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Crinnion AM, Luthra S, Gaston P, Magnuson JS. Resolving competing predictions in speech: How qualitatively different cues and cue reliability contribute to phoneme identification. Atten Percept Psychophys 2024; 86:942-961. [PMID: 38383914 PMCID: PMC11233028 DOI: 10.3758/s13414-024-02849-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/17/2024] [Indexed: 02/23/2024]
Abstract
Listeners have many sources of information available in interpreting speech. Numerous theoretical frameworks and paradigms have established that various constraints impact the processing of speech sounds, but it remains unclear how listeners might simultaneously consider multiple cues, especially those that differ qualitatively (i.e., with respect to timing and/or modality) or quantitatively (i.e., with respect to cue reliability). Here, we establish that cross-modal identity priming can influence the interpretation of ambiguous phonemes (Exp. 1, N = 40) and show that two qualitatively distinct cues - namely, cross-modal identity priming and auditory co-articulatory context - have additive effects on phoneme identification (Exp. 2, N = 40). However, we find no effect of quantitative variation in a cue - specifically, changes in the reliability of the priming cue did not influence phoneme identification (Exp. 3a, N = 40; Exp. 3b, N = 40). Overall, we find that qualitatively distinct cues can additively influence phoneme identification. While many existing theoretical frameworks address constraint integration to some degree, our results provide a step towards understanding how information that differs in both timing and modality is integrated in online speech perception.
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Affiliation(s)
| | | | | | - James S Magnuson
- University of Connecticut, Storrs, CT, USA
- BCBL. Basque Center on Cognition, Brain and Language, Donostia-San Sebastián, Spain
- Ikerbasque. Basque Foundation for Science, Bilbao, Spain
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Hintz F, Shkaravska O, Dijkhuis M, van 't Hoff V, Huijsmans M, van Dongen RCA, Voeteé LAB, Trilsbeek P, McQueen JM, Meyer AS. IDLaS-NL - A platform for running customized studies on individual differences in Dutch language skills via the Internet. Behav Res Methods 2024; 56:2422-2436. [PMID: 37749421 PMCID: PMC10991024 DOI: 10.3758/s13428-023-02156-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/01/2023] [Indexed: 09/27/2023]
Abstract
We introduce the Individual Differences in Language Skills (IDLaS-NL) web platform, which enables users to run studies on individual differences in Dutch language skills via the Internet. IDLaS-NL consists of 35 behavioral tests, previously validated in participants aged between 18 and 30 years. The platform provides an intuitive graphical interface for users to select the tests they wish to include in their research, to divide these tests into different sessions and to determine their order. Moreover, for standardized administration the platform provides an application (an emulated browser) wherein the tests are run. Results can be retrieved by mouse click in the graphical interface and are provided as CSV file output via e-mail. Similarly, the graphical interface enables researchers to modify and delete their study configurations. IDLaS-NL is intended for researchers, clinicians, educators and in general anyone conducting fundamental research into language and general cognitive skills; it is not intended for diagnostic purposes. All platform services are free of charge. Here, we provide a description of its workings as well as instructions for using the platform. The IDLaS-NL platform can be accessed at www.mpi.nl/idlas-nl .
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Affiliation(s)
- Florian Hintz
- Max Planck Institute for Psycholinguistics, P.O. Box 310, Nijmegen, 6500, AH, The Netherlands.
- Deutscher Sprachatlas, Philipps University, Marburg, Germany.
