N400 component, suggesting that the processing of rare compounds and compounds with neutral tones may require more cognitive resources. Additionally, we observed an interaction effect between lexical frequency and neutral tones, indicating that they could serve as determining cues in the auditory processing of disyllabic compounds.

Orthographic Learning in French-Speaking Deaf and Hard of Hearing Children.

Children are assumed to acquire orthographic representations during autonomous reading by decoding new written words. The present study investigates how deaf and hard of hearing (DHH) children build new orthographic representations compared to typically hearing (TH) children. Twenty-nine DHH children, from 7.8 to 13.5 years old, with moderate-to-profound hearing loss, matched for reading level and chronological age to TH controls, were exposed to 10 pseudowords (novel words) in written stories. Then, they performed a spelling task and an orthographic recognition task on these new words. In the spelling task, we found no difference in accuracy, but a difference in errors emerged between the two groups: Phonologically plausible errors were less common in DHH children than in TH children. In the recognition task, DHH children were better than TH children at recognizing target pseudowords. Phonological strategies seemed to be used less by DHH than by TH children who very often chose phonological distractors. Both groups created sufficiently detailed orthographic representations to complete the tasks, which support the self-teaching hypothesis. DHH children used phonological information in both tasks but could use more orthographic cues than TH children to build up orthographic representations. Using the combination of a spelling task and a recognition task, as well as analyzing the nature of errors, in this study, provides a methodological implication for further understanding of underlying cognitive processes.

The Role of Second Language Reading Proficiency in Moderating Second Language Word Recognition

Drawing upon the division of labor between orthographic and phonological information, this study investigated whether and how L2 reading proficiency moderates learners’ reliance on phonological and orthographic information in retrieving word meanings. A total of 136 Chinese collegiate students who learned English as a foreign language (EFL) completed English reading proficiency tests and were divided into higher and lower reading proficiency groups using an extreme-group approach. Behavioral tasks were used to measure the participants’ sensitivity to and processing skills of orthographic and phonological information. The analysis showed that the reliance on phonological and orthographic information differed significantly across L2 reading proficiency groups: The higher reading proficiency group was sensitive to both phonological and orthographic information within words, while the lower reading proficiency group was only sensitive to orthographic information; only orthographic processing skills significantly contributed to the word meaning retrieval of individuals in the higher reading proficiency group, while phonological processing skills were the only predictor for the lower reading proficiency group. These results suggest that the use of phonological and orthographic information vary as a function of L2 learners’ English reading proficiency. Implications regarding the changing patterns of L1 influences and the language-universal and language-specific aspects of word recognition were discussed.

Acoustic and language-specific sources for phonemic abstraction from speech

Spoken language comprehension requires abstraction of linguistic information from speech, but the interaction between auditory and linguistic processing of speech remains poorly understood. Here, we investigate the nature of this abstraction using neural responses recorded intracranially while participants listened to conversational English speech. Capitalizing on multiple, language-specific patterns where phonological and acoustic information diverge, we demonstrate the causal efficacy of the phoneme as a unit of analysis and dissociate the unique contributions of phonemic and spectrographic information to neural responses. Quantitive higher-order response models also reveal that unique contributions of phonological information are carried in the covariance structure of the stimulus-response relationship. This suggests that linguistic abstraction is shaped by neurobiological mechanisms that involve integration across multiple spectro-temporal features and prior phonological information. These results link speech acoustics to phonology and morphosyntax, substantiating predictions about abstractness in linguistic theory and providing evidence for the acoustic features that support that abstraction.