Development of auditory-visual speech perception in young children
Başlık çevirisi mevcut değil.
- Tez No: 400818
- Danışmanlar: PROF. DENIS BURNHAM
- Tez Türü: Doktora
- Konular: Psikoloji, Psychology
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2007
- Dil: İngilizce
- Üniversite: University of Western Sydney
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 242
Özet
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Özet (Çeviri)
Unlike auditory-only speech perception, little is known about the development of auditory-visual speech perception. Recent studies show that pre-linguistic infants perceive auditory-visual speech phonetically in the absence of any phonological experience. In addition, while an increase in visual speech influence over age is observed in English speakers, particularly between six and eight years, this is not the case in Japanese speakers. This thesis aims to investigate the factors that lead to an increase in visual speech influence in English speaking children aged between 3 and 8 years. The general hypothesis of this thesis is that age-related, language-specific factors will be related to auditory-visual speech perception. Three experiments were conducted here. In Experiment 1 children of four ages, 5, 6, 7, and 8 years, and adults were given tests of auditory-visual speech perception, language specific speech perception (the relative degree of the native speech perception compared with non-native speech perception), articulation, and reading. In Experiment 2, 3- and 4-year-old preschool children were tested for their auditory-visual, language specific speech perception, vocabulary knowledge and executive functions. In Experiment 3, children with and without phonological speech disorder were tested on auditory-visual speech perception, and executive function abilities. Results show that in linguistically challenging periods, such as school onset and reading acquisition, there is a strong link between auditoryvisual and language specific speech perception, and that this link appears to help cope with new linguistic challenges. However this link does not seem to be present in adults or preschool children, for whom auditoryv visual speech perception is predictable from auditory speech perception ability alone. Children with and without speech disorder did not differ from each other on general auditory-visual speech perception ability, but speech-disordered children?s lipreading performance was poorer than that for normal speech children. In addition, unlike children with normal speech, auditory-visual speech perception did not improve over age in speech disordered children suggesting some relationship between speech disorder and relatively poor auditory-visual speech perception. In general the results of this thesis, combined with earlier findings, suggest that auditory-visual speech perception becomes more aligned with other linguistic skills, specifically language specific speech perception with age. Implications of these results in relation to existing models of auditory-visual speech perception and directions for future studies are discussed.
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