| | - Olha Shkaravska
- Max Planck Institute for Psycholinguistics, P.O. Box 310, Nijmegen, 6500, AH, The Netherlands
| | - Marjolijn Dijkhuis
- Max Planck Institute for Psycholinguistics, P.O. Box 310, Nijmegen, 6500, AH, The Netherlands
| | - Vera van 't Hoff
- Max Planck Institute for Psycholinguistics, P.O. Box 310, Nijmegen, 6500, AH, The Netherlands
| | - Milou Huijsmans
- Max Planck Institute for Psycholinguistics, P.O. Box 310, Nijmegen, 6500, AH, The Netherlands
| | - Robert C A van Dongen
- Max Planck Institute for Psycholinguistics, P.O. Box 310, Nijmegen, 6500, AH, The Netherlands
| | - Levi A B Voeteé
- Max Planck Institute for Psycholinguistics, P.O. Box 310, Nijmegen, 6500, AH, The Netherlands
| | - Paul Trilsbeek
- Max Planck Institute for Psycholinguistics, P.O. Box 310, Nijmegen, 6500, AH, The Netherlands
| | - James M McQueen
- Max Planck Institute for Psycholinguistics, P.O. Box 310, Nijmegen, 6500, AH, The Netherlands
- Radboud University, Nijmegen, The Netherlands
| | - Antje S Meyer
- Max Planck Institute for Psycholinguistics, P.O. Box 310, Nijmegen, 6500, AH, The Netherlands
- Radboud University, Nijmegen, The Netherlands
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Kapnoula EC, McMurray B. Idiosyncratic use of bottom-up and top-down information leads to differences in speech perception flexibility: Converging evidence from ERPs and eye-tracking. BRAIN AND LANGUAGE 2021; 223:105031. [PMID: 34628259 PMCID: PMC11251822 DOI: 10.1016/j.bandl.2021.105031] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2021] [Revised: 07/29/2021] [Accepted: 09/22/2021] [Indexed: 06/13/2023]
Abstract
Listeners generally categorize speech sounds in a gradient manner. However, recent work, using a visual analogue scaling (VAS) task, suggests that some listeners show more categorical performance, leading to less flexible cue integration and poorer recovery from misperceptions (Kapnoula et al., 2017, 2021). We asked how individual differences in speech gradiency can be reconciled with the well-established gradiency in the modal listener, showing how VAS performance relates to both Visual World Paradigm and EEG measures of gradiency. We also investigated three potential sources of these individual differences: inhibitory control; lexical inhibition; and early cue encoding. We used the N1 ERP component to track pre-categorical encoding of Voice Onset Time (VOT). The N1 linearly tracked VOT, reflecting a fundamentally gradient speech perception; however, for less gradient listeners, this linearity was disrupted near the boundary. Thus, while all listeners are gradient, they may show idiosyncratic encoding of specific cues, affecting downstream processing.
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Affiliation(s)
- Efthymia C Kapnoula
- Dept. of Psychological and Brain Sciences, University of Iowa, United States; DeLTA Center, University of Iowa, United States; Basque Center on Cognition, Brain and Language, Spain.
| | - Bob McMurray
- Dept. of Psychological and Brain Sciences, University of Iowa, United States; DeLTA Center, University of Iowa, United States; Dept. of Communication Sciences and Disorders, DeLTA Center, University of Iowa, United States; Dept. of Linguistics, DeLTA Center, University of Iowa, United States
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Serniclaes W, López-Zamora M, Bordoy S, L Luque J. Allophonic perception of VOT contrasts in Spanish children with dyslexia. Brain Behav 2021; 11:e02194. [PMID: 34018705 PMCID: PMC8213943 DOI: 10.1002/brb3.2194] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/18/2020] [Revised: 05/02/2021] [Accepted: 05/04/2021] [Indexed: 01/07/2023] Open
Abstract
INTRODUCTION Previous studies have evidenced a different mode of speech perception in dyslexia, characterized by the use of allophonic rather than phonemic units. People with dyslexia perceive phonemic features (such as voicing) less accurately than typical readers, but they perceive allophonic features (i.e., language-independent differences between speech sounds) more accurately. METHOD In this study, we investigated the perception of voicing contrasts in a sample of 204 Spanish children with or without dyslexia. Identification and discrimination data were collected for synthetic sounds varying along three different voice onset time (VOT) continua (ba/pa, de/te, and di/ti). Empirical data will be contrasted with a mathematical model of allophonic perception building up from neural oscillations and auditory temporal processing. RESULTS Children with dyslexia exhibited a general deficit in categorical precision; that is, they discriminated among phonemically contrastive pairs (around 0-ms VOT) less accurately than did chronological age controls, irrespective of the stimulus continuum. Children with dyslexia also exhibited a higher sensitivity in the discrimination of allophonic features (around ±30-ms VOT), but only for the stimulus continuum that was based on a nonlexical contrast (ba/pa). CONCLUSION Fitting the neural network model to the data collected for this continuum suggests that allophonic perception is due to a deficit in "subharmonic coupling" between high-frequency oscillations. Relationships with "temporal sampling framework" theory are discussed.
