Search

The recent finding of predictive brain signals preceding anticipated perceptual and linguistic stimuli opens new questions for experimental research. Here, we address the possible brain basis of phonological predictions regarding the features of specific speech sounds and their relationship to phonological priming. To this end, we recorded EEG correlates of both pre- and post-stimulus brain responses in a phonological priming study. Redundant spoken sounds induced stimulus expectations, which manifested as a slow-wave anticipatory activity (the Prediction Potential, PP), whereas articulatory-congruent (e.g.,/bƏ/in the context of expected/pƏ/) pairs elicited weaker post-stimulus MMN-like responses as compared to the articulatory-incongruent (e.g.,/bƏ/in the context of expected/dƏ/) pairs, a pattern reminiscent of perceptual priming mediated by articulatory-motor areas. Source analysis reveal clusters of activation in lateral prefrontal, temporal and ventral motor areas, thus providing the proof of the relevance of multimodal representation units subserving predictive and perceptual phonemic processing.

Contains fulltext : 248495.pdf (Publisher’s version ) (Closed access) Successful spoken-word recognition relies on interplay between lexical and sublexical processing. Previous research demonstrated that listeners readily shift between more lexically-biased and more sublexically-biased modes of processing in response to the situational context in which language comprehension takes place. Recognizing words in the presence of background noise reduces the perceptual evidence for the speech signal and - compared to the clear - results in greater uncertainty. It has been proposed that, when dealing with greater uncertainty, listeners rely more strongly on sublexical processing. The present study tested this proposal using behavioral and electroencephalography (EEG) measures. We reasoned that such an adjustment would be reflected in changes in the effects of variables predicting recognition performance with loci at lexical and sublexical levels, respectively. We presented native speakers of Dutch with words featuring substantial variability in (1) word frequency (locus at lexical level), (2) phonological neighborhood density (loci at lexical and sublexical levels) and (3) phonotactic probability (locus at sublexical level). Each participant heard each word in noise (presented at one of three signal-to-noise ratios) and in the clear and performed a two-stage lexical decision and transcription task while EEG was recorded. Using linear mixed-effects analyses, we observed behavioral evidence that listeners relied more strongly on sublexical processing when speech quality decreased. Mixed-effects modelling of the EEG signal in the clear condition showed that sublexical effects were reflected in early modulations of ERP components (e.g., within the first 300 msec post word onset). In noise, EEG effects occurred later and involved multiple regions activated in parallel. Taken together, we found evidence - especially in the behavioral data - supporting previous accounts that the presence of background noise induces a stronger reliance on sublexical processing. 19 p.

The evaluation of speech outcomes after resection and reconstruction of the oral tongue remains largely unsystematic. A cross-sectional study was performed to analyse the speech outcomes of patients who underwent curative treatment with appropriate reconstruction. Sixty-nine patients were assessed for speech intelligibility and phonetics using a validated speech intelligibility assessment tool in the local language. Volume defects were classified as class I (less than one third), II (one third to half), III (half to two-thirds), or IV (two-thirds to total glossectomy). Defect location was defined as lateral, tip, or sulcus. The χ2 test and Kruskal-Wallis test were used to test volume and location as predictors. Twenty-six patients had class I defects, 29 had class II defects, seven had class III defects, and seven had class IV defects. Twenty-two patients (31.9%) received adjuvant radiotherapy. Mean vowel, consonant, word, and paragraph intelligibility were 99.27%, 86.86%, 85.52%, and 88.72%, respectively. The incremental volume of the glossectomy defect was significantly correlated with speech intelligibility scores and phonatory alterations. In classes II and III, tip resection significantly affected interdental sounds. All patients in class III had affected alveolar and alveo-palatal sounds. The results positively corroborated the volume and location of the glossectomy defect to a classification system.

Schizophrenia (SZ) is characterized by a series of cognitive impairments, including automatic processing impairment of basic auditory information, indexed by mismatch negativity (MMN). Existing studies mainly focus on MMN induced by deviant of single acoustic features, and relatively few studies have focused on complex acoustic stimuli, especially speech-induced MMN. Many cognitive impairments in SZ are related to speech function. Thus, the present study aimed to examine the reduction of phonetic MMN in SZ as a potential biomarker and its relationship with illness course and functional outcomes. Electroencephalogram (EEG) signals were recorded from 32 SZ and 32 healthy controls (HC) in a double oddball paradigm, with /da/ as the standard stimulus and /ba/ and /du/ as the deviant stimuli. MMN was computed for vowel and consonant deviants separately. Clinical symptoms were assessed using the Positive and Negative Symptom Rating Scale (PANSS). Illness duration and illness relapse were acquired by combining clinical interviews and electronic medical records. Functional outcomes were assessed using the Global Assessment of Functioning scale (GAF). Compared with HC, SZ showed lower amplitudes of phonetic MMN, especially for vowel deviants. In addition, the MMN amplitude of the vowel deviant was significantly correlated with illness duration, illness relapse, and functional outcomes among patients with SZ. These findings indicate that the pre-attentive automatic phonetic processing of SZ was impaired for both consonants and vowels, while the vowel processing deficit may be the key speech processing deficit in SZ, which could depict the illness course and predict the functional outcomes.

Contains fulltext : 246541.pdf (Publisher’s version ) (Closed access) Corpus analyses have shown that turn-taking in conversation is much faster than laboratory studies of speech planning would predict. To explain fast turn-taking, Levinson and Torreira (2015) proposed that speakers are highly proactive: They begin to plan a response to their interlocutor's turn as soon as they have understood its gist, and launch this planned response when the turn-end is imminent. Thus, fast turn-taking is possible because speakers use the time while their partner is talking to plan their own utterance. In the present study, we asked how much time upcoming speakers actually have to plan their utterances. Following earlier psycholinguistic work, we used transcripts of spoken conversations in Dutch, German, and English. These transcripts consisted of segments, which are continuous stretches of speech by one speaker. In the psycholinguistic and phonetic literature, such segments have often been used as proxies for turns. We found that in all three corpora, large proportions of the segments comprised of only one or two words, which on our estimate does not give the next speaker enough time to fully plan a response. Further analyses showed that speakers indeed often did not respond to the immediately preceding segment of their partner, but continued an earlier segment of their own. More generally, our findings suggest that speech segments derived from transcribed corpora do not necessarily correspond to turns, and the gaps between speech segments therefore only provide limited information about the planning and timing of turns. 16 p.

