Speech Perception and Phonological Representation in 5 to 6 Year-Old Typically Developing Children
Year: 2024
Type: article
Study design: Observational Study
Abstract: Objectives: This study aimed to examine the development of speech perception and phonological representation in typically developing children aged 5-6 years. It also explored the relationship between receptive vocabulary, consonant accuracy, nonword repetition performance, and speech perception and phonological representation. Methods: The study involved 77 typically developing children aged 5-6 years. The speech perception identification tasks included minimal pairs that reflected developmental error patterns. The phonological representation judgment tasks involved manipulating consonants and vowels, as well as the number of distinctive features, to examine performance differences under various speech sound manipulation conditions. Results: Performance on both speech perception and phonological representation tasks significantly increased with age. There were also significant differences in performance based on speech sound manipulation conditions. Specifically, in the speech perception task, performance was significantly higher when items focused on the stopping of fricatives rather than the fronting of velars. In the phonological representation task, performance was significantly better in vowel manipulation compared to consonant manipulation, and with two distinctive feature manipulations compared to one. Speech perception tasks showed a significant correlation only with receptive vocabulary, whereas phonological representation tasks showed significant positive correlations with receptive vocabulary, consonant accuracy, and nonword repetition performance. Conclusion: The study confirms that speech perception and phonological representation are developing between ages 5 and 6 in typically developing children. It also suggests that speech perception and phonological representation develop through a complex interplay with speech production abilities and receptive vocabulary.
DOI: 10.12963/csd.240054
Authors: Hajeong Bang, Seunghee Ha
Institution: Hallym University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4403385652