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Exploring the Role of Phonological and Motor Learning in Word and Phrase Frequency Effects in Speech Production: the Effect of Word Frequency Phrase Frequency and Phonological Complexity on Speech Production in Children and Adults.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring the Role of Phonological and Motor Learning in Word and Phrase Frequency Effects in Speech Production: the Effect of Word Frequency Phrase Frequency and Phonological Complexity on Speech Production in Children and Adults./
Author:	Quinn, Rachel.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	192 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-06, Section: A.
Contained By:	Dissertations Abstracts International83-06A.
Subject:	Names. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28781453
ISBN:	9798494454317

Exploring the Role of Phonological and Motor Learning in Word and Phrase Frequency Effects in Speech Production: the Effect of Word Frequency Phrase Frequency and Phonological Complexity on Speech Production in Children and Adults.
Quinn, Rachel.

Exploring the Role of Phonological and Motor Learning in Word and Phrase Frequency Effects in Speech Production: the Effect of Word Frequency Phrase Frequency and Phonological Complexity on Speech Production in Children and Adults. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 192 p.

Source: Dissertations Abstracts International, Volume: 83-06, Section: A.

Thesis (Ph.D.)--The University of Liverpool (United Kingdom), 2021.

This item must not be sold to any third party vendors.

The objective of this thesis is to explore the effect of phrase frequency, word frequency and phonetic complexity (and their interactions) on production fluency in both children and adults. We explore firstly whether the previous findings for independent effects of phrase frequency, word frequency and word complexity on phrase production hold when using phrases that are simultaneously manipulated for all three factors, and secondly how the effects of these properties interact. In particular we aim to explore whether children's phonological learning, like that of adults, involves phonological/motor chunking. This refers to the idea that frequent sequences are represented in phonological working memory as a single unit which can be accessed directly, rather than having to be formed on the fly during production. Therefore, words that are difficult to say when first encountered become easier to articulate due to practice. An interaction between phrase/word frequency and complexity, where complex items are produced more fluently when they are also more frequent, would indicate that phonological/motor chunking is taking place. We also test the secondary prediction that phrase and word frequency will affect (promote or suppress) each other's effect on accuracy.In chapter 3 and 4 we asked children to repeat phrases manipulated for phrase frequency, word frequency and complexity, while chapter 5 uses the same stimuli in adults. We found that, overall, children do use phonological/motor chunking, but only for phrases where they have robust conceptual and phonological knowledge. Furthermore, we found that this effect was driven solely by word frequency in our stimuli - there was no effect of phrase frequency on production in children. Using the same stimuli, we found that adults also showed evidence of phonological/motor chunking for words which were high in frequency, although we found evidence of competition between word frequency and phrase frequency effects that was not seen in the children. Finally, Chapter 6 reports on 2 experiments which use a training session to manipulate non-word sequences for phrase frequency and word frequency. Again, we found that word frequency drives phonological/motor chunking during production.The results from these experiments suggest that young children and adults do undergo phonological/motor chunking. However, importantly, this effect is driven by word frequency - the phrase frequency effects seen elsewhere in the literature must be attributed to other mechanisms (e.g. long term memory associations between the constituent lemmas contained in high frequency phrases).

ISBN: 9798494454317Subjects--Topical Terms:

3680861
Names.

Exploring the Role of Phonological and Motor Learning in Word and Phrase Frequency Effects in Speech Production: the Effect of Word Frequency Phrase Frequency and Phonological Complexity on Speech Production in Children and Adults.
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245 1 0 $a Exploring the Role of Phonological and Motor Learning in Word and Phrase Frequency Effects in Speech Production: the Effect of Word Frequency Phrase Frequency and Phonological Complexity on Speech Production in Children and Adults.
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500 $a Source: Dissertations Abstracts International, Volume: 83-06, Section: A.
500 $a Advisor: Bannard, Colin;Pine, Julian.
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506 $a This item must not be sold to any third party vendors.
520 $a The objective of this thesis is to explore the effect of phrase frequency, word frequency and phonetic complexity (and their interactions) on production fluency in both children and adults. We explore firstly whether the previous findings for independent effects of phrase frequency, word frequency and word complexity on phrase production hold when using phrases that are simultaneously manipulated for all three factors, and secondly how the effects of these properties interact. In particular we aim to explore whether children's phonological learning, like that of adults, involves phonological/motor chunking. This refers to the idea that frequent sequences are represented in phonological working memory as a single unit which can be accessed directly, rather than having to be formed on the fly during production. Therefore, words that are difficult to say when first encountered become easier to articulate due to practice. An interaction between phrase/word frequency and complexity, where complex items are produced more fluently when they are also more frequent, would indicate that phonological/motor chunking is taking place. We also test the secondary prediction that phrase and word frequency will affect (promote or suppress) each other's effect on accuracy.In chapter 3 and 4 we asked children to repeat phrases manipulated for phrase frequency, word frequency and complexity, while chapter 5 uses the same stimuli in adults. We found that, overall, children do use phonological/motor chunking, but only for phrases where they have robust conceptual and phonological knowledge. Furthermore, we found that this effect was driven solely by word frequency in our stimuli - there was no effect of phrase frequency on production in children. Using the same stimuli, we found that adults also showed evidence of phonological/motor chunking for words which were high in frequency, although we found evidence of competition between word frequency and phrase frequency effects that was not seen in the children. Finally, Chapter 6 reports on 2 experiments which use a training session to manipulate non-word sequences for phrase frequency and word frequency. Again, we found that word frequency drives phonological/motor chunking during production.The results from these experiments suggest that young children and adults do undergo phonological/motor chunking. However, importantly, this effect is driven by word frequency - the phrase frequency effects seen elsewhere in the literature must be attributed to other mechanisms (e.g. long term memory associations between the constituent lemmas contained in high frequency phrases).
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