Automatic second language (L2) speech fluency assessment has been one of the ultimate goals of several projects aiming at designing Computer-Assisted Pronunciation Training (CAPT) tools for L2 learners. Usually, three challenges must be tackled in order to solve the issues at stake: 1) Defining fluency from a threefold interdisciplinary perspective (acoustic and perceptual phonetics, computer science, L2 education); 2) Using a cost-effective algorithm; 3) Testing the procedure with actual learners’ data. Despite rapid technical developments in the field of automatic speech processing, the tools which are actually available for learners are still scarce, and most of them rely on automatic speech recognition (ASR). Moreover, most research on the topic is focusing on English as the target L2. Therefore, in this article, we address the following research questions: (a) is it possible to use a non-ASR-based low-level signal segmentation algorithm to predict human expert assessment of phonetic fluency in beginner Japanese learners of French in a text-reading task during the first stages of their learning? (b) if the answer to (a) is positive, then what are the best predictors of phonetic fluency among a set of available measures (see below for more details)? (c) is it possible to use this algorithm to monitor the evolution of phonetic fluency (and of its associated predictors) in these learners in a longitudinal study? As a first step, a corpus of French sentences read aloud by 12 Japanese learners of different proficiency levels in French was used to design a prediction system. The read-aloud speech data was perceptually annotated by three human experts on four dimensions: overall speech fluency, speech rate, regularity of speech rate, speech fluidity (i.e. smoothness of transitions between phones). Inter-rater agreement and reliability were high for all dimensions, and the average human ratings were compared with the scores provided by our prediction system. The results show strong correlations between human and automatic scores of speech rate and regularity of speech rate, and a weak correlation for speech fluidity. Automatic scores were finally combined together through a multiple linear regression model in order to predict overall speech fluency. The best model led to a correlation coefficient of .92 between automatic and human ratings, with a root-mean-square error of .38. In the second step of this study, a corpus of identical sentences read aloud four times over two years by 12 Japanese learners of French (after 4, 7, 12, and 19 months of French courses in Japan) was fed to the automatic system. The results show regular progress in overall speech fluency, which fits with the regular progress the Japanese learners under scrutiny were expected to make through their academic program in French at their university in Japan every semester. Our study suggests a positive answer to our first and third research questions, with speech rate as the best predictor to answer our second research question. In a pedagogical perspective, it seems that such a simple algorithm could be integrated in a CAPT tool to monitor learners’ progress in phonetic fluency in reading-aloud tasks.

The present study investigates relationships between voice similarity ratings made by human listeners and comparison scores produced by an automatic speaker recognition system that includes phonetic, perceptually-relevant features in its modelling. The study analyses human voice similarity ratings of pairs of speech samples from unrelated speakers from an accent-controlled database (DyViS, Standard Southern British English) and the comparison scores from an i-vector-based automatic speaker recognition system using ‘auto-phonetic’ (automatically extracted phonetic) features. The voice similarity ratings were obtained from 106 listeners who each rated the voice similarity of pairings of ten speakers on a Likert scale via an online test. Correlation analysis and Multidimensional Scaling showed a positive relationship between listeners’ judgements and the automatic comparison scores. A separate analysis of the subsets of listener responses from English and German native speaker groups showed that a positive relationship was present for both groups, but that the correlation was higher for the English listener group. This work has key implications for forensic phonetics through highlighting the potential to automate part of the process of selecting foil voices in voice parade construction for which the collection and processing of human judgements is currently needed. Further, establishing that it is possible to use automatic voice comparisons using phonetic features to select similar-sounding voices has important applications in ‘voice casting’ (finding voices that are similar to a given voice) and ‘voice banking’ (saving one's voice for future synthesis in case of an operation or degenerative disease).

The current study examined the widely held, but un-tested, assumption that morphological decomposition can compensate for missing phonological information in reading opaque orthographies. In addition, we tested whether morphological decomposition can compensate for the phonological decoding deficits in readers with dyslexia. Hebrew provides a unique opportunity to test these questions as it has a rich Semitic morphology, and two versions of script: a transparent orthography (with diacritic marks, ‘pointed’) and an opaque orthography (without diacritic marks, ‘un-pointed’). In two experiments, one behavioral and one fMRI, skilled and dyslexic readers read aloud Hebrew nouns: half bi-morphemic (root + pattern) and half mono-morphemic (non-decomposable). Each word was presented both in the transparent orthography (pointed), and in the opaque orthography (un-pointed). While skilled readers were faster, and showed no effects of diacritics or morphology, dyslexic readers read pointed words more slowly than un-pointed words and bi-morphemic words faster than mono-morphemic words. The imaging results showed: 1) In both groups a morphological effect was found in un-pointed words, in left inferior and middle frontal gyri, associated with morpho-phonological decomposition. 2) Only readers with dyslexia showed a morphological effect in pointed words in the left occipito-temporal cortex, associated with orthographic processing. 3) Dyslexic readers also showed a positive association between morphological awareness and activation in the left occipito-temporal cortex during reading of all words, and activation in inferior frontal cortex during reading of un-pointed bi-morphemic words. Altogether, these findings suggest that in both typical and dyslexic readers morphological decomposition can compensate for the missing phonological information in an opaque orthography. The results also show that readers with dyslexia can rely on morphological decomposition to compensate for their deficits in phonological decoding. Finally, these results highlight the way in which unique language specific properties shape the neural mechanisms underlying typical and atypical reading.

Infant directed speech (IDS) may serve important functions in language acquisition and in adult-infant communication. The processing of IDS evolves during the first years of life. In order to serve as an effective tool of language acquisition, already very young infants should be able to distinguish IDS from adult directed speech (ADS). We tested whether the ability to discriminate these two speech registers is functional in neonates, by recording EEG from 98 newborn infants in response to Hungarian words naturally spoken in the IDS and the ADS register. Words presented in the ADS register elicited a centro-parietal slow positivity in the 200–600 ms time window whereas words in IDS register elicited a small frontal negativity in the 700–900 ms time window. We conclude that newborn infants differentiate natural speech sounds based on speech register.

Numerous studies on Western Opera singing have shown that listeners’ vowel identification performance decreases with an increasing fundamental frequency (fo). This study explores the intelligibility of high-pitched vowels in Yue Opera, the largest dialectal opera in China. Six long vowels (/i y e a o u/) were recorded by a professional female singer at ten f0s between 220 and 932 Hz, of which 700-ms nuclei with flat f0 contours and resonance trajectories were extracted as stimuli. In a within-subject design, sixteen phonetically trained listeners responded on a free-choice vowel quadrilateral (task 1) and in a two-alternative forced-choice task (task 2) to indicate which vowel was presented. Results show that vowels cluster in the perceptual space into three groups (/i y e/, /u o/, /a/) above 521 Hz and that listeners could identify vowels between but not within groups with high accuracy up to at least 932 Hz. Multidimensional scaling (MDS) of simulated auditory excitation patterns reveals highly differentiable spectral shapes between groups. These findings put into question whether previous results on Western Opera could be generalized to other forms of opera singing. Key Words: Vowel Intelligibility, High-pitched Singing, Chinese Yue Opera

Infants prefer to be addressed with infant-directed speech (IDS). IDS benefits language acquisition through amplified low-frequency amplitude modulations. It has been reported that this amplification increases electrophysiological tracking of IDS compared to adult-directed speech (ADS). It is still unknown which particular frequency band triggers this effect. Here, we compare tracking at the rates of syllables and prosodic stress, which are both critical to word segmentation and recognition. In mother-infant dyads (n=30), mothers described novel objects to their 9-month-olds while infants' EEG was recorded. For IDS, mothers were instructed to speak to their children as they typically do, while for ADS, mothers described the objects as if speaking with an adult. Phonetic analyses confirmed that pitch features were more prototypically infant-directed in the IDS-condition compared to the ADS-condition. Neural tracking of speech was assessed by speech-brain coherence, which measures the synchronization between speech envelope and EEG. Results revealed significant speech-brain coherence at both syllabic and prosodic stress rates, indicating that infants track speech in IDS and ADS at both rates. We found significantly higher speech-brain coherence for IDS compared to ADS in the prosodic stress rate but not the syllabic rate. This indicates that the IDS benefit arises primarily from enhanced prosodic stress. Thus, neural tracking is sensitive to parents’ speech adaptations during natural interactions, possibly facilitating higher-level inferential processes such as word segmentation from continuous speech.

