Thesis Director August, 1990 Expected Date Of Graduation, August 18, 1990

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-.Perceptual Analysis Using a Triadic Similarity Listening TaskAn Honors Thesis (ID 499)byTina M. HenryThesis DirectorBall State UniversityMuncie, IndianaAugust, 1990Expected date of graduation, August 18, 1990

, j,.perceptual analysis.- 1Perceptual analysis uSlng a triadic similarity listening taskINTRODUCTIONIthascommonplacebe( omediscrimination testssubsti echto children exhibiting developmentalorderinidentifytohowever,the past several years,soundperceptu.alpossibleunderlying production difficultiescorrelationsoundt,o(Locke,has1980) .questionedbetween perceptual abilities ag measuredbyspeechdiscrimination tests and production abilities (Broen,al. 1983).Textbooks written for use in undergraduate courses inarticulationauditoryet.andphonological disorders discuss athatplaceinprocedures even though empirical data supportingrelationshipbetween articulation and soundthediscriminationareconflicting (Newman, Creaghead, & Secord, 1985; Weiss, Gordon.Lillywhite, 1987).haveNewman, Et. al. discuss the fact that studiessuggested that auditory cliscrimination abilitiesfollowdevelopmental progression that current tests do not accountBoth Newman, Et. al. and Weiss,theprovideauditorymorenocommonly usedsolutiontests.to theafor.Et. al. have suggested that testsmeasuring internal discrimination would be more useful l')rassest:;ingdiscrimination and still recommend some8SSeSGmentof8ofauditory discrimination and its use in therapy.-Thefollowingstudyattemptstodevelopmethod

perceptual analysis2assessing speech sound discrimination abilities in childrenwillBeforeprovide useful information for therapy.canhe presented,ofspeechperceptioncurrenttheit is necessary to discuss the majorperceptionandtherelationshipmeans of assessing speech soundspeechbetweenofdiscriminationrationale is presented for the use of a methodmappingthefurtherFinally,illustrates the need for a more representative method.astudytheoriesIn addition. an examinationand production.thatofperceptualthat, will present a true picture of a child· sinternalperceptual system.Theorie§. Q t t;;;.Qh p nfant studies have indicated that, inf: mts .''is young at:differed.one month of age are able to disciminate sounds which differ by asingleet.contrast such as voicing: ba/pa or place:1971) .al.,ind anal.interpretprocessspeechpatterns.According toinperceptioninfancy.isitnotlinguistically However, others have(Eilna,,; ,factrelevant manlH'!l:' and posseSt:: "feat-ureability to perceive phontetjc stimuli isInstead,thisthe mc·t't extreme interpretation of Eimasattained-etby linguistic input, which extractauditory(1974) .Eimas,balgafeaturesandCainsis .Jorl,thatJneRrlycompletelyarguedthatasEimasinvc!l ves a simple d i:::;cr iminat1c)n of soundsthisclaimed.out\-)f

perceptual analyslslinguistic context.Someauthors have argued that perception is facilitatedproduction.The motor theory of speech perception (Liberman. at.1967)al. ,theoryisThe majortenetofmotorspeech perception is based onrulesofmotorexemplifiesthatthis view.production.This the(H'Y isMenyukAnderRonanddirect contrRst Hith the viewsjn(1969)whobelieveproductions on perceptual categories.thatchildrenA less extreme versiontheory suggests that speech production can facilitatecttas as proof the fact that chidren who haveofproducti n-childrenothersounds can discriminate themwhohand,mutuallyhave not mastered them.suggestsBloomthRt perception 17f;).dependent, but different, processes whichofTh t r:;masteredmoreofbasemotor theory has been proposed by Schvacken (Ingram, 1976).andbyinteractaslanguage develops.Bas'2!dstatesThethatFeat,llre Phonemephonemesdistinctivefeaturesacquisi 978)inInt,erac hat,phonological"Whi Iein comparison to the perceived culturalCll 1 t,ura 1representation ofnormS()lmc1Sthat Blachewhichcal.ledac hhe/she is constantly monitoring his/her own"pe t'ce i vedinternal-onl'c·uacoustlcnc,rmrefersi ld(p.107) .tothat, may be different, inIt is this internal representation of sounds thatisaneachneeds

