Perceptual discrimination of speech sounds in developmental dyslexia.

Détails

ID Serval
serval:BIB_514F09D06269
Type
Article: article d'un périodique ou d'un magazine.
Collection
Publications
Titre
Perceptual discrimination of speech sounds in developmental dyslexia.
Périodique
Journal of Speech, Language, and Hearing Research
Auteur(s)
Serniclaes W., Sprenger-Charolles L., Carré R., Demonet J.F.
ISSN
1092-4388 (Print)
ISSN-L
1092-4388
Statut éditorial
Publié
Date de publication
2001
Peer-reviewed
Oui
Volume
44
Numéro
2
Pages
384-399
Langue
anglais
Notes
Publication types: Journal Article ; Research Support, Non-U.S. Gov'tPublication Status: ppublish
Résumé
Experiments previously reported in the literature suggest that people with dyslexia have a deficit in categorical perception. However, it is still unclear whether the deficit is specific to the perception of speech sounds or whether it more generally affects auditory function. In order to investigate the relationship between categorical perception and dyslexia, as well as the nature of this categorization deficit, speech specific or not, the discrimination responses of children who have dyslexia and those of average readers to sinewave analogues of speech sounds were compared. These analogues were presented in two different conditions, either as nonspeech whistles or as speech sounds. Results showed that children with dyslexia are less categorical than average readers in the speech condition, mainly because they are better at discriminating acoustic differences between stimuli belonging to the same category. In the nonspeech condition, discrimination was also better for children with dyslexia, but differences in categorical perception were less clear-cut. Further, the location of the categorical boundary on the stimulus continuum differed between speech and nonspeech conditions. As a whole, this study shows that categorical deficit in children with dyslexia results primarily from an increased perceptibility of within-category differences and that it has a speech-specific component. These findings may have profound implications for learning and re-education.
Mots-clé
Adolescent, Auditory Perceptual Disorders/complications, Auditory Perceptual Disorders/diagnosis, Child, Child, Preschool, Dyslexia/complications, Dyslexia/diagnosis, Female, Humans, Intelligence, Intelligence Tests, Male, Phonetics, Psychomotor Disorders/complications, Psychomotor Disorders/diagnosis, Severity of Illness Index, Sound Spectrography, Speech Discrimination Tests, Speech Perception/physiology
Pubmed
Web of science
Création de la notice
24/03/2013 18:27
Dernière modification de la notice
03/03/2018 17:10
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