Temporal cue analysis in auditory stimulus is essential in the perception of speech sounds. The effect of transcranial direct current stimulation (tDCS) on auditory temporal processing remains unclear. In this study, we examined whether tDCS applied over the left auditory cortex (AC) has a polarity-specific behavioral effect on the categorical perception of speech sounds whose temporal features are modulated. Sixteen healthy volunteers in each group were received anodal, cathodal, or sham tDCS. A phonetic categorization task including auditory stimuli with varying voice onset time was performed before and during tDCS, and responses were analyzed. No statistically significant difference was observed between groups (anode, cathode, sham) and within the groups (pre-tDCS, during tDCS) in comparisons of the slope parameter of the identification function obtained from the phonetic categorization task data. Our results show that a single-session application of tDCS over the left AC does not significantly affect the categorical perception of speech sounds. © 2022 Elsevier Ltd 36481255 Q2

Reading acquisition leads to the restructuring of representational units in the brain, which influences spoken word processing. This makes spoken word recognition a bimodal process. However, the organization of phonological and orthographic units is dependent on the orthographic depth of the writing system and might play a role in the bimodal processing of spoken words. We investigated this question across two EEG experiments with German native speakers using an auditory priming paradigm and manipulating phonological (e.g., Reh - Tee) and orthographic (e.g., See - Tee) overlap between prime and target. Experiment 1 was conducted in German and revealed inhibitory effects for orthographic overlap, but facilitating effects for phonological overlap. Experiment 2 was conducted in English and revealed facilitating effects for orthographic and phonological overlap. We conclude that orthography influences spoken word processing in both languages, but the nature of the influence is dependent on the orthographic depth of the target language.

Introduction Atypical prosodic features have been widely reported in autism spectrum disorder (ASD), primarily in non-tonal language speakers. Nevertheless, the prosodic realizations in autistic people who speak tonal languages were relatively understudied. This study aimed to investigate the acoustic and phonetic patterns at the word-level speech in Mandarin-speaking autistic and typically developing (TD) children at different age ranges. Methods Thirty Mandarin-speaking autistic children (15 three- to five-year-olds and 15 six- to eight-year-olds) were recruited into the ASD group. The TD group consisted of 30 age- and gender-matched children. We employed a picture-naming task to elicit the spontaneous speech production of Mandarin disyllabic words in which tone change processes occur, namely Tone 3 (T3) sandhi and neutral tone (T0). Results The phonetic analysis showed that the ASD group generally could produce typical-like T3 sandhi and T0 in terms of pitch height. However, relative to the TD group, they exhibited flatter pitch contours during T3 sandhi production. Moreover, the acoustic pitch mean of citation tones in the ASD group was also significantly higher, accompanied by more rigid pitch curves in contour tones. In addition, the atypical temporal realization in the ASD group was manifested by the longer duration of T0 and the earlier inflection position of T3. Conclusions Mandarin-speaking autistic children under eight had the phonological ability to produce context-dependent tones based on connected tonal information at the word level. Nevertheless, their phonetic prosodic realization of tone change processes was atypical. Our findings provide evidence of atypical prosody in autistic children who speak tone languages. Clinically, these findings may be attributable to underlying neural differences in autistic children.

The time course of sublexical processing in written production is scarcely investigated due to transparent sound-to-spelling correspondence in most alphabetical languages. By taking advantage of the opaque orthography of Chinese, we were able to dissociatively manipulate sublexical relatedness and lexical relatedness in a picture-word interference task. The ERP technique was also used to provide a fine-grained time course of sublexical processing. Participants were asked to handwrite picture names while ignoring distractors overlain on the pictures. Distractors were phonologically related to the picture names (lexically related), phonologically related to the phonetic radicals of picture names (sublexically related), or unrelated to picture names. ERP results revealed that sublexical relatedness affected ERPs in the time window of 370-470 ms after picture onset, which was later than the early time window (200-260 ms) of the effect of lexical relatedness. We suggest that the sublexical phonological activation happens in the stages of sublexical POC procedure and/or the graphemic output buffer in written production. The relatively later time window of the sublexical effect is consistent with the later loci of the sublexical processes in the model of written production.

Summary Aims The primary aim of this study was to provide normative formant frequency (F) values for male and female speakers of Australian English. The secondary aim was to examine the effects of speaker sex, age, vowel quality, and geographical location on F. Method The first three monophthong formant frequencies (F1, F2, and F3) for 244 female and 135 male speakers aged 18–60 years from a recent large-scale corpus of Australian English were analysed on a passage reading task. Results Mixed effects linear regression models suggested that speaker sex, speaker age, and vowel quality significantly predicted F1, F2, and F3 (P = 0.000). Effect sizes suggested that speaker sex and vowel quality contributed most to the variations in F1, F2, and F3 whereas speaker age and geographical location contributed a smaller amount. Conclusion Both clinicians and researchers are provided with normative F data for 18–60 year-old speakers of Australian English. Such data have increased internal and external validity relative to previous literature. F normative data for speakers of Australian English should be considered with reference to speaker sex and vowel but it may not be practically necessary to adjust for speaker age and geographical location.

Brain plasticity implies that readers of different orthographies can have different reading networks. Theoretical models suggest that reading acquisition in transparent orthographies relies on mapping smaller orthographic units to phonology, than reading opaque orthographies; but what are the neural mechanisms underlying this difference? Hebrew has a transparent (pointed) script used for beginners, and a non-transparent script used for skilled readers. The current study examined the developmental changes in brain regions associated with phonological and orthographic processes during reading pointed and un-pointed words. Our results highlight some changes that are universal in reading development, such as a developmental increase in frontal involvement (in bilateral inferior frontal gyrus (IFG) pars opercularis), and increase in left asymmetry (in IFG pars opercularis and superior temporal gyrus, STG) of the reading network. Our results also showed a developmental increase in activation in STG, which stands in contrast to previous studies in other orthographies. We further found an interaction of word length and diacritics in bilateral STG and the visual word form area (VWFA) across both groups. These findings suggest that children slightly adjust their reading depending on orthographic transparency, relying on smaller units when reading a transparent script and on larger units when reading an opaque script. Our results also showed that phonological abilities across groups correlated with activation in the VWFA, regardless of transparency, supporting the continued role of phonology at all levels of orthographic transparency. Our findings are consistent with multiple route reading models, in which both phonological and orthographic processing of multiple size units continue to play a role in children's reading of transparent and opaque scripts during reading development. The results further demonstrate the importance of taking into account differences between orthographies when constructing neural models of reading acquisition.

