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Speech perception and lexical effects in specific language impairment.

Richard G Schwartz1, Frances L V Scheffler, Karece Lopez

  • 1PhD Program in Speech-Language-Hearing Sciences, The Graduate Center, City University of New York, New York, NY 10016, USA. rschwartz@gc.cuny.edu

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Children with specific language impairment (SLI) rely more on familiar words for speech perception. Lexical effects were stronger in children with SLI, impacting their use of vowel duration cues.

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Area of Science:

  • Linguistics
  • Developmental Psychology
  • Speech and Hearing Sciences

Background:

  • Vowel duration is a crucial acoustic cue for distinguishing final consonant voicing.
  • Lexical knowledge can influence speech perception, particularly in children.
  • Specific language impairment (SLI) may affect auditory processing and reliance on acoustic cues.

Purpose of the Study:

  • To investigate lexical effects on vowel duration perception in children with SLI compared to typically developing (TLD) peers.
  • To determine if children with SLI utilize vowel duration as a cue for final consonant voicing differently than TLD children.
  • To examine the strength of lexical effects on speech perception in children with SLI.

Main Methods:

  • An identification task was employed using naturally recorded CV/t/ stimuli.
  • Four 12-step acoustic continua (word-word, nonword-nonword, word-nonword, nonword-word) were created.
  • 12 children with SLI and 13 TLD children (aged 6;6-9;6) participated.

Main Results:

  • Both groups used vowel duration as an identification cue, but it was weaker for children with SLI.
  • Children with SLI showed increased certainty and shifted category boundaries towards shorter vowel durations for nonword-based continua.
  • Lexical effects were present in both groups but were significantly stronger in the SLI group, indicating greater reliance on familiar words.

Conclusions:

  • Children with SLI exhibit altered perception of vowel duration cues for final consonant voicing.
  • Stronger lexical effects in children with SLI suggest a compensatory reliance on familiar word knowledge during speech perception.
  • Findings highlight the complex interplay between lexical knowledge and acoustic cue utilization in children with SLI.