perceptual analysis4toberepresentedinorder to gain aclearpictureoftheperceptual system of a young child.Beforeany study of speech perception can be performed,is first necessary toestabli ha link between speechtoo. has been an area of muchproductioncontrover::;'.1In a study by Eilers and Oller (1975),for researcherr;.itresponseson a combination production/perception experiment performed usingbet veensubjectsfourcategori.es in which " "indicatedtheTheabsence of.-perception/ production.responsesfe 11 .HererecordedUf3illgindicated the presence of andcategoriesMuchwere: p rC(3ption./-perception/-production. perception/-production. production.andthe agefj of 1: 10 and :2:totheirsurprise.tht:: '-percept 1.( 11 product ion catep:ory.int opossible explanation for this data is that there may beOneo casionsEilersoccur3.f-i. ;·.,t .,1C)[j'i lsc:rJ.!'nJ.tl."li.makingtat'.;);;:f P8ec:h()fload.:.:imposedbythe ':.:h 1.1d-auditorallv aschildhood-J·ef lJ.IL videncedF"rrOl:f.jr'C:::;:;!)J.t,th,'"1Sby hisfromp.:;ccfcptualdLffjcu]t.j.e::: ,

et. 31 (1981) used the same fourWinint;:,pPl'cep"t,inn./rt'odw.:ction {. ert: l.L:;ed dicatedcategoriesresultsFurther,exif: tencelinket. aI.:: .tudy,:;fthatin oandeither perception/ productionproduction.precedesperceptiontheir study providedofthetheorlittle-perc:eptie,n/ pl'oductic": al.,1963;Fromin agreement with other invpstigatorsIngram 1974;Eilersperception does indeeda re8ul t,forsuggestingthat responses in this category may occur simply by chance.this study, Winitz, et al.,for(1931)percept,IonbetweenThey suggested that responses which fellproducti'::'!!, .theHinitz.:.'icategoriesproduction task;"'; f tratefullyunderlying linguistic knowledge.Inagroupstasks1983 study by Broen. et al.,of 3 year old children on both perception andfor /1/,selected/r/, and /w/ were compared.of81{ illswhi Ie the second gn:mp ulatorytwoproductionThe first groupon the basis that the children had normallyart icu lationbasisperformancesemthedevelopment.Results of the production tasl-:indicated that. the majority of rticulatednormally developing vesoundf-;t.heyinvo ving

percepLual analYS1Smisproduced.This was not trup of the children in the articulationThere was a much greater range of performancedelayed group.thisongroup with the range including two children with nothelevelwasperception task and one child whoon all contrasts.Broen et a 1.SIJ ':gest,errorsatperformance of thisOverall,considerably poorer thanperformedthe normally developingchancegroupgroup.that, thefje findings won Id ind icate thattherelationshir between development of perception and productionnotnecessarily a symmetrical one.somemay be direct 1 y 1. inked to corref';pond ing perceptualothersmaynotbe malco']'. '-'articulatjonerrorspercepti:::m-Althoughinone::: ,correctofarticulatorydevelopment, bnt mi::;articulati(i{u : c smnnt .''l.l-.7ays be blamed on poorperceptualabilities.Assessme:o.:tL Q.f :peechI f::rceptionIn order to assess speech perception, we typically usesortof speech sounddiscrimin tiontest (Locke,1980) .someThe:?;etests, according to Locke, may be placed in two major categories:Type 1 and Type II tests.The Type I test allows for a comparison of the adult child'sbetestinternalrepresentation,a necessary quality of a(Locke,1!:J8Cl).goodTypjcally,of pictures or objects, whose names areandt.hlSspeec})TypeIIf;soundtestfjrepresentedlD

