Hostname: page-component-586b7cd67f-vdxz6 Total loading time: 0 Render date: 2024-11-23T22:50:30.508Z Has data issue: false hasContentIssue false
  • English
  • Français

Cross-sectional study of phoneme and rhyme monitoring abilities in children between 7 and 13 years

Published online by Cambridge University Press:  08 June 2011

JAYANTHI SASISEKARAN  and
CHRISTINE WEBER-FOX
JAYANTHI SASISEKARAN*
Affiliation:
University of Minnesota
CHRISTINE WEBER-FOX
Affiliation:
Purdue University
*
ADDRESS FOR CORRESPONDENCE Jayanthi Sasisekaran, Speech–Language–Hearing Services, University of Minnesota, 164 Pillsbury Drive SE, Minneapolis, MN 55455. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

We investigated phonemic competence in production in three age groups of children (7 and 8, 10 and 11, 12 and 13 years) using rhyme and phoneme monitoring. Participants were required to name target pictures silently while monitoring covert speech for the presence or absence of a rhyme or phoneme match. Performance in the verbal tasks was compared to a nonverbal control task in which participants monitored tone sequence pairs for a pattern match. Repeated-measures analysis of variance revealed significant differences between the three age groups in phoneme monitoring, whereas similar differences were limited to the younger age groups in rhyme monitoring. This finding supported early and ongoing acquisition of rhyme- and later acquisition of segment-level units. In addition, the 7- and 8-year-olds were significantly slower in monitoring phonemes within consonant clusters compared to the 10- and 11-year-olds and in monitoring both singleton phonemes and phonemes within clusters compared to the 12- and 13-year-olds. Regression analysis revealed that age accounted for approximately 30% variance in the nonverbal and 60% variance in the verbal monitoring tasks. We attribute the observed differences to the emergence of cognitive processes such as segmentation skills that are critical to performing the verbal monitoring tasks.

Type
Articles
Information
Applied Psycholinguistics , Volume 33 , Issue 2 , April 2012 , pp. 253 - 279
Copyright
Copyright © Cambridge University Press 2011