Pronunciation of words or morphemes may vary systematically in different phonological contexts, but it remains unclear how different levels of phonological information are encoded in speech production. In this study, we investigated the online planning process of Mandarin Tone 3 (T3) sandhi, a case of phonological alternation whereby a low-dipping tone (T3) changes to a Tone 2 (T2)-like rising tone when followed by another T3. To examine the time course of the encoding of the abstract category-level (underlying form) and context-specific phonological form (surface form) of T3, we conducted an electroencephalographic (EEG) study with a phonologically-primed picture naming task and examined the event-related potentials (ERPs) time-locked to the stimulus onset as well as speech response onset. The behavioral results showed that targets primed by T3 or T2 primes yielded shorter naming latencies than those primed by control primes. Importantly, the EEG data revealed that T3 primes elicited larger positive amplitude over broad frontocentral regions roughly in the 320-550 ms time window of stimulus-locked ERP and -500 to -400 ms time window of response-locked ERP, whereas T2 primes elicited larger negative amplitude over left frontocentral regions roughly in the -240 to -100 ms time window of response-locked ERP. These results indicate that the underlying and the surface form are encoded at different processing stages. The former presumably occurs in the earlier phonological encoding stage, while the latter probably occurs in the later phonetic encoding or motor preparation stage. The current study offers important implications for understanding the processing of phonological alternations and tonal encoding in Chinese word production.

The auditory brainstem response to complex sounds (cABR) could be evoked using speech sounds such as the 40 ms synthetic consonant-vowel syllable /da/ (CV-da) that was commonly used in basic and clinical research. cABR consists of responses to formant energy as well as the energy of fundamental frequency. The co-existence of the two energy makes cABR a mixed response. We introduced a new stimulus of click-sawtooths (CSW) with similar time-lock patterns but without formant or harmonic energy. Ten young healthy volunteers were recruited and the cABRs of CV-da and CSW of their 20 ears were acquired. The response latencies, amplitudes, and frequency-domain analytic results were compared pairwisely between stimuli. The response amplitudes were significantly greater for CSW and the latencies were significantly shorter for CSW. The latency-intensity functions were also greater for CSW. For CSW, adjustments of energy component can be made without causing biased changes to the other. CSW may be used in future basic research and clinical applications.

Some previous studies suggested that semantic radicals are activated during Chinese character recognition. However, many details about semantic radical processing remain unresolved. This study examines an often-overlooked factor, namely the “character status” of the semantic radicals. To be specific, some semantic radicals are themselves stand-alone characters (e.g., “口” in “咱”), while others are not (e.g., “亻” in “仿”). A masked priming character decision experiment with event-related potential (ERP) recording was conducted to compare the processing of these two types of radicals. Results showed that character semantic radicals elicited earlier onset, but less widely distributed, P200 than non-character semantic radicals (150 ms vs. 200 ms). Character radicals also elicited a statistically significant N400 earlier and with broader scalp distribution than non-character radicals (300 ms vs. 350 ms). Finally, only the character semantic radicals showed an effect on late positive complex (LPC). The differences in priming effects suggested that character and non-character semantic radicals are processed differently. The implication of the study was discussed with reference to the hierarchical model of Chinese character recognition.

Previous intermodal preferential looking (IPL) studies have found that children learning English acquire knowledge of plural allomorphs incrementally. The segmental plural /-s/ (e.g., cat s ) is understood at 24 months of age, whereas the syllabic plural /-əz/ (e.g., bus es ) is not comprehended until 36 months. Production studies also show ongoing challenges with the syllabic plural /-əz/, suggesting a prolonged weaker representation for this allomorph. IPL studies also suggest that children do not understand the singular, which has no overt marking, until 36 months of age. However, the status of children’s developing representations of the singular has been largely unstudied. The current study, therefore explored 116 3- and 4-year-olds’ developing comprehension of novel singular and plural words, where the plurals were inflected with segmental and syllabic plural allomorphs. Results found that children were equally proficient at identifying novel plurals of both allomorph types, increasing accuracy with age. However, children’s accuracy with novel singulars did not increase with age, raising questions about the representation of null morphology. Children’s equal accuracy across plural allomorphs is more consistent with rule-based models of morphological representation than those proposing morphology as an emergent property of the lexicon. However, neither model completely accounts for the developmental differences found between singular and plural.

Objective To characterize the spatiotemporal dynamics of auditory and picture naming-related cortical activation in Japanese-speaking patients. Methods Ten patients were assigned auditory naming and picture naming tasks during extraoperative intracranial EEG recording in a tertiary epilepsy center. Time-frequency analysis determined at what electrode sites and at what time windows during each task the amplitude of high-gamma activity (65–95 Hz) was modulated. Results The superior-temporal gyrus on each hemisphere showed high-gamma augmentation during sentence listening, whereas the left middle-temporal and inferior-frontal gyri showed high-gamma augmentation peaking around stimulus offset. Auditory naming-specific high-gamma augmentation was noted in the bilateral superior-temporal gyri as well as left frontal-parietal-temporal perisylvian network regions, whereas picture naming-specific augmentation was noted in the occipital-fusiform regions, bilaterally. The inferior pre- and postcentral gyri on each hemisphere showed modality-common high-gamma augmentation time-locked to overt responses. Conclusions The spatiotemporal dynamics of auditory and picture naming-related high-gamma augmentation in Japanese-speaking patients were qualitatively similar to those previously reported in studies of English-speaking patients. Significance The cortical dynamics for auditory sentence recognition are at least partly shared by cohorts speaking two distinct languages. Multicenter studies regarding the clinical utility of high-gamma language mapping across Eastern and Western hemispheres may be feasible.

Feedback has been shown to be effective in shifting attention across perceptual cues to a phonological contrast in speech perception (Francis, Baldwin & Nusbaum, 2000). However, the learning mechanisms behind this process remain obscure. We compare the predictions of supervised error-driven learning (Rescorla & Wagner, 1972) and reinforcement learning (Sutton & Barto, 1998) using computational simulations. Supervised learning predicts downweighting of an informative cue when the learner receives evidence that it is no longer informative. In contrast, reinforcement learning suggests that a reduction in cue weight requires positive evidence for the informativeness of an alternative cue. Experimental evidence supports the latter prediction, implicating reinforcement learning as the mechanism behind the effect of feedback on cue weighting in speech perception. Native English listeners were exposed to either bimodal or unimodal VOT distributions spanning the unaspirated/aspirated boundary (bear/pear). VOT is the primary cue to initial stop voicing in English. However, lexical feedback in training indicated that VOT was no longer predictive of voicing. Reduction in the weight of VOT was observed only when participants could use an alternative cue, F0, to predict voicing. Frequency distributions had no effect on learning. Overall, the results suggest that attention shifting in learning the phonetic cues to phonological categories is accomplished using simple reinforcement learning principles that also guide the choice of actions in other domains.