perceptual analysis7the child ";:: receptive vocabulary.liveTheinternallymust compare aanrepresented category of sounds anri decide whetherornot a match has been made.Type I category.A prohlem that hacthewiththe picture identificationAnhe.olrd estbeenfitRidentifiedis that i t is notpossiblesOlJ.nd,c: have been disc;riminated Gince the .-:;hild 7hjchdiscontinue::;()undThe picture irlentification testintot,o knowby t.spe orpresr nt.t:,d.withvoicechilda.nd a. ,.,Jordth,e ;:;earch once an acceptable trJ.3.tchbeentVH::additional problem is that some contrasts are veryITl: tymade.difficultto represent pictorally.TypeGenerally,II tests require a child to compare twoachild is asked to make asame-differentbased ()n tl\lC or more ,::;yllablef: heard in closearethreetaskhowever.judgmentFirst:,on.3in which two syllables are presentedataa child could conceivably answer "samt:;" to alltester,forms.3ucc'.':! ·:si(:Il.major problems with the Type II tests.same/differenttime,adultitems.would not know whether this was a result ofthechild's inability to correclty discriminate aJI of the contrasts oraresultundp-rstandcriticizedofthe child's inability to attendtheinstructions.for thefa( tFinal1y.TypetotaskthAIIthat t.hey do not: allow for aortest,sarecomparisor:of a child"s internal representation witt) the aduit form and thattheydo not allow for a dptermination of directionalityperceptualerror.These are two of theeightofquaJitiesthethatLocke outlines for a good test of speech sound discrilnjnat.ion.

8speechGo IdTria n - F r t: ; t,oe - Wood coc ktb hThe experimentmeasuringyielded\.Jhat they claim 10 be rnea: :l1ring and thrlt they mayways (Bountress,Hot1984).AlternativAs to these standardized tests have been suggestedby Hanson (1961) and by Slache (1978).Hanson performed a simpleexperiment in which vowel sequences were presented to twelve yearold children,three vowels at a time.The children were asked torecord which of the last two vowels was more similar to the a":chHansonVCH. ethenectlmatedthe1 pair based on the numberThehad been classed tc'get;her by subjects.arrangedperceptualin a three-dimensional diagram inufV(lT.Jpiwhichvowelswere placed closer to each other than less similarHansonclaimsacousticthatthe diagram agreesvowel triangles.r. i thout.-swereslmllarones.articuLat,oryHowever, according toKalgren,experiment was performed in a very crude manner (Malmberg,Intimesthe 1970's similar experiments involving adults wereandt,hls1968).carriedThese experiments involved having college studellte 0stimate

9thesimilaritythr e-elementsoundseriesThe use of a city-block model inwhichruulti-between(Blache,two-anddimensional f:trlJctUl'ef; can be geomeLrica lly mapped waf.;snggef::tedas a way of externally representing these internal maps1978).Basedt,he Ha!ll'::on (1961) and Bl achr:: (UJ7 8 )on::: tucl ies ,modified ven:.ion ( . f t.he triadic fcdmilarity t,e,sl ;. and ':1frequencyof28elicitingandresponse analysis have been ystemmeansofofchildren in the following experiment.Sub j eG.t.EiThe subjects were 19 children ranging in age from 4-1 to 7-]with a mean age of 5-4.facilityThe children were enrolled at ain Indianapolis,Indiana.from preschool to 1st grade.5-3) and 12 malewerein thp. study.gradele'JelThere were 7 female subjectssubject given pure-tone hearingThey ranged indaycare(mean age, ::'.creeningE:The screening iuc] !lch-,;;j5 4.)pried' to bE:1ngf.,f!()B ,1(JOClHz,iw:.ludec]::ClOOHz,4000Hz tones presented at 20dR.noneofl arningtheCllf pef'"ch ,i Ie! t'!::n had any documdl teddiRabilitleB. liThestimuluscombinations of /1/,-items/1'/,con jBterlof the/w/, and / j / .24Eac hpossibletriadHa; triadic3sl ;igned

