An Information Theoretic Theory On Phonological Status And Its Perceptual Effect

On January 30, 2018, at 2:00p.m., my newsletter presentation was given to four teachers in the exceptional children’s department at Douglas Byrd High School. It was important for me to review the newsletter with my coworkers because our work team is currently in the process of gathering new information for the start of the new semester which began on January 26, 2018. The age range of the students in our department range from 15-19 years of age; however, because of their varied learning disabilities and function levels, we use a lot of beginning reader teaching methods in an effort to work more effectively with all of our students.

Phonological awareness involves the detection and manipulation of sounds at three levels of sound structure: (1) syllables, (2) onsets and rimes, and (3) phonemes.

The type of information that lower thresholds according to Treisman’s attenuation theory words that have subjective importance and words that signal danger can still be recognized even at low volumes. Also the context of certain words could lower thresholds of someone’s attention in an unattended ear.

I will determine whether [æ] and [eʌ] appear to be allophonic or contrastive by examining those target sounds in “Dataset B” and “Dataset A”. Both sounds are present in the datasets but they are never seen together in the same word. The environments of the sounds are determined in (i) and organized by sound to see if there are any patterns that arise.

Salame and Baddeley (1986) attributed this disappearance of phonologically similarity to the assumption that the strategy of phonological coding is 'abandoned' as a list length is increased. In addition, Baddeley (2007), posits that this abandonment for longer lengths is due to overloading the phonological system. This is consistent with the study by Imbo and Vandierendonck (2007) where results also suggested a list length of more than five letters would overload the phonological system. Furthermore, research suggests when abandonment of phonological coding occurs, executive processes and other strategies such as semantic coding are used instead (Imbo & Vandierendonck, 2007; Larsen et al., 2000). In contrast, Spurgeon et al. (2014) questioned why phonological coding would be abandoned in very short or very long lists yet be used in middle length lists. By using varied length list, Spurgeon et al. (2014) suggested that phonological coding is not abandoned but used throughout however, PSE is sensitive to floor and ceiling effects thus only showed significance in middle length

Burgess and Hitch (1999) added to and tested the original model of the phonological loop. They created multiple lists: one with the combination of short and long words, one with short words, and one with long words. Burgess and Hitch predicted that the short list would have a higher recall rate, while the long list would take longer to memorize. However, the mixed list would take less time to recall but longer time to memorize (Burgess & Hitch,1999).

R Studio was used to calculate the statistics in this experiment. We compared participant’s perception of sounds (proportion of voiced responses) with stimuli of different laterality and precursor. A voiced sound is a speech sound produced with the vibration of the vocal cords while devoiced sound is one produced with no vibration of the vocal cord. Data from 19 participants were included in the analysis. Each participant listened to 4 different types of sound: 1) Laterality of 0 (sounds presented with equal amplitude) and a precursor of 1. For example, “span” seemed to be presented to the center sounding like “s-pan.” 2) Laterality of 150 (sounds presented with opposing amplitude) and a precursor of 1. For example, “s” seemed to be presented to the right while “pan” is to the left, or vice versa. 3) Laterality of 0 (sounds presented with equal

With over two hundred sounds used throughout the world, English utilizes over forty different sounds. We use these speech sounds to create a form of understand and communication. Vowels and consonants are the classifications of speech sounds while also being able to change the manner and place of articulation to produce different speech sounds. Here is where phonemes which are the smallest sound unit come into understanding and will be incorporated in detail when making connections. Based on the information we have discussed on phonology, it was detailed that preschool children aged three to four are sensitive to some phonological

McEvoy and Dodd (1992) reported higher incidence of atypical phonological errors in twin children in their study. The children typically use a smaller number of different speech sounds than are used in the adult language. The structure of words may be simplified and there are systematic substitutions of one sound for another.

Many people are not aware that the sounds they hear and make every day do not translate from language to language or culture to culture. For example, in English a cat says, "meow", a dog says, "woof, woof", a donkey says, "hee haw", and a duck says, "quack, quack". These simple sounds are found in countless examples of children's

Then, in general, the interaction between phonology and morphology can be illustrated into at least four points:

Although we may not realize it, phonetics can be seen in many aspects throughout the world. The best place to see these differences is to travel, to adapt to a different culture and to recognize the similarities and differences that all human beings share. When discussing travelling, Henry Miller says it best, “One’s destination is never a place, but rather a new way of looking at things” (Miller, 1957). One of the main differences seen across the world is the language and way in which people communicate. Communication is essential to human interaction, but verbal communication is not universal. In the United States, although it is only one country, there is a multitude of different languages that we may hear on a daily basis, such as Spanish, French, and Chinese. In addition to different languages, there are accents that vary within specific states that produce phonemes slightly different than one another. Because of this, it is inevitable that one who travels will also encounter different speech patterns than they are particularly used to hearing in their native lands.

Phonology is the study of sound patterns in a language ,which sounds precede or follow which others or begin or end words; what kinds of sounds make up syllables; how the occurrence of one sound in a particular word affects the other sounds around it; how suprasegmentals such as stress affect the segmental sound with which they occur; and so forth.

While many previous studies have focused on the production and/or perception of the epenthesized consonant clusters of non-words either word initially or word finally as a measure to test how language phonotactics affect phonological processing regardless of the speaker’s familiarity with the target language (Davidson 2006, Davidson, 2010, Fleischhacker, 2001, Tily and Kuperman, 2010, Dupoux, 1998) , none have focused on the role that speaker’s experience might play in both perception and production together in relation to the epenthetic vowel word initially and word finally at the same time. These studies fall basically on four basic categories: The production and/or perception of the initial epenthesized consonant clusters ( e.g Silveira, 2000, e.g Broselow 1992; Kiparsky 2003; Watson 2007) and the production and/or perception of the final consonant clusters (Kuijpers and van Donselaar (1997), Awbery 1984, Clements 1986; Ní Chiosáin 1995; Bosch and de Jong 1998).

From birth it takes you years to be able to confidently distinguish between all sounds in your native language. When you start learning Spanish, Italian, German, Hungarian, Czech etc. as an adult, don’t you realise everything you get to merrily skip over?