• Korean Journal of Child Studies
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• v.28 no.4
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• pp.73-95
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• 2007

Causal relationships of kindergarteners' phonological awareness and processing to their ability to read words was investigated with the participation of 289 4- to 6-year-old children attending three kindergartens in Busan. Results showed gradual growth in reading ability with age. Children performed best in reading words and poorest in reading low frequency letters. They showed continuous development in skills of syllable deletion, phoneme substitution, phoneme insertion, phonological memory and naming. Discontinuous development was found in counting syllables. Longer syllables were difficult to count, and middle syllables of 3 syllable words were hard to delete. Children had poor perception of final consonants of Consonant-Vowel-Consonant syllables. Children's phonological awareness and processing were latent variables strongly related to ability to read words written in Hangul.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2010.05a
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• pp.42-47
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• 2010

Speech shares acoustic features with other sound-based processing, which makes it difficult to distinguish phonological process from acoustic process in speech processing. In this study, we examined the difference between acoustic process and phonological process during repetition tasks. By contrasting various stimuli in different lengths, we localized neural correlates of acoustic process within bilateral superior temporal gyrus, which was consistent with the previous studies. The activated patterns were widely overlapped between words and pseudowords, i.e., contents-free. In contrast, phonological process showed left-lateralized activation in middle temporal gyrus located at anterior temporal areas. It implies that phonological process is contents-specific as shown in our previous study, and at the same time, more language-specific. Thus, we suggest that phonological process is distinguished from acoustic process in that it is always accompanied with the obligatory access to available phonological codes, which can be an entry of the mental lexicon.

• Phonetics and Speech Sciences
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• v.12 no.1
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• pp.51-63
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• 2020

Phonological awareness is a metalinguistic awareness ability of phonology and is known to predict language skills, such as reading and vocabulary skills. The purpose of this study was to investigate the relationship between phonological awareness, phonological processing, and language skills in 4- to 6-years-old typically developing (TD) children and children with language delay (LD). A total of 32 children (TD=18, LD=15) participated in this study. They performed a phonological awareness task consisting of counting, deletion, and discrimination at syllable level. Nonword Repetition, Digit Backward, Receptive & Expressive Vocabulary Test, and Grammaticality Judgment Task were performed to analyze the correlation between phonological awareness, phonological processing, and language ability. A multiple stepwise regression analysis was performed to examine the phonological awareness subtasks that predict language ability. In the TD group, the syllable categorization task significantly predicted the receptive vocabulary and the performance of the Grammaticality Judgment Task. The LD group showed that the syllable counting task significantly predicted the receptive vocabulary, the expressive vocabulary, and the performance of the Grammaticality Judgment Task. The results showed that the phonological awareness performance was significantly different between the two groups. Further, correlation analysis and regression analysis showed different results for each group. The result of the phonological awareness performance predicted the language ability of each group significantly, suggesting the importance of the meta-linguistic awareness ability of phonology.

• Speech Sciences
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• v.12 no.1
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• pp.7-14
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• 2005

This study investigated the reading ability of Korean second-graders and the relationship between reading and phonological awareness and RAN (Rapid Automatized Naming) ability. A language-based reading assessment battery was used. Children at the end of the Korean second-grade were still at the developmental stage of decoding skill and seemed to be at Chall's stage 1. Findings indicated significant correlations between reading ability and phonological awareness and between reading ability and RAN ability. Therefore, the importance of phonological processing could be extended to syllable-based alphabetic languages.

• Phonetics and Speech Sciences
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• v.11 no.2
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• pp.45-56
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• 2019

This study investigated the interaction between phonological phrase boundary and word frequency variable in Korean speech processing. A word monitoring task was performed to examine the interference caused by the frequency effect of target word depending on whether a phonological phrase is formed within the target word. Frequency of target word (high vs low) and phonological phrase boundary (within target word vs between target words) were applied as between and within subject condition respectively. Our results showed the significant main effect of the phonological phrase boundary and the significant interaction. In the post-hoc analysis, the high-frequency target words were detected significantly faster than the low-frequency target words only in the within phonological phrase boundary condition. Frequency effect in the between phonological phrase boundary condition did not appear. The results indicated that the phonological phrase boundary and word frequency variable played an important role in Korean speech processing. In particular, we discussed the possibility of processing the word frequency at the very early sensory information processing stage based on the interaction of two experimental factors.

• Proceedings of the KSPS conference
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• 2007.05a
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• pp.270-273
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• 2007

The purpose of this study was to evaluate the effects of multisensory(AVK: Auditory, Visual and Kinethetic) treatment on reading pronunciation with phonological prcessing - tensification, palatalization, and lateralization for the middle school students with delayed language development caused by mental retarded. Participants were three children with reading pronunciation difficulties in phonological processing. The following conclusions were arrived. First, three children are improved on tensifiication, palatalization, and lateralization by