• 말소리와 음성과학
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• 제9권3호
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• pp.57-65
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• 2017

The current study explored how Korean-speaking children processed the multiple acoustic cues (VOT and f0) for the stop laryngeal contrast (/t'/, /t/, and /$t^h$/) and examined whether individual perceptual strategies could be related to a general cognitive ability performing executive functions (EF). 15 children (aged from 7 to 8) participated in the speech perception task identifying the three Korean laryngeal stops (3AFC) on listening to the auditory stimuli of C-/a/ with synthetically varying VOT and f0. They completed a series of EF tasks to measure working memory, inhibition, and cognitive shifting ability. The findings showed that children used the two cues in a highly correlated manner. While children utilized VOT consistently for the three laryngeal categories, their use of f0 was either reduced or enhanced depending on the phonetic categories. Importantly, the children's processing strategies of a f0 suppression for a tense-aspirated contrast were meaningfully associated with children's better cognitive abilities such as working memory, inhibition, and attentional shifting. As a preliminary experimental investigation, the current research demonstrated that listeners with inefficient processing strategies were poor at the EF skills, suggesting that cognitive skills might be responsible for developmental variations of processing sub-phonemic information for the linguistic contrast.

• 말소리와 음성과학
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• 제15권3호
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• pp.45-52
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• 2023

Previous studies have established a role for cognitive differences in explaining variability in speech processing across individuals. In the case of perceptual cue weighting in the context of a sound change, studies have produced conflicting results regarding the relationship between executive function and the use of redundant cues. The current study aimed to explore this relationship in acoustic cue weighting during speech production. Forty-one Korean-speaking children read a list of stop-initial words and completed two tests that assess executive function, i.e., Dimensional Change Card Sorting (DCCS) and digit n-back. Voice onset time (VOT) and fundamental frequency (F0) were measured in each word, and analyses were carried out to determine the extent to which children's executive function predicted their use of both informative and less informative cues to the three pairs comprising the Korean three-way stop laryngeal contrast. No evidence was found for a relationship between cognitive ability and acoustic cue weighting in production, which is at odds with previous, albeit conflicting, results for speech perception. While this result may be due to the lack of task demands in the production task used here, it nevertheless expands the empirical ground upon which future work in this area may proceed.

• 말소리와 음성과학
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• 제9권4호
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• pp.123-128
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• 2017

This study aims to compare the performance of syllable identification task according to auditory and visual stimuli presentation methods and syllable position. Twenty-two typically developing children (age 4-6) participated in the study. Three-syllable words were used to identify the first syllable and the final syllable in each word with auditory and visual stimuli. For the auditory stimuli presentation, the researcher presented the test word only with oral speech. For the visual stimuli presentation, the test words were presented as a picture, and asked each child to choose appropriate pictures for the task. The results showed that when tasks were presented visually, the performances of phonological awareness were significantly higher than in presenting with auditory stimuli. Also, the performances of the first syllable identification were significantly higher than those of the last syllable identification. When phonological awareness task are presented by auditory stimuli, it is necessary to go through all the steps of the speech production process. Therefore, the phonological awareness performance by auditory stimuli may be low due to the weakness of the other stages in the speech production process. When phonological awareness tasks are presented using visual picture stimuli, it can be performed directly at the phonological representation stage without going through the peripheral auditory processing, phonological recognition, and motor programming. This study suggests that phonological awareness skills can be different depending on the methods of stimulus presentation and syllable position of the tasks. The comparison of performances between visual and auditory stimulus tasks will help identify where children may show weakness and vulnerability in speech production process.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제24권2호
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• pp.83-89
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• 2013

Objectives : It is known that children with attention-deficit hyperactivity disorder (ADHD) experience significant difficulty in recognizing facial emotion, which involves processing of emotional facial expressions rather than speech, compared to children without ADHD. This objective of this study is to investigate the differences in facial emotion recognition between children with ADHD and normal children used as control. Methods : The children for our study were recruited from the Suwon Project, a cohort comprising a non-random convenience sample of 117 nine-year-old ethnic Koreans. The parents of the study participants completed study questionnaires such as the Korean version of Child Behavior Checklist, ADHD Rating Scale, Kiddie-Schedule for Affective Disorders and Schizophrenia-Present and Lifetime Version. Facial Expression Recognition Test of the Emotion Recognition Test was used for the evaluation of facial emotion recognition and ADHD Rating Scale was used for the assessment of ADHD. Results : ADHD children (N=10) were found to have impaired recognition when it comes to Emotional Differentiation and Contextual Understanding compared with normal controls (N=24). We found no statistically significant difference in the recognition of positive facial emotions (happy and surprise) and negative facial emotions (anger, sadness, disgust and fear) between the children with ADHD and normal children. Conclusion : The results of our study suggested that facial emotion recognition may be closely associated with ADHD, after controlling for covariates, although more research is needed.

• Journal of Audiology & Otology
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• 제25권2호
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• pp.65-71
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• 2021

Background and Objectives: In masking level difference (MLD), the masked detection threshold for a signal is determined as a function of the relative interaural differences between the signal and the masker. Study 1 analyzed the results of school-aged children with good school performance in the MLD test, and study 2 compared their results with those of a group of children with poor academic performance. Subjects and Methods: Study 1 was conducted with 47 school-aged children with good academic performance (GI) and study 2 was carried out with 32 school-aged children with poor academic performance (GII). The inclusion criteria adopted for both studies were hearing thresholds within normal limits in basic audiological evaluation. Study 1 also considered normal performance in the central auditory processing test battery and absence of auditory complaints and/or of attention, language or speech issues. The MLD test was administered with a pure pulsatile tone of 500 Hz, in a binaural mode and intensity of 50 dBSL, using a CD player and audiometer. Results: In study 1, no significant correlation was observed, considering the influence of the variables age and sex in relation to the results obtained in homophase (SoNo), antiphase (SπNo) and MLD threshold conditions. The final mean MLD threshold was 13.66 dB. In study 2, the variables did not influence the test performance either. There was a significant difference between test results in SπNo conditions of the two groups, while no differences were found both in SoNo conditions and the final result of MLD. Conclusions: In study 1, the cut-off criterion of school-aged children in the MLD test was 9.3 dB. The variables (sex and age) did not interfere with the MLD results. In study 2, school performance did not differ in the MLD results. GII group showed inferior results than GI group, only in SπNo condition.

• 대한청각학회지
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• 제25권2호
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• pp.65-71
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• 2021

Background and Objectives: In masking level difference (MLD), the masked detection threshold for a signal is determined as a function of the relative interaural differences between the signal and the masker. Study 1 analyzed the results of school-aged children with good school performance in the MLD test, and study 2 compared their results with those of a group of children with poor academic performance. Subjects and Methods: Study 1 was conducted with 47 school-aged children with good academic performance (GI) and study 2 was carried out with 32 school-aged children with poor academic performance (GII). The inclusion criteria adopted for both studies were hearing thresholds within normal limits in basic audiological evaluation. Study 1 also considered normal performance in the central auditory processing test battery and absence of auditory complaints and/or of attention, language or speech issues. The MLD test was administered with a pure pulsatile tone of 500 Hz, in a binaural mode and intensity of 50 dBSL, using a CD player and audiometer. Results: In study 1, no significant correlation was observed, considering the influence of the variables age and sex in relation to the results obtained in homophase (SoNo), antiphase (SπNo) and MLD threshold conditions. The final mean MLD threshold was 13.66 dB. In study 2, the variables did not influence the test performance either. There was a significant difference between test results in SπNo conditions of the two groups, while no differences were found both in SoNo conditions and the final result of MLD. Conclusions: In study 1, the cut-off criterion of school-aged children in the MLD test was 9.3 dB. The variables (sex and age) did not interfere with the MLD results. In study 2, school performance did not differ in the MLD results. GII group showed inferior results than GI group, only in SπNo condition.