Rise Time and Formant Transition Duration in the Discrimination of Speech Sounds: The Ba-Wa Distinction in Developmental Dyslexia

Autor/inn/en	Goswami, Usha; Fosker, Tim; Huss, Martina; Mead, Natasha; Szucs, Denes
Titel	Rise Time and Formant Transition Duration in the Discrimination of Speech Sounds: The Ba-Wa Distinction in Developmental Dyslexia
Quelle	In: Developmental Science, 14 (2011) 1, S.34-43 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/j.1467-7687.2010.00955.x
Schlagwörter	Dyslexia; Auditory Discrimination; Problems; Time; Phonology; Cues; Phonetics; Acoustics; Artificial Speech; Auditory Stimuli + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Problemsituation; Zeit; Fonologie; Stichwort; Phonetik; Fonetik; Akustik; Auditive Stimulation
Abstract	Across languages, children with developmental dyslexia have a specific difficulty with the neural representation of the sound structure (phonological structure) of speech. One likely cause of their difficulties with phonology is a perceptual difficulty in auditory temporal processing (Tallal, 1980). Tallal (1980) proposed that basic auditory processing of brief, rapidly successive acoustic changes is compromised in dyslexia, thereby affecting phonetic discrimination (e.g. discriminating /b/ from /d/) via impaired discrimination of formant transitions (rapid acoustic changes in frequency and intensity). However, an alternative auditory temporal hypothesis is that the basic auditory processing of the slower amplitude modulation cues in speech is compromised (Goswami "et al.", 2002). Here, we contrast children's perception of a synthetic speech contrast (ba/wa) when it is based on the speed of the rate of change of frequency information (formant transition duration) versus the speed of the rate of change of amplitude modulation (rise time). We show that children with dyslexia have excellent phonetic discrimination based on formant transition duration, but poor phonetic discrimination based on envelope cues. The results explain why phonetic discrimination may be allophonic in developmental dyslexia (Serniclaes "et al.", 2004), and suggest new avenues for the remediation of developmental dyslexia. (Contains 1 footnote, 4 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10