Differentiating Phonotactic Probability and Neighborhood Density in Adult Word Learning

Storkel, Holly L.; Armbrüster, Jonna; Hogan, Tiffany P.
December 2006
Journal of Speech, Language & Hearing Research;Dec2006, Vol. 49 Issue 6, p1175
Academic Journal
Purpose: The purpose of this study was to differentiate effects of phonotactic probability, the likelihood of occurrence of a sound sequence, and neighborhood density, the number of words that sound similar to a given word, on adult word learning. A second purpose was to determine what aspect of word learning (viz., triggering learning, formation of an initial representation, or integration with existing representations) was influenced by each variable. Method: Thirty-two adults were exposed to 16 nonwords paired with novel objects in a story context. The nonwords orthogonally varied in phonotactic probability and neighborhood density. Learning was measured following 1, 4, and 7 exposures in a picture-naming task. Partially correct (i.e., 2 of 3 phonemes correct) and completely correct responses (i.e., 3 of 3 phonemes correct) were analyzed together and independently to examine emerging and partial representations of new words versus complete and accurate representations of new words. Results: Analysis of partially correct and completely correct responses combined showed that adults learned a lower proportion of high-probability nonwords than low-probability nonwords (i.e., high-probability disadvantage) and learned a higher proportion of high-density nonwords than low-density nonwords (i.e., high-density advantage). Separate analysis of partially correct responses yielded an effect of phonotactic probability only, whereas analysis of completely correct responses yielded an effect of neighborhood density only. Conclusions: These findings suggest that phonological and lexical processing influence different aspects of word learning. In particular, phonotactic probability may aid in triggering new learning, whereas neighborhood density may influence the integration of new lexical representations with existing representations.


Related Articles

  • NSSLHA Develops Strategic Plan.  // ASHA Leader;05/23/2000, Vol. 5 Issue 10, p16 

    Highlights the strategic plan developed by the executive council of the National Student Speech Language Hearing Association during the May 2000 meeting. Main areas targeted by the council; Regional councilors who were selected during the meeting; Grant from The Psychological Corporation.

  • SPEECH THERAPY MEETING.  // Western Speech;May1938, Vol. 2 Issue 2, p3 

    Focuses on the May 14, 1938 meeting of the California Society for the Study of Speech Therapy.

  • Books for the Speech and Hearing Therapist. val Jones, Morris // Western Speech;Summer1961, Vol. 25 Issue 3, p194 

    Lists several books on speech and hearing therapy in the U.S. in 1961. Range of topics and subject matter covered by the books; Author credits; Publisher information.

  • Emergence of category-level sensitivities in non-native speech sound learning. Myers, Emily B. // Frontiers in Neuroscience;Jul2014, preceding p1 

    Over the course of development, speech sounds that are contrastive in one's native language tend to become perceived categorically: that is, listeners are unaware of variation within phonetic categories while showing excellent sensitivity to speech sounds that span linguistically meaningful...

  • Differential activation of human core, non-core and auditory-related cortex during speech categorization tasks as revealed by intracranial recordings. Steinschneider, Mitchell; Noursk, Kirill V.; Rhone, Ariane E.; Kawasaki, Hiroto; Oya, Hiroyuki; Howard III, Matthew A. // Frontiers in Neuroscience;Jul2014, preceding p1 

    Speech perception requires that sounds be transformed into speech-related objects with lexical and semantic meaning. It is unclear at what level in the auditory pathways this transformation emerges. Primary auditory cortex has been implicated in both representation of acoustic sound attributes...

  • SPEECH EDUCATION PROBLEMS IN THE PUBLIC SCHOOLS. Gifford, Mabel F. // Western Speech;Jan1943, Vol. 7 Issue 1, p9 

    Discusses several problems encountered in the study and teaching of speech in public schools in the U.S. Need for more trained speech correctionists; Requirement for speech and personality development; Coordination of speech arts and therapy with regular curricula.

  • SPEECH--WHAT IS IT? Dahle, Thomas L. // Today's Speech;Sep1963, Vol. 11 Issue 3, p17 

    This article focuses on six steps that encompass speech. The first step includes speech correction, which deals with abnormalities associated with the production of intelligible speech; and audiology, which deals with the reception of intelligible speech. The second step is phonetics which is...

  • ESTUDO DO EFEITO DO APOIO VISUAL DO TRAÇADO ESPECTROGRÁFICO NA CONFIABILIDADE DA ANÁLISE PERCEPTIVO-AUDITIVA. Côrtes Gama, Ana Cristina; Santos, Luiza Lara Marques; Sanches, Natália Aparecida; Côrtes, Marcela Guimarães; Bassi, Iara Barreto // Revista CEFAC;2011, Vol. 13 Issue 2, p314 

    Purpose: to evaluate the concordance of the auditory-perceptive evaluation between intra and inter-raters, done as an isolated form and simultaneously accomplished to the correspondent spectrographic tracing in order to check whether the presentation of the vocal stimulus and spectrographic...

  • Stuttering Therapy and Relapse. Pendergast, Kathleen // Western Speech;Fall1962, Vol. 26 Issue 4, p229 

    Comments on therapy for stutterers who have suffered a relapse. Use of a kind of cancellation, wherein a highly-controlled faked stutter is used on the retrial of the word, to accomplish much of what clinicians want in adult stuttering therapy; Steps in the use of cancellation and faked...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics