Auditory Processing in Specific Language Impairment (SLI): Relations with the Perception of Lexical and Phrasal Stress

Autor/inn/en	Richards, Susan; Goswami, Usha
Titel	Auditory Processing in Specific Language Impairment (SLI): Relations with the Perception of Lexical and Phrasal Stress
Quelle	In: Journal of Speech, Language, and Hearing Research, 58 (2015) 4, S.1292-1305 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2015_JSLHR-L-13-0306
Schlagwörter	Auditory Perception; Language Processing; Language Impairments; Correlation; Individual Differences; Acoustics; Speech; Phonology; Children; Task Analysis; Scores; Control Groups; Memory + Suchen Sie Ihr Suchwort? Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Sprachverarbeitung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Korrelation; Individueller Unterschied; Speaking; Sprechen; Fonologie; Child; Kind; Kinder; Aufgabenanalyse; Gedächtnis
Abstract	Purpose: We investigated whether impaired acoustic processing is a factor in developmental language disorders. The amplitude envelope of the speech signal is known to be important in language processing. We examined whether impaired perception of amplitude envelope rise time is related to impaired perception of lexical and phrasal stress in children with specific language impairment (SLI). Method: Twenty-two children aged between 8 and 12 years participated in this study. Twelve had SLI; 10 were typically developing controls. All children completed psychoacoustic tasks measuring rise time, intensity, frequency, and duration discrimination. They also completed 2 linguistic stress tasks measuring lexical and phrasal stress perception. Results: The SLI group scored significantly below the typically developing controls on both stress perception tasks. Performance on stress tasks correlated with individual differences in auditory sensitivity. Rise time and frequency thresholds accounted for the most unique variance. Digit Span also contributed to task success for the SLI group. Conclusions: The SLI group had difficulties with both acoustic and stress perception tasks. Our data suggest that poor sensitivity to amplitude rise time and sound frequency significantly contributes to the stress perception skills of children with SLI. Other cognitive factors such as phonological memory are also implicated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01