Categorical Perception of Speech Sounds in Illiterate Adults

Autor/inn/en	Serniclaes, Willy; Ventura, Paulo; Morais, Jose; Kolinsky, Regine
Titel	Categorical Perception of Speech Sounds in Illiterate Adults
Quelle	In: Cognition, 98 (2005) 2, (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0277
DOI	10.1016/j.cognition.2005.03.002
Schlagwörter	Written Language; Reading Skills; Illiteracy; Dyslexia; Auditory Perception; Adults; Phonology; Foreign Countries; Verbal Stimuli; Portugal (Lisbon) + Suchen Sie Ihr Suchwort? Geschriebene Sprache; Reading skill; Lesefertigkeit; Analphabetismus; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Fonologie; Ausland
Abstract	Children affected by dyslexia exhibit a deficit in the categorical perception of speech sounds, characterized by both poorer discrimination of between-category differences and by better discrimination of within-category differences, compared to normal readers. These categorical perception anomalies might be at the origin of dyslexia, by hampering the set up of grapheme-phoneme correspondences, but they might also be the consequence of poor reading skills, as literacy probably contributes to stabilizing phonological categories. The aim of the present study was to investigate this issue by comparing categorical perception performances of illiterate and literate people. Identification and discrimination responses were collected for a /ba-da/ synthetic place-of-articulation continuum and between-group differences in both categorical perception and in the precision of the categorical boundary were examined. The results showed that illiterate vs. literate people did not differ in categorical perception, thereby suggesting that the categorical perception anomalies displayed by dyslexics are indeed a cause rather than a consequence of their reading problems. However, illiterate people displayed a less precise categorical boundary and a stronger lexical bias, both also associated with dyslexia, which might, therefore, be a specific consequence of written language deprivation or impairment. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10