TY - JOUR
T1 - Children's perception of sibilants
T2 - The relation between articulation and perceptual development
AU - Mann, Virginia A.
AU - Sharlin, Harriet M.
AU - Dorman, Michael
N1 - Funding Information:
This research was supported by Bym Mawr College, and by NICHD Grant HD-01994 and BRS Grant RR05596 to Haskins Laboratories. Some of the results were reported at the 102nd Meeting of the Acoustical Society of America in Chicago, May 1982. Judy Creed and the speech therapy staff of CORA in Northeast Philadelphia helped us to procure the subjects of Experiment 2. We thank Deborah Strawhun for conducting pilot stages of Experiment 1, Jocelyn Jones for her assistance with Experiment 1, and Winifred Strange, Doug Whalen, and two anonymous reviewers for their many helpful comments on earlier versions of this manuscript. Reprint requests should be sent to Virginia Mann, Department of Psychology, Bryn Mawr College, Bryn Mawr, PA 19010.
PY - 1985/4
Y1 - 1985/4
N2 - When synthetic fricative noises from an [∫]-[s] continuum are followed by [a] and [u], adult listeners perceive fewer instances of [∫] in the context of the rounded vowel [u] (Mann & Repp, 1980). This perceptual context effect presumably reflects adjustment for certain coarticulatory effects and implies tacit knowledge of coarticulation and its consequences. To clarify the role of articulatory experience in the ontogeny of such knowledge and the consequent perceptual adjustment, the present study examined the effect of rounded and unrounded vowels on the perception of [s] and [∫] by adults, 5-, and 7-year-old children who produce [∫] and [s] and 7-year-old children who misarticulate these phonemes. All three groups of children showed a context effect equivalent to that of adults and independent of age and articulation ability. Therefore, productive mastery of [s] and [∫] is not critically responsible for perception of the [s]-[∫] distinction, nor for perceptual sensitivity to the consequences of sibilant-vowel coarticulation.
AB - When synthetic fricative noises from an [∫]-[s] continuum are followed by [a] and [u], adult listeners perceive fewer instances of [∫] in the context of the rounded vowel [u] (Mann & Repp, 1980). This perceptual context effect presumably reflects adjustment for certain coarticulatory effects and implies tacit knowledge of coarticulation and its consequences. To clarify the role of articulatory experience in the ontogeny of such knowledge and the consequent perceptual adjustment, the present study examined the effect of rounded and unrounded vowels on the perception of [s] and [∫] by adults, 5-, and 7-year-old children who produce [∫] and [s] and 7-year-old children who misarticulate these phonemes. All three groups of children showed a context effect equivalent to that of adults and independent of age and articulation ability. Therefore, productive mastery of [s] and [∫] is not critically responsible for perception of the [s]-[∫] distinction, nor for perceptual sensitivity to the consequences of sibilant-vowel coarticulation.
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U2 - 10.1016/0022-0965(85)90040-2
DO - 10.1016/0022-0965(85)90040-2
M3 - Article
C2 - 3989464
AN - SCOPUS:0022053786
SN - 0022-0965
VL - 39
SP - 252
EP - 264
JO - Journal of Experimental Child Psychology
JF - Journal of Experimental Child Psychology
IS - 2
ER -