Recent studies have shown that moving in synchrony with auditory stimuli boosts attention allocation and verbal learning. Furthermore rhythmic tones are processed more efficiently than temporally random tones ('timing effect'), and this effect is increased when participants actively synchronize their motor performance with the rhythm of the tones, resulting in auditory-motor synchronization. Here, we investigated whether this applies also to sequences of linguistic stimuli (syllables). We compared temporally irregular syllable sequences with two temporally regular conditions where either the interval between syllable onsets (stimulus onset asynchrony, SOA) or the interval between the syllables’ vowel onsets was kept constant. Entrainment to the stimulus presentation frequency (1 Hz) and event-related potentials were assessed in 24 adults who were instructed to detect pre-defined deviant syllables while they either pedaled or sat still on a stationary exercise bike. We found larger 1 Hz entrainment and P300 amplitudes for the SOA presentation during motor activity. Furthermore, the magnitude of the P300 component correlated with the motor variability in the SOA condition and 1 Hz entrainment, while in turn 1 Hz entrainment correlated with auditory-motor synchronization performance. These findings demonstrate that acute auditory-motor coupling facilitates phonetic encoding.

Current models of spoken word recognition have been predominantly based on studies of Indo-European languages. As a result, less is known about the recognition processes involved in the perception of tonal languages (e.g., Mandarin Chinese), and the role of lexical tone in speech perception. One view is that words in tonal languages are processed phonologically through individual segments, while another view is that they are processed lexically as a whole. Moreover, a recent study claimed to be the first to discover an early phonological processing stage in Mandarin (Huang et al., 2014). There seems to be a lack of investigations concerning tonal languages, as no clear conclusions have been reached about the nature of tonal processes, or a model of spoken word recognition that best incorporates lexical tone. The current study addressed these issues by presenting 18 native Mandarin speakers with aural sentences with medial target words. These either matched or mismatched the preceding visually presented sentences with medial target words (e.g, 家 /jia1/home). Violation conditions involved target words that differed in the following ways: tone violation, where only the tone was different (e.g., 价 /jia4/“price”), onset violation, where only the onset was different (e.g., 虾 /xia1/“shrimp”), and syllable violation, where both the tone and the onset were different (e.g., 糖 /tang2/“candy”). We did not find evidence for an early phonological processing stage in Mandarin. Instead, our findings indicate that Mandarin syllables are processed incrementally through phonological segments and that tone is strongly associated with lexical access. These results are discussed with respect to modifications for existing models in spoken word recognition to incorporate the processes involved with tonal language recognition.

Children with poor reading skills have differences in brain function when compared to typically-developing readers, and there may also be changes in the brain following reading intervention. However, most functional imaging studies focus on phonological reading tasks with one level of task difficulty. The purpose of this study was to compare good and poor readers on functional magnetic resonance imaging (fMRI) tasks of orthography (spelling) and phonology (rhyming) before and after 3 months of school-based intervention. These tasks were also modulated by task difficulty based on printed word frequency. The results showed that primarily left hemisphere regions were activated for the spelling and rhyming tasks, and poor readers showed a pattern of increased activation in bilateral inferior frontal, bilateral insula, right parietal, and left cerebellum following intervention. Activity in left pars triangularis and right parietal regions were associated with gains in decoding skills. Intervention effects appeared across blocks of easy and difficult words, except for the right parietal cortex. In this region, poor readers had greater activity on the easy word blocks after intervention, which indicates that there was increased recruitment of the right parietal cortex for relatively easy words. These results indicate that effects of intervention may be more evident on phonological tasks in comparison to orthographic tasks, and some of these effects may be modulated by relative task difficulty.

When two voices compete, listeners can segregate and identify concurrent speech sounds using pitch (fundamental frequency, F0) and timbre (harmonic) cues. Speech perception is also hindered by the signal-to-noise ratio (SNR). How clear and degraded concurrent speech sounds are represented at early, pre-attentive stages of the auditory system is not well understood. To this end, we measured scalp-recorded frequency-following responses (FFR) from the EEG while human listeners heard two concurrently presented, steady-state (time-invariant) vowels whose F0 differed by zero or four semitones (ST) presented diotically in either clean (no noise) or noise-degraded ( + 5dB SNR) conditions. Listeners also performed a speeded double vowel identification task in which they were required to identify both vowels correctly. Behavioral results showed that speech identification accuracy increased with F0 differences between vowels, and this perceptual F0 benefit was larger for clean compared to noise degraded ( + 5dB SNR) stimuli. Neurophysiological data demonstrated more robust FFR F0 amplitudes for single compared to double vowels and considerably weaker responses in noise. F0 amplitudes showed speech-on-speech masking effects, along with a non-linear constructive interference at 0ST, and suppression effects at 4ST. Correlations showed that FFR F0 amplitudes failed to predict listeners’ identification accuracy. In contrast, FFR F1 amplitudes were associated with faster reaction times, although this correlation was limited to noise conditions. The limited number of brain-behavior associations suggests subcortical activity mainly reflects exogenous processing rather than perceptual correlates of concurrent speech perception. Collectively, our results demonstrate that FFRs reflect pre-attentive coding of concurrent auditory stimuli that only weakly predict the success of identifying concurrent speech.

Rhotic vowels are known to be difficult sounds for children to learn, but their acquisition has not been investigated in detail. This study examined rhotic vowel development, including accuracy and error patterns, in young children across age, diagnostic groups, and phonetic contexts. Participants included 34 children from 2 to 6 years of age with and without speech sound disorders (SSD). Data included 36 elicited single words containing stressed and unstressed rhotic monophthongs ([ɜ˞] and [ə˞]) and four rhotic diphthongs (/ɪ͡ə˞/, /ε͡ə˞/, /ɔ͡ə˞/, and /ɑ͡ə˞/). Additional words containing non-rhotic vowels and the consonant /ɹ/ were also included for comparison. A significant difference in rhotic vowel production accuracy was found between diagnostic groups (with vs. without SSD), but not across age groups or phonetic contexts. Yet, the accuracy scores for children without SSD were bimodally distributed, showing overlapping patterns with children with SSD. Error patterns were examined for all children with low rhotic vowel accuracy scores, regardless of age and diagnostic status. Results of this study highlight the variability in rhotic vowel development in young children and the importance of studying rhotic sounds using overall rhotic sound accuracy of each individual child regardless of their age or diagnostic status. Clinically, systematic within-speaker error patterns suggest the need for the detailed error pattern assessment of rhotic sounds.

Learning to read is extremely difficult for about 10% of the children because they are affected by a heritable neurobiological disorder called developmental dyslexia (DD). The causal role of cognitive deficits typically associated to DD can be investigated through intervention studies. It has been demonstrated that visual-attention and reading speed could be simultaneously improved by using action video game (AVG) training both in shallow and deep alphabetic orthographies. Here, in a clinical study we showed that after this general-domain behavioral intervention both the phonological decoding speed and phonological short-term memory were increased only in DD children in which their video game score was improved. These findings confirm that an AVG training enhances the efficiency of both visual and auditory processing. The plasticity of the multi-sensory attentional network could explain the reading and reading-related improvements induced by the AVG training in children with DD.