perceptual analysis10arandom number. and the triade were placed innurnericttlor'derfor presentation in order to assure randomness.The individual triads were recorded in asound-tr atedroom.Initially, the items were recorded through a Hydrometals CardioidAMicrophone into a portable Marantz tape recorder.wasplacedusinganBeltoneThis tapein between each triKd.Akai S-702Dstereo cassette deck andClinical Audiometer.2000wasThe firstf;light delaythenrunplayedthroughelementofaeachtriad was recorded using channels A and B of the audiometer,thesecond element using channel A alone. and the third using channelBalone.theThese switches were recorded onto anotherMarantzusingportable tape recorder.tapeusingwhenplayeda stereo tape deck. the first element of the triadplayedthroughA.E a reS1J It1both speakers. the second through the left speaker.andthe thiri through the right speaker.Condi tiOU.llJ,gIn order to condition the subjects to the triadic similaritytask,two form2: of condit.ioning l.Jere lIspd, visual andThe visual conditioning consisted of 3 items.presentedwhitetrianglerigbt.1 ikeconsistedthetrianglesquare-The first sequenceof a white square placed in theplaced on the left, and a whiteThe subjects Here told to,eme.i n the midd Ie."auditory.middle,squareon"Point, t.-) t.t"le c·ne thatThe next se\: cons j s ted c!fin the center, a red triangle on the left. and a,:mthe right.The same instructionsweregiven.athelook::;aredwhiteThe

perceptual analysis11final visual sequence consisted of a red triangle in thearedOncesquare on the left, and a white trianglethe same instructions were given.ag.::ti.n.eitherIfjustified.trial: :; ,wasw sansweraaweretheInthissubject successfully completede.;equence e.f 3 auditory tashs usingsubjectonconsidered correct since either onethen the second training sequence wasthat the firf;t sound wou.ld,weretoldtoright.case,couldeach :,ollnd"come from thepoint to the sound (on the rightofthef' ffect,c.TheTheyweremidd Ie. "orleft)thatFor each of these triads, one of thesounded like the first one.sound effects corresponded exactly to the first one heard.subjectbepresented.instructed to listen to three sounds.toldcenter,successfully responded to each of the trainingIfastimllll,the triadic similarity listening task was initiated.For the purpose of the triadic similarity listening task,SonyTheportable tape recorder with detachable speakerstwocreatespeakers were placed 1 yard apart in orderthe left, right, middle distinctions.instruct,: :dthatwastoused.clearlyThe subjectswereto, "Listen te, the thl':ee sounds and point to thesoundsthem()st1 ikethefirstone.aSubjectsonewerereinforced for listening carefully and responding immediately.ResultsDueto the fact that this was a relatively small sample,qualitative-analysisofthe resultswasemployed.TableaI

perceptual analysis12(Appendix Al provides qualitative evidence of Blache"s modelthesemi-vowel system (Newman. et al .one examines pair 5.replace /wa/ 100% of the time.itcanfrequencyseenBI,Ifit can be seen that Ira! is chosen over /ja/tobe1985) (Appendixforthat, again.than is /ja/.In the corresponding pairira/ isOnce again.chosenwithmuch6.moreif one examines pair 7,itcan be seen that /wa/ is chosen over /la/ to replace Ira/ 78%replace Ira/ 73% of the time. verchosen18,/ralThisFinally.in pair 17,is chosen over Iwa/ to replace Ila/ 47% ofindicate that. for children in this agedegreefree variation.providein support of this method of assessingthec' .pairtime.group,distance between these sounds is small withThese examplesintheperceptualof,I/ra//wa/ to replace /la/ 52% of the time whilewouldevidence In the corresponding pair 8. Iwal js chosen over /IB/the time.to.- L. ·'Lathegreatqualitativeperceptualsystems of children.Discuss i·:ffi.Theresultsof this experiment indicate thatthetriadicsimilarity listening task was a successful means of assessing thespeech perception of young children.make6.9JI)! ord.i.ff. n.:tChildren were not forced tojudgmentt, (. hich require nothing morethatsimple discriminations between sound pairs since tl1is is not whatactually occurs in the process of perception (Morse,1974).is believed to occur is actually a much more complicatedof-comparingaudit.ory input t.o aninternalWhatprocessrepresentationof

perceptual anal ys if 13sounds and making a suitable match or creating a new categoryasuitablesimilaritywithtask simulated this process by presentingthesimilarThe1978).match cannot be made (Blache,opportunityto hear sounds andtotriadicthecomparechildthemThesounds in order to identify suitable matches.1'i".tofactthat this experimental procedure simulated the natural process ofspeech perception would explain its success.Thisprocedurewhich has been usedwithadults(Blache.had not been attempted '.lith very yonng childre:u, but1978)is the group for which this information is the most usefulthesound system is still iningrespc)nsepointingdirections,sincethe use of this procedure with young togainthe nature of the task and thecomplete0importancet.he Bourd tbat is 1 ike the first one," e 1 im ina ted the problemofpossiblediffert;;W.t.1980).The use of simple direct low:;,oftoarespond.ing.The"PointjmmediateThe addition of athi::::misunderstandingof terminology suchfor which ot,her met.bods have beencrit,icizedFinally, the use of a pointing response(Locke,eliminatedanyintervening variables such as I'ictures which may be unfamiliar tothechild(Locke,Itstudyor verbal responses requiringadditionalprocessingU 80).waswasstated in the introduction that thetodevelopa methodofassessinggoaltheofthisperceptual

perceptual analysis14informatiollabilities of young chidren that would provide usefulforThetherapy.listeningtaskassuccessful ldtaskinthetriadicthisstudysimilarityhasdefiniteIn the area of assessment. the resultsimplicationE for therapy.ofofindicate thattheuseofthecould provide valuable informationtriadicthe boutsystem of a child since it identifies thedimensionsindividual uses in making decisions about phonemes.Intheareaof treatment. the use of the triadic similiaritylisteningtaskwith a successive frequency of response analysis(AppendixA) would provide valuable data for clinicians.The data could beused to determine the need for enrollment into speech therapy andtohelp identify appropriate therapy goals.child"sfromfrequencyof response analysisdeviatesth:)se of other children in the same ag/;training may be necessary in order toofFor instance. :afrequency response analysis is similar to those of other tua.1wouldappearwouLdthatperception1Sdeveloping in a normal manner.furtherWit d i fferen tmappingsoundofandstandardizationclasses and larger groups ofchi IdreJ:l,the perceptual distance of phonemes asBlache (1978),---experimentationandproposedabythe triadic similarity task could become a wldely

perceptual analysls15usedandclinical tool.perceptualgraphthechildren.makeStandardized frequency ofresponsemaps could be developed in orderinternal perceptual systemsoftoexternallynormallydevelopingThese charts could he used for comparison in orderdecisions about the need for perceptual nemescurrentlywhichbetween-usedsimplywouldprovidf moreuf.;efulunidimensional methods ofassessthepairs of sounds.perceivedandmethodidentifying the dimensions used by a child when makingaboutchartssimilarityortheofdecisionsinfo l'n,at ionassessingtothanperceptiondifference