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Blackmer, E. R., & Mitton, J. L. (1991). Theories of monitoring and the timing of repairs in spontaneous speech. Cognition, 3, 173–194.CrossRefGoogle Scholar
Bock, K., & Levelt, W. J. M. (1994). Language production. Grammatical encoding. In Gernsbacher, M. A. (Ed.), Handbook of psycholinguistics (pp. 945–984). San Diego, CA: Academic Press.Google Scholar
Bonte, M., & Blomert, L. (2004). Developmental changes in ERP correlates of spoken word recognition during early school years: A phonological priming study. Clinical Neurophysiology, 115, 409–423.CrossRefGoogle Scholar
Brooks, P. J., & MacWhinney, B. (2000). Phonological priming in children's picture naming. Journal of Child Language, 27, 335–366.Google Scholar
Bruck, M., & Treiman, R. (1990). Phonological awareness and spelling in normal children and dyslexics: The case of initial consonant clusters. Journal of Experimental Child Psychology, 50, 156–178.CrossRefGoogle ScholarPubMed
Coch, D., Grossi, G., Coffey-Corina, S., Holcomb, P. J., & Neville, H. J. (2002). A developmental investigation of ERP auditory rhyming effects. Developmental Science, 5, 467–489.CrossRefGoogle Scholar
Colburn, N., & Mysak, E. D. (1982). Developmental disfluency and emerging grammar. II. Co-occurrence of disfluency with specified semantic–syntactic structures. Journal of Speech and Hearing Research, 25, 421–427.CrossRefGoogle ScholarPubMed
Dunn, L. M., & Dunn, D. M. (2007). The Peabody Picture Vocabulary Test (4th ed.). Bloomington, MN: NCS Pearson, Inc.Google Scholar
Edwards, J., Beckmen, M. E., & Munson, B. (2004). The interaction between vocabulary size and phonotactic probability effects on children's production accuracy and fluency. Journal of Speech, Language, and Hearing Research, 47, 421–436.CrossRefGoogle ScholarPubMed
Goswami, U. (2002). In the beginning was the rhyme? A reflection on Hulme, Hatcher, Nation, Brown, Adams, and Stuart. Journal of Experimental Child Psychology, 82, 47–57.CrossRefGoogle Scholar
Hazan, V., & Barrett, S. (2000). The development of phoneme categorization in children aged 6 to 12. Journal of Phonetics, 28, 377–396.CrossRefGoogle Scholar
Jaeger, J. J. (1992). Phonetic features in young children's slips of the tongue. Language and Speech, 35, 189–205.CrossRefGoogle ScholarPubMed
Jusczyk, P. W. (1993). From general to language-specific capacities—The Wrapsa model of how speech-perception develops. Journal of Phonetics, 21, 3–28.Google Scholar
Kail, R. V., & Miller, C. A. (2006). Developmental change in processing speed: Domain specificity and stability during childhood and adolescence. Journal of Cognition and Development, 7, 119–137.CrossRefGoogle Scholar
Kohnert, K., & Windsor, J. (2004). The search for common ground: Part II. Nonlinguistic performance by linguistically diverse learners. Journal of Speech, Language, and Hearing Research, 47, 891–903.CrossRefGoogle ScholarPubMed
Lawrence, B., Myerson, J., & Hale, S. (1998). Differential decline of verbal and visuospatial processing speed across the adult life span. Aging, Neuropsychology, and Cognition, 5, 129–146.CrossRefGoogle Scholar
Lee, S., Potamianos, A., & Narayanan, S. (1999). Acoustics of children's speech: Developmental changes of temporal and spectral parameters. Journal of the Acoustical Society of America, 105, 1455–1468.Google Scholar
Levelt, W. J. M. (1989). Speaking: From intention to articulation. Cambridge, MA: MIT Press.Google Scholar
Levelt, W. J. M., Praamstra, P., Meyer, A. S., Helenius, P., & Salmelin, R. (1998). An MEG study of picture naming. Journal of Cognitive Neuroscience, 10, 553–567.CrossRefGoogle ScholarPubMed
Levelt, W. J. M., Roeloffs, A., & Meyer, A. S. (1999). A theory of lexical access in speech production. Behavioral and Brain Sciences, 22, 1–75.CrossRefGoogle ScholarPubMed
Levy, Y. (1999). Early metalinguistic competence: Speech monitoring and repair behavior. Developmental Psychology, 35, 822–834.CrossRefGoogle ScholarPubMed
Liberman, I. Y., Shankweiler, D. F., Fischer, W., & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201–212.Google Scholar
Lindamood, C. H., & Lindamood, P. C. (1979). The Lindamood Auditory Conceptualization Test (LAC) (Rev. ed.). Allen, TX: DLM Teaching Resources.Google Scholar
Lu, C., Ning, N., Peng, D., Ding, G., Li, K., Yang, Y., et al. (2009). The role of large-scale neural interactions for developmental stuttering. Neuroscience, 161, 1008–1026.CrossRefGoogle ScholarPubMed
Masterson, J., Laxon, V., Carnegie, E., Wright, S., & Horslen, J. (2005). Nonword recall and phonemic discrimination in four- to six-year-old children. Journal of Research in Reading, 28, 183–201.Google Scholar
Metsala, J. L. (1997). An examination of word frequency and neighborhood density in the development of spoken-word recognition. Memory & Cognition, 25, 47–56.CrossRefGoogle ScholarPubMed
Metsala, J. L. (1999). Young children's phonological awareness and nonword repetition as a function of vocabulary development. Journal of Educational Psychology, 91, 3–19.CrossRefGoogle Scholar
Metsala, J. L., & Walley, A. C. (1998). Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability. In Metsala, J. L. & Ehri, L. C. (Eds.), Word recognition in beginning literacy (pp. 89–120). Mahwah, NJ: Erlbaum.Google Scholar
Miller, C. A., Leonard, L. B., Kail, R. V., Zhang, X., Tomblin, J. B., & Francis, D. J. (2006). Response time in 14-year-olds with language impairment. Journal of Speech, Language, and Hearing Research, 49, 712–728.CrossRefGoogle ScholarPubMed
Morgan, J. L., & Wheeldon, L. R. (2003). Syllable monitoring in internally and externally generated English words. Journal of Psycholinguistic Research, 32, 269–296.Google Scholar
Postma, A., & Kolk, H. (1993). The Covert Repair Hypothesis: Prearticulatory repair processes in normal and stuttered disfluencies. Journal of Speech and Hearing Research, 36, 472–487.CrossRefGoogle ScholarPubMed
Postma, A., Kolk, H., & Povel, D. J. (1990). On the relation among speech errors, disfluencies, and self-repairs. Language and Speech, 33, 19–29.CrossRefGoogle ScholarPubMed
Rispoli, M. (2003). Changes in the nature of sentence production during the period of grammatical development. Journal of Speech, Language, and Hearing Research, 46, 818–830.Google Scholar
Rispoli, M., Hadley, P., & Holt, J. (2008). Stalls and revisions: A developmental perspective on sentence production. Journal of Speech, Language, and Hearing Research, 51, 953–966.Google Scholar
Sasisekaran, J., & De Nil, L. F. (2006). Phoneme monitoring in silent naming and perception in adults who stutter. Journal of Fluency Disorders, 31, 284–302.Google Scholar
Shaywitz, B. A., Shaywitz, S. E., Pugh, K. R., Constable, R. T., Skudlarski, P., Fulbright, R. K. et al. , (1995). Sex-differences in the functional-organization of the brain for language. Nature, 373, 607–609.Google Scholar
Snodgrass, J. G., & Vandervart, M. (1980). A standardized set of 260 pictures: names for name agreement, familiarity and visual complexity. Journal of Experimental Psychology, 6, 174–215.Google Scholar
Stemberger, J. (1989). Speech errors in early child language production. Journal of Memory and Language, 28, 164–188.Google Scholar
Treiman, R., & Weatherston, S. (1992). Effects of linguistic structure on children's ability to isolate initial consonants. Journal of Educational Psychology, 84, 174–181.CrossRefGoogle Scholar
Treiman, R., & Zukowski, A. (1996). Children's sensitivity to syllables, onsets, rimes, and phonemes. Journal of Experimental Child Psychology, 62, 193–215.Google Scholar
Vasić, N., & Wijnen, F. (2005). Stuttering as a monitoring deficit. In Hartsuiker, R. J., Bastiaanse, Y., Postma, A., & Wijnen, F. (Eds.), Phonological encoding and monitoring in normal and pathological speech (pp. 226–247). New York: Psychology Press.Google Scholar
Weber-Fox, C., Spencer, R. M. C., Cuadrado, E., & Smith, A. (2003). Development of neural processes mediating rhyme judgments: Phonological and orthographic interactions. Developmental Psychobiology, 43, 128–145.Google Scholar
Wechsler, D. (1997). WAIS-III administration and scoring manual. San Antonio, TX: Psychological Corporation.Google Scholar
Wheeldon, L., & Levelt, W. J. M. (1995). Monitoring the time course of phonological encoding. Journal of Memory and Language, 34, 311–334.CrossRefGoogle Scholar
Wheeldon, L. R., & Morgan, J. L. (2002). Phoneme monitoring in internal and external speech. Language and Cognitive Processes, 17, 503–535.Google Scholar