There is currently debate with regards to the role of phonological deficit in Chinese reading difficulty, even though some researchers have suggested that the deficit of phonological processing is also a signature of developmental dyslexia in Chinese, as has been found in alphabetic languages. In this study, we examined the brain mechanisms of phonological deficit in Chinese children with developmental dyslexia (DD) during an auditory rhyming judgment task. First, we examined structural differences in Chinese dyslexia by comparing gray and white matter volume in Chinese children with DD, age-matched controls (AC), and reading-matched controls (RC). Next, we examined whether the regions with an abnormal volume in DD showed deficient functional connectivity with the rest of the brain during a phonological task (i.e. auditory rhyming judgment). We found that both AC and RC had greater gray matter volume (GMV) at the left putamen and right dorsal lateral frontal cortex than DD, suggesting possible neural signatures of developmental dyslexia. Functional connectivity analysis revealed that the left putamen was more connected with the right inferior occipital gyrus (IOG) in AC and RC than in DD, suggesting that automatic orthographic involvement during spoken language processing is more salient in controls, while the left putamen was more connected with the left transverse temporal gyrus (TTG) and left insula in DD than in AC and RC, suggesting the phonological articulation -auditory feedback loop is more involved in DD. These findings suggest that the reduced left putamen might contribute to phonological deficits experienced in DD, since it showed deficient connectivity with the rest of the brain during phonological processing.

Decoding speech from intracranial recordings serves two main purposes: understanding the neural correlates of speech processing and decoding speech features for targeting speech neuroprosthetic devices. Intracranial recordings have high spatial and temporal resolution, and thus offer a unique opportunity to investigate and decode the electrophysiological dynamics underlying speech processing. In this review article, we describe current approaches to decoding different features of speech perception and production - such as spectrotemporal, phonetic, phonotactic, semantic, and articulatory components - using intracranial recordings. A specific section is devoted to the decoding of imagined speech, and potential applications to speech prosthetic devices. We outline the challenges in decoding human language, as well as the opportunities in scientific and neuroengineering applications.

Background: Lexical tone identification has a unique role in the perceptual processes of Chinese readers. Reduced lexical tone awareness, along with poor word-decoding abilities, is frequently observed in Chinese-speaking children with developmental dyslexia. However, whether this deficit is linked to reduced auditory processing and interrupted structural connectivity in the brain requires further investigation. This study therefore explores the white matter pathways associated with Chinese character recognition and auditory processing of pitch variations, with the objective of to identify the most representative neural correlates for Chinese developmental dyslexia. Methods: Diffusion magnetic resonance imaging and several behavior measures related to reading attainment and phonological awareness were acquired in twenty-four Chinese-speaking children with developmental dyslexia and twenty-two age-matched controls. We used diffusion magnetic resonance imaging connectometry to explore the relationships between behavior performance and specific white matter tracts. Results: The results revealed significant correlations of the left inferior fronto-occipital fasciculus, cerebellar pathways, and thalamopontine tracts with Chinese character recognition (FDR = 0.03235). In addition, the posterior isthmus and anterior splenium of the corpus callosum correlated with auditory processing (FDR = 0.03980). Conclusion: The study provides evidence that the dysconnectivity on white matter pathways correlated with developmental dyslexia in Chinese-speaking children. Furthermore, the impairments of auditory temporal timing processing presented in poor readers with significant phonological deficits are likely to be a result of impoverished myelinization in sub-cortical tracts. Such findings may assist in the clinical identification of Chinese developmental dyslexia. Keywords: auditory frequency-modulation processing, Chinese developmental dyslexia, connectometry, diffusion MRI, lexical tone awareness

Writing systems sometimes deviate from one-to-one associations between letters and phonemes, but the deviations are often predictable from sublexical context. For initial ‹c› and ‹g› in English, deviations from the typical /k/ and /g/ pronunciations are influenced by adjacent context (the following vowel, as in center vs. canter) and nonadjacent context (the presence of a Latinate vs. basic suffix, as in gigantic vs. giggling). We conducted two experiments with participants ranging in reading level from early elementary school to university to study the development of context use. Experiment 1 focused on adjacent context, and Experiment 2 also examined nonadjacent context. Use of context developed slowly, and readers at all levels were not as influenced by it as would be expected given the contextual effects in the English vocabulary. We discuss possible reasons for these phenomena and the need to teach children to use context more effectively.

Background Dominant explanations of reading fluency indicate automatic phonological decoding frees mental resources for processing meaning. However, decoding automaticity does not guarantee attention to meaning. Recent neurocognitive work suggests executive functioning (EF) may contribute to fluency beyond decoding automaticity. Aims Two studies examined contributions of an understudied EF, cognitive flexibility, to fluent reading and tested a teacher-administered EF intervention to improve fluency in teacher-identified low-achieving (LA) readers. Methods and procedures Study 1 assessed word reading fluency, automatic decoding, reading comprehension, verbal and nonverbal ability, and reading-specific and domain-general cognitive flexibility in 50 1st and 2nd grade typically-developing (TD) readers. Study 2 compared TD and LA readers’ cognitive flexibility and examined effectiveness of cognitive flexibility intervention for improving fluency in 33 LA 2nd and 3rd graders. Outcomes and results Reading-specific flexibility contributed to fluency beyond automatic decoding and all other control variables in TD readers who had significantly higher cognitive flexibility than LA readers. Teacher-administered EF intervention improved reading fluency for LA readers. Conclusions and implications These findings expand understanding of the neurocognitive basis of reading fluency and add to the growing body of evidence that EF underlies learning differences and serves as a useful target of intervention for LA students.

Purpose To investigate factors that influence word learning in children with developmental language disorder (DLD). Method The participants were 23 children with DLD and 26 typically developing (TD) children, aged five. Participants completed a fast mapping task (assessed using a production measure), as well as tests of nonword repetition and receptive vocabulary. We explored the effect of word length on nonword repetition and fast mapping abilities while controlling for receptive vocabulary skills. Results The results indicate that children with DLD demonstrate significant difficulties accurately repeating nonwords of all lengths relative to their TD peers. Children with DLD also exhibited significant difficulties with fast mapping, especially when learning longer novel words. Conclusions Our findings indicate that children with DLD demonstrate an impaired capacity to encode phonological information; however, this differentially impacts their nonword repetition and fast mapping abilities. TD children may more effectively take advantage of receptive vocabulary to support performance on these tasks. Learning outcomes Readers will understand how phonological short-term memory and receptive vocabulary contribute to fast mapping in children with DLD and in TD children.

