Search results for "Nonsense word"
showing 3 items of 3 documents
Auditory event-related potentials (ERP) reflect temporal changes in speech stimuli
1997
We studied the brain's reactions to deviations in the duration of a stop consonant using event-related potentials in an oddball paradigm. A naturally produced nonsense word was used as a frequent standard stimulus which differed from two infrequently presented deviant stimuli only by the duration of the silence period inside the stop, making the consonant sound longer. Evoked responses to the deviant stimuli showed sharply rising negativity after the unexpected prolongation of the silence and a later negativity, the duration of which was related to the timing of the beginning of the second part of the deviant sound. This later negativity is, at least partly, elicited by a mismatch process t…
Children's orthographic representations and linguistic transparency: Nonsense word reading in English, French, and Spanish
1998
AbstractThree experiments were conducted to compare the development of orthographic representations in children learning to read English, French, or Spanish. Nonsense words that shared both orthography and phonology at the level of the rhyme with real words (cake-dake, comic-bomic), phonology only (cake-daik, comic-bommick), or neither (faish, ricop) were created for each orthography. Experiment I compared English and French children's reading of nonsense words that shared rhyme orthography with real words (dake) with those that did not (daik). Significant facilitation was found for shared rhymes in English, with reduced effects in French. Experiment 2 compared English and French children's…
Early literacy skills in Latvian preschool children with specific language impairment
2014
The present study explores differences in early literacy skills of Latvian preschool children with Specific Language Impairment (SLI) compared to children from general population. The participants were 21 children with diagnosis of Specific developmental disorders of speech and language (F80; ICD-10) and 21 children as matched control group (in each group: mean age=79 months, 88% boys). Both samples were selected from the adaptation and standardization study of Dynamic Indicators of Basic Early Literacy Skills (DIBELS Next) in Latvia (Good & Kaminski et al., 2011; Latvian version, Rascevska et al., 2013a). The results show significant differences between two groups in DIBELS Next composite …