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The Identification of Tone in Chinese Hearing-Impaired and Hearing-Normal Children

The Identification of Tone in Chinese Hearing-Impaired and Hearing-Normal Children. Jing-Ni Ou Graduate Institute of Linguistics National Taiwan University. Spoken word recognition process. The cohort model (Marslen-Wilson & Tyler, 1980; Marslen-Wilson & Welsh, 1978)

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The Identification of Tone in Chinese Hearing-Impaired and Hearing-Normal Children

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  1. The Identification of Tone in Chinese Hearing-Impaired and Hearing-Normal Children Jing-Ni Ou Graduate Institute of Linguistics National Taiwan University

  2. Spoken word recognition process • The cohort model (Marslen-Wilson & Tyler, 1980; Marslen-Wilson & Welsh, 1978) • Hearing-impaired listeners (Schum & Collins, 1990)

  3. The Mandarin tone • Four lexical tones

  4. The Mandarin tone • Tonal coarticulation (e,g., Shen,1990; Xu, 1994, 1997; Peng, 1997) • Perseveratory effects • Anticipatory effects • Cues to tone perception (e.g., Gandour, 1983; Lin & Repp, 1989) • F0 height vs. F0 movement • Acquisition of tone (e.g., Li & Thompson, 1977; Chen, 1986)

  5. Purposes of this study • Investigating the identification of tone in hearing-normal and hearing-impaired children through the time course of tone perception in Mandarin Chinese.

  6. Research questions: • Q1. How much amount of acoustic-phonetic information do the four tones need to be identified? What is the difference between monosyllabic words and disyllabic words? • Q2. Given that hearing-impaired children have limited language capacity, what’s the influence of lexical support on perceiving disyllabic words? • Q3. What is the relative importance of F0 height and F0 movement as cues to tone perception?

  7. Design of the study • The Gating Paradigm (Grosjean, 1980) • Presenting a spoken language stimulus repeatedly and increasing its presentation time at each successive pass

  8. Design of the study

  9. Experimental Study I- The Adult Group Subjects 14 Adults Materials: Monosyllabic words: 20 items in total Disyllabic words: 12 items in total Presentation time: 50 msec Procedure: Writing down the word and confidence rate after each gate within each word

  10. Experimental Study II- The Child Group • 30 Hearing-normal child group (4;11) • Materials: • Monosyllabic words: 20 items in total • Disyllabic words: 12 items in total • Presentation time: 50 msec • 19 Hearing-impaired child group (6;0) • Materials: • Monosyllabic words: 8 items in total • Disyllabic words: 8 items in total • Presentation time: 100 msec • Procedure • Pointing to a four-choice picture that represents the meaning of the following word after each gate within each word

  11. shan shui shu shu

  12. Data Analysis Accuracy rate Activation point (Grosjean & Gee, 1987) Correctly guessing the stimulus word regardless of whether he/she changed to an incorrect guess subsequently Isolation point (Grosjean, 1980) Correctly guessing the stimulus word and not changing his/ her guess subsequently Excluding the responses that failed to isolate or recognize the stimulus word in the end Gain: (MT-DT)/ DT Error analysis

  13. Result- Accuracy Rate Adults Hearing-Normal Children Hearing- Impaired Children

  14. Result- Accuracy Rate Monosyllabic words Disyllabic words

  15. The Time Course of Tone Perception Hearing-Normal Children Hearing- Impaired Children Adults Monosyllabic words Disyllabic words

  16. The Amount of Information Hearing Normal Children Hearing Impaired Children Adults Dark area: monosyllabic words Light area: disyllabic words

  17. The Amount of Information Monosyllabic words Disyllabic words

  18. Gain in the disyllabic word

  19. Q2 : (1) lexical support • (r = -.216, p > .05)

  20. Q2 : (2) tonal coarticulation cues 1-1 1-2 1-3 1-4

  21. Q3: Error Analysis Adults T1 T2 T3 T4

  22. Q3: Error Analysis HN child T1 T2 T3 T4 HI child

  23. Q3: F0 height vs. F0 movement

  24. Conclusion-Q1: amount of information Monosyllabic words Disyllabic words T1 & T4 < ½ syllable T2 & T3 > ½ syllable T1, T2, T3, T4 < ½ syllable

  25. Tonal coarticulation cues > lexical support HI child group: Different perceptual weights Having problems in handling pitch pattern that changes rapidly over time Conclusion- Q2

  26. F0 height vs. F0 movement F0 movement is a more stable cue than F0 height to the tonal distinctions of Mandarin. Conclusion- Q3

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