This study aimed to verify a computational phonetic and acoustic analysis tool created in the MATLAB environment. A dataset was obtained containing 3 broad American dialects (Northern, Western and New England) from the TIMIT database using words that also appeared in the Swadesh list. Each dialect consisted of 20 speakers uttering 10 sentences. Verification using phonetic comparisons between dialects was made by calculating the Levenshtein distance in Gabmap and the proposed software tool. Agreement between the linguistic distances using each analysis method was found. Each tool showed increasing linguistic distance as a function of increasing geographic distance, in a similar shape to Seguy's curve. The proposed tool was then further developed to include acoustic characterisation capability of inter dialect dynamics. Significant variation between dialects was found for the pitch, trajectory length and spectral rate of change for 7 of the phonetic vowels investigated. Analysis of the vowel area using the 4 corner vowels indicated that for male speakers, geographically closer dialects have smaller variations in vowel space area than those further apart. The female utterances did not show a similar pattern of linguistic distance likely due to the lack of one corner vowel /u/, making the vowel space a triangle.

The purpose of this study was to test two competing hypotheses about the nature of the impairment in apraxia of speech (AOS). The Reduced Buffer Capacity Hypothesis argues that people with AOS can hold only one syllable at a time in the speech motor planning buffer. The Program Retrieval Deficit Hypothesis, states that people with AOS have difficulty accessing the intended motor program in the context where several motor programs are activated simultaneously. The participants included eight speakers with AOS, most of whom also had aphasia, nine speakers with aphasia without AOS, and 25 age-matched control speakers. The experimental paradigm prompted single word production following three types of primes. In most trials, prime and target were the same (e.g., bill-bill). On some trials, the initial consonant differed in one phonetic feature (e.g., bill-dill; Similar) or in all phonetic features (fill-bill; Different). The dependent measures were accuracy and reaction time. The results revealed a switch cost – longer reaction times in trials where the prime and target differed compared to trials where they were the same words – in all groups; however, the switch cost was significantly larger in the AOS group compared to the other two groups. These findings are in line with the prediction of the Program Retrieval Deficit Hypothesis and suggest that speakers with AOS have difficulty with selecting one program over another when several programs compete for selection.

The spectral (frequency) and amplitude cues in speech change rapidly over time. Study of the neural encoding of these dynamic features may help to improve diagnosis and treatment of speech-perception difficulties. This study uses tone glides as a simple approximation of dynamic speech sounds to better our understanding of the underlying neural representation of speech. The frequency following response (FFR) was recorded from 10 young normal-hearing adults using six signals varying in glide direction (rising and falling) and extent of frequency change ( 1 3 , 2 3 , and 1 octave). In addition, the FFR was simultaneously recorded using two different electrode montages (vertical and horizontal). These factors were analyzed across three time windows using a measure of response strength (signal-to-noise ratio) and a measure of temporal coherence (stimulus-to-response correlation coefficient). Results demonstrated effects of extent, montage, and a montage-by-window interaction. SNR and stimulus-to-response correlation measures differed in their sensitivity to these factors. These results suggest that the FFR reflects dynamic acoustic characteristics of simple tonal stimuli very well. Additional research is needed to determine how neural encoding may differ for more natural dynamic speech signals and populations with impaired auditory processing.

Recent research has shown a relationship between reading and attention, however the neuroanatomical overlap of these two processes has remained relatively unexplored. Therefore, we sought to investigate the overlapping neural mechanisms of spatial attention and reading using functional magnetic resonance imaging. Participants performed two attentional orienting tasks (reflexive and voluntary), and two overt word-reading tasks (lexical and sublexical). We hypothesized that there would be greater unique activation overlap of reflexive attention with lexical reading, and of voluntary attention with sublexical reading. Results indicated that lexical reading had greater overlapping activation in reflexive orienting areas compared to sublexical reading, suggesting that lexical reading may employ more automatic attentional mechanisms. In contrast, sublexical reading had greater overlapping activation with voluntary attention areas compared to lexical reading, suggesting that phonetic decoding may rely more heavily on voluntary attention. This research broadens our understanding of the neural overlap that underlies the relationship between reading and spatial attention.

Although the underlying neural mechanisms remain unknown for both persistent developmental stuttering (PSD) and acquired neurogenic stuttering (ANS), few studies have examined similarities/differences between these two disorders. We evaluated in both PDS (n = 35) and ANS (n = 5) phonetic, word class, word length, and word position variables that are widely believed to influence at which loci within utterances PDS speakers’ stuttering is most likely to occur. For both groups, (a) word weights based on the combination of variables were greater for stuttered vs. fluent words, and (b) stuttered words were loaded more by individual variables. However, contrary to long-standing views regarding PDS, greater loading for stuttered words was not found for the position variable. Findings suggest similar loci of stuttering in adults with PDS and ANS, and, for both groups, the probability of stuttering on a given word was more influenced by motor production variables than language variables.

Vowel harmony is a linguistic phenomenon whereby vowels within a word share one or several of their phonological features, constituting a nonadjacent, and thus challenging, dependency to learn. It can be found in a large number of agglutinating languages, such as Hungarian and Turkish, and it may apply both at the lexical level (i.e., within word stems) and at the morphological level (i.e., between stems and their affixes). Thus, it might affect both lexical and morphological development in infants whose native language has vowel harmony. The current study asked at what age infants learning an irregular harmonic language, Hungarian, become sensitive to vowel harmony within word stems. In a head-turn preference study, 13-month-old, but not 10-month-old, Hungarian-learning infants preferred listening to nonharmonic VCV (vowel–consonant–vowel) pseudowords over vowel-harmonic ones. A control experiment with 13-month-olds exposed to French, a nonharmonic language, showed no listening preference for either of the sequences, suggesting that this finding cannot be explained by a universal preference for nonharmonic sequences but rather reflects language-specific knowledge emerging between 10 and 13 months of age. We discuss the implications of this finding for morphological and lexical learning.

The primary aim was to investigate whether computer-assisted reading intervention somehow can affect event-related potentials (ERP) and mismatch negativity (MMN) in hearing impaired (HI) children with hearing aids (HAs) and normal hearing (NH) children.The study included 15 HI children with sensorineural hearing loss (SNHL) using bilateral HAs and 14 NH children as a reference group; all children between the ages of 5 and 8. A multi-feature MMN-paradigm, Optimum-1, with a standard stimulus alternating with 5 different deviants was used. ERPs were recorded pre and post intervention, i.e. one month of repeatedly computer-assisted training (GraphoGame). MMN was calculated from the average ERP of each deviant minus standard. Data were based on samples within a specific time interval, 80-224 ms, and repeated measures ANOVA was used to analyze possible interactions.There was a significant difference between groups before training, though, the mean obligatory responses or MMN was not statistically significantly different before versus after training, neither among the NH nor the HI children. Further, the HI children did generally achieve lower levels in GraphoGame compared to the NH children. Altogether, our findings indicate differences between the groups and that training may affect the neurophysiological processing in the brain, gaining the HI children. Both MMN and positive mismatch response (pMMR) were seen among both the HA and NH children, irrespective to deviant type. Individually, changes of the MMN and pMMR after training seem unpredictable.There are statistically significant differences in both the obligatory responses in ERP and the MMNs between the NH and HI groups before the computer-assisted training. Though, these differences disappear after the intervention. This suggests possible training effects regarding the central auditory processing among the HI children.