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Affiliation(s)
- Willy Serniclaes
- Institute of Neuroscience and Cognition, CNRS, UMR 8002, Université Sorbonne Paris Cité, Paris, France.,Unité de Recherche en Neurosciences Cognitives, Centre de Recherches en Cognition et Neurosciences, Université Libre de Bruxelles, Bruxelles, Belgium
| | - Miguel López-Zamora
- Departamento de Psicología Evolutiva y de la Educación, Facultad de CC de la Educación, Universidad de Granada, Granada, Spain
| | - Soraya Bordoy
- Departamento de Psicología Evolutiva y de la Educación, Facultad de Psicología y Logopedia, Universidad de Málaga, Málaga, Spain
| | - Juan L Luque
- Departamento de Psicología Evolutiva y de la Educación, Facultad de Psicología y Logopedia, Universidad de Málaga, Málaga, Spain
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Malins JG, Landi N, Ryherd K, Frijters JC, Magnuson JS, Rueckl JG, Pugh KR, Sevcik R, Morris R. Is that a pibu or a pibo? Children with reading and language deficits show difficulties in learning and overnight consolidation of phonologically similar pseudowords. Dev Sci 2020; 24:e13023. [PMID: 32691904 PMCID: PMC7988620 DOI: 10.1111/desc.13023] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2019] [Revised: 07/04/2020] [Accepted: 07/11/2020] [Indexed: 01/24/2023]
Abstract
Word learning is critical for the development of reading and language comprehension skills. Although previous studies have indicated that word learning is compromised in children with reading disability (RD) or developmental language disorder (DLD), it is less clear how word learning difficulties manifest in children with comorbid RD and DLD. Furthermore, it is unclear whether word learning deficits in RD or DLD include difficulties with offline consolidation of newly learned words. In the current study, we employed an artificial lexicon learning paradigm with an overnight design to investigate how typically developing (TD) children (N = 25), children with only RD (N = 93), and children with both RD and DLD (N = 34) learned and remembered a set of phonologically similar pseudowords. Results showed that compared to TD children, children with RD exhibited: (i) slower growth in discrimination accuracy for cohort item pairs sharing an onset (e.g. pibu‐pibo), but not for rhyming item pairs (e.g. pibu‐dibu); and (ii) lower discrimination accuracy for both cohort and rhyme item pairs on Day 2, even when accounting for differences in Day 1 learning. Moreover, children with comorbid RD and DLD showed learning and retention deficits that extended to unrelated item pairs that were phonologically dissimilar (e.g. pibu‐tupa), suggestive of broader impairments compared to children with only RD. These findings provide insights into the specific learning deficits underlying RD and DLD and motivate future research concerning how children use phonological similarity to guide the organization of new word knowledge.
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Affiliation(s)
- Jeffrey G Malins
- Department of Psychology, Georgia State University, Atlanta, GA, USA.,Haskins Laboratories, New Haven, CT, USA
| | - Nicole Landi
- Haskins Laboratories, New Haven, CT, USA.,Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA
| | - Kayleigh Ryherd
- Haskins Laboratories, New Haven, CT, USA.,Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA
| | - Jan C Frijters
- Faculty of Social Sciences, Department of Child and Youth Studies, Brock University, St. Catharines, ON, Canada
| | - James S Magnuson
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA
| | - Jay G Rueckl
- Haskins Laboratories, New Haven, CT, USA.,Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA
| | - Kenneth R Pugh
- Haskins Laboratories, New Haven, CT, USA.,Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA.,Department of Linguistics, Yale University, New Haven, CT, USA.,Department of Diagnostic Radiology, Yale University School of Medicine, New Haven, CT, USA
| | - Rose Sevcik
- Department of Psychology, Georgia State University, Atlanta, GA, USA
| | - Robin Morris
- Department of Psychology, Georgia State University, Atlanta, GA, USA
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