perceptual analysis16ReferencesE:.Blache, E.Baltimore:University Park Press.(1974).Bloom, L.Talking. understanding,Inand thinking. felblJ.f.i.Qh.Bountress, !\. G.A second look at tests of speech-(1984).349-359.Broen, P., Strange, W., Doyle, S.,& Heller. J. (1983).Perceptien and production of approximant consonants by normaland art.iculation-delayed prel3:chool children.and llihlLing lieseal.: ::h. z'6 , 601-608. b.Butterfield, E.C., & Cairns, G.F.reception research.Edwards, M.Eilers,In(1974).Dlscussion summary -Schjgfe lilllLGh.PercepticHl and production in chi Ie!(1974).phonology:Child lolJ.rnEi.l ().!'the testing e·f four hypotheses.LftnRJ.li!.g ,1,Jm.u::na.l Qf205-220.R. 8[ Oller, D.K.(197!::,).The r(;le of :,,;peechdiscriminaticHl in develc:.pmental sound subgti tutiow:; .]olJrn.;U Q.f. Childh;'iIl&. ,Eimas, P.D., Siqueland,(1971). L -l19-329.E.R., Jusczyk, R.,and Vigorito.Speech perception in infants. ;ci n. ,J.11.1.303-306.Fraser, C., Bellugi, U., & Brown, R.(1983).Control of grammarin im:L tat-ion, comprehension and production. 1LQJ.ll:rl.§.1. Qf-infant

perceptual analysis17-.Ys;;Lb.g.LL .r.u:.rUng.Ingram, D.ami(1974).Yf .rQalBehgyiQL l.The relationship between comprehensionIn R.L. Schiefelbusch & L.L.and product,ion.La.llillJ.2 .:r.t;. i.Y.t;;.fL a C9 u. i e.i.:t".iQ U- .int .r.Y.tl.!.ti.QJ1.1 :. 1··13[:, .BB 1 timore:Lloyd (Eds.).rf;;.t.:a:rda,:t.;i[.;.I!-,- .?.nd.Oni verf; i ty Park PreFjE:.Liberman, A.M . Cooper. F.S . Shankweiler, D., & StuddentKennedy, M.(1967).(19BO).Locke, J.L.Perception of the speech code.The inference of speech perception in thephonological} y disordered child.HeariLW.[: der.Q.JJ·dJJ.l".lli:1.1 ).i.iiP e t).c::h ';;!ll.d4.5. 4:31-468.Malmberg. B.Holland Fublishing Company.Menyuk. P . & Anderson. S.and reproduction of /w/.and. tiearin&:.Morse, P.A.R flearch,(1972).stimuli.(1969).Children"s identification/1'/. and /1/.J.Q1lnllil Q f;:'f'e .Ql.l12. 39-f)2.The discrimination of speech and nonspeech.J ()1J.r.D.al Qi.m'f,; r i IT! e n t.Q.l :;tLO 1 qgy,L4. ,477-432.Newman, P . Creaghead, N. & Secord. W.and K'!;::me.i.1iatl.Q1l 9.i. arth;llu.t. .,,!;:.:l 9.llil p-hr,2J1cd.QKif;;;.a.l d.LQ.Qr.d.e.rs.Columbus. Ohio:rharles E. Merrill Publjghing Cc·mpany.Weiss, C., Gordon, M.S., & Lillywhite, H.!llQ.nQg. m D.tBaltimore: U.(1987).C.lhUcal 1Lticu latQ.LY GIld. Ph.QI1Qli';2g.1Q;:-1.1 diQ.Q.n::lerl'i.Williams & Wilkins.Winitz, H., Sanders, R., & Kort, J.(1981).Comprehension and

perceptual analysls18productie,n of the /-ez/ p lu.ral allomorph. hcli.r;guistiQ. .ar.Qh,-ill, 259-271.

-APPENDIX ATABLE 1FREQUENCY OF .684.316

Appendix B0:-Special,,:5SEMIV0WEL,0-PLACE-2

Perceptual Analysis Using a Triadic Similarity Listening Task An Honors Thesis (ID 499) by Tina M. Henry Thesis Director Ball State University Muncie, Indiana . (Locke, 1980) . Research for the past several years, however, has questioned . of speech perception and the relationship between speech perception and production. In addition.

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