According to the hypothesis of auditory compensation, blind listeners are more sensitive to auditory input than sighted listeners. In the current study, we employed the passive oddball paradigm to investigate the effect of blindness on listeners' mismatch responses to Mandarin lexical tones, consonants, and vowels. Twelve blind and twelve sighted age- and verbal IQ-matched adults with normal hearing participated in this study. Our results indicated that blind listeners possibly had a more efficient pre-attentive processing (shorter MMN peak latency) of lexical tones in the tone-dominant hemisphere (i.e., the right hemisphere); and that they exhibited greater sensitivity (larger MMN amplitude) when processing phonemes (consonants and/or vowels) at the pre-attentive stage in both hemispheres compared with sighted individuals. However, we observed longer MMN and P3a peak latencies during phoneme processing in the blind versus control participants, indicating that blind listeners may be slower in terms of pre-attentive processing and involuntary attention switching when processing phonemes. This could be due to a lack of visual experience in the production and perception of phonemes. In a word, the current study revealed a two-sided influence of blindness on Mandarin speech perception.

Purpose Phonological processes are systematic changes in sound classes, sound sequences or syllable structure. The aim of this study was to develop an assessment tool for identification of developmental phonological processes in Arabic-speaking Egyptian children in order to provide normative data of phonological processes in typically developing children and distinguish between normal children and children with phonological impairment. Method The study design was a cross-sectional descriptive one. Mansoura Arabic Test for Phonological Processes (MATPP) was developed to elicit children’s single–word productions through picture naming task. After being pilot-tested, the MATPP was presented to a group of 120 typically developing children in the age range 2–5 years and another group of 30 children with developmental language disorder (DLD) in the age range 2½ - 5years for test validation. Results Assimilation processes were the commonest phonological processes followed by syllable structure processes and substitution processes. In contrast to English language, prevocalic devoicing, backing of fricatives and glottal replacement were considered normal for Egyptian children. The face validity was demonstrated by judging all words of the MATPP for being completely relevant to the purpose for which it was meant and Criterion -related validity was demonstrated by higher scores of the DLD children in all phonological processes. MATPP presented test-retest reliability when re-administered by the same examiner or a different examiner to the same child within a two week interval. Conclusion MATPP is a valid and reliable assessment tool for identification of phonological processes in Arabic-speaking Egyptian children and can differentiate typically developing children from those with a phonological impairment.

Which processes in the human brain lead to the categorical perception of speech sounds? Investigation of this question is hampered by the fact that categorical speech perception is normally confounded by acoustic differences in the stimulus. By using ambiguous sounds, however, it is possible to dissociate acoustic from perceptual stimulus representations. Twenty-seven normally hearing individuals took part in an fMRI study in which they were presented with an ambiguous syllable (intermediate between /da/ and /ga/) in one ear and with disambiguating acoustic feature (third formant, F3) in the other ear. Multi-voxel pattern searchlight analysis was used to identify brain areas that consistently differentiated between response patterns associated with different syllable reports. By comparing responses to different stimuli with identical syllable reports and identical stimuli with different syllable reports, we disambiguated whether these regions primarily differentiated the acoustics of the stimuli or the syllable report. We found that BOLD activity patterns in left perisylvian regions (STG, SMG), left inferior frontal regions (vMC, IFG, AI), left supplementary motor cortex (SMA/pre-SMA), and right motor and somatosensory regions (M1/S1) represent listeners’ syllable report irrespective of stimulus acoustics. Most of these regions are outside of what is traditionally regarded as auditory or phonological processing areas. Our results indicate that the process of speech sound categorization implicates decision-making mechanisms and auditory-motor transformations., NeuroImage, 258, ISSN:1053-8119, ISSN:1095-9572

Currently no data exist on the acquisition of speech sounds in Azeri Turkish-speaking children in Iran. This investigation was conducted to describe phonological development in Azeri Turkish-speaking children.A total of 120 typically developing Azeri Turkish-speaking children within the age range of 3;0 to 4;11 years were recruited. They were asked to name pictures in the Azeri Turkish Speech Test and their productions were analyzed to determine consonant acquisition, Percentage of Consonants Correct (PCC), Percentage of Vowels Correct (PVC), and Whole Word Proximity (WWP) according to sex and age. In addition, PCC values in terms of consonant position in the syllable (syllable-initial and syllable-final), and manner of articulation were calculated.For consonant acquisition, they mastered all consonants except [d, d͡z, t͡s, ʒ, v, ɟ] by 4;11 years of age. PCC values increased with increasing age (H(3)= 67.212, p0.001). In terms of manner of articulation, PCC showed that nasals were most accurately produced and trill sound least accurate. The effect of sex on PCC values was not significant U (NChildren acquiring speech sounds in the Azeri Turkish language show some similar tendencies to children acquiring other languages but are also different. Findings of the present research describe phonological development in Azeri Turkish-speaking children, which has not been documented before.

We investigated the mechanisms underlying the online-processing of phonological constraints using oddball fast-periodic visual stimulation coupled with EEG. We focused on the Sonority Sequencing Principle and examined whether steady-state visual evoked potentials (SSVEPs) are sensitive to the sonority constraint on syllable onsets. Native French speakers were presented with streams of CCVC non-words (C: consonant, V: vowel) at a fixed 6-Hz base rate. We manipulated the phonological well-formedness and lexical attestedness of CC onsets in two conditions. SSVPs were observed at the base rate associated to visual stimuli. As expected, they did not differ between conditions. Oddball SSVEPs were observed at 1.2 Hz (and its harmonics) and differed in the two conditions. These results showed that SSVEPs are sensitive to sublexical features. They also suggest that the processing of phonological constraints rely on mechanisms which could be dissociated from those underlying the processing of statistical properties of the lexicon.

We examine how learning a phonological rule in an artificial language interacts with morphological and lexical learning. We exposed adult participants to an artificial language in which noun plurals were marked by one of two prefix forms (ba- or ni-), one of which also triggered a velar palatalization rule (e.g., singular kimu, plural ni-chimu). In some conditions, the rule additionally created homophony. We also manipulated the relative frequency of the two prefix variants. The results showed that participants shifted away from using the rule-triggering prefix (ni-), but only when it was already the less frequent prefix. We attribute this effect to a paradigm uniformity bias leading participants to avoid phonological alternations (particularly in the stem). When the rule created homophony between lexical items, participants were less able to learn the rule, but it did not affect their choice of prefix. We attribute this effect to homophony avoidance interfering with participants' ability to extract the phonological generalization.

There is long-standing debate about the extent to which children cognitively represent words in terms of global properties or phonological segments, yet few studies have investigated how children's sensitivity to phonemic versus global similarity changes over time. The current study uses a mispronunciation-reconstruction task to measure both types of sensitivity within a cross-sectional (N = 90, aged 3;2 to 5;7) and longitudinal sample (N = 23, aged 3;2 to 5;1). The results show that children's sensitivity to phonemes increases over the first two years of school but does not reach adult levels. The findings indicate that global similarity relations remain important throughout development and support the idea of multi-level representation.