We have located links that may give you full text access.
Frequencies in Perception and Production Differentially Affect Child Speech.
Journal of Speech, Language, and Hearing Research : JSLHR 2018 December 11
Purpose: Frequent sounds and frequent words are both acquired at an earlier age and are produced by children more accurately. Recent research suggests that frequency is not always a facilitative concept, however. Interactions between input frequency in perception and practice frequency in production may limit or inhibit growth. In this study, we consider how a range of input frequencies affect production accuracy and referent identification.
Method: Thirty-three typically developing 3- and 4-year-olds participated in a novel word-learning task. In the initial test block, participants heard nonwords 1, 3, 6, or 10 times-produced either by a single talker or by multiple talkers-and then produced them immediately. In a posttest, participants heard all nonwords just once and then produced them. Referent identification was probed in between the test and posttest.
Results: Production accuracy was most clearly facilitated by an input frequency of 3 during the test block. Input frequency interacted with production practice, and the facilitative effect of input frequency did not carry over to the posttest. Talker variability did not affect accuracy, regardless of input frequency. The referent identification results did not favor talker variability or a particular input frequency value, but participants were able to learn the words at better than chance levels.
Conclusions: The results confirm that the input can be facilitative, but input frequency and production practice interact in ways that limit input-based learning, and more input is not always better. Future research on this interaction may allow clinicians to optimize various types of frequency commonly used during therapy.
Method: Thirty-three typically developing 3- and 4-year-olds participated in a novel word-learning task. In the initial test block, participants heard nonwords 1, 3, 6, or 10 times-produced either by a single talker or by multiple talkers-and then produced them immediately. In a posttest, participants heard all nonwords just once and then produced them. Referent identification was probed in between the test and posttest.
Results: Production accuracy was most clearly facilitated by an input frequency of 3 during the test block. Input frequency interacted with production practice, and the facilitative effect of input frequency did not carry over to the posttest. Talker variability did not affect accuracy, regardless of input frequency. The referent identification results did not favor talker variability or a particular input frequency value, but participants were able to learn the words at better than chance levels.
Conclusions: The results confirm that the input can be facilitative, but input frequency and production practice interact in ways that limit input-based learning, and more input is not always better. Future research on this interaction may allow clinicians to optimize various types of frequency commonly used during therapy.
Full text links
Trending Papers
A Personalized Approach to the Management of Congestion in Acute Heart Failure.Heart International 2023
Potential Mechanisms of the Protective Effects of the Cardiometabolic Drugs Type-2 Sodium-Glucose Transporter Inhibitors and Glucagon-like Peptide-1 Receptor Agonists in Heart Failure.International Journal of Molecular Sciences 2024 Februrary 21
Get seemless 1-tap access through your institution/university
For the best experience, use the Read mobile app
All material on this website is protected by copyright, Copyright © 1994-2024 by WebMD LLC.
This website also contains material copyrighted by 3rd parties.
By using this service, you agree to our terms of use and privacy policy.
Your Privacy Choices
You can now claim free CME credits for this literature searchClaim now
Get seemless 1-tap access through your institution/university
For the best experience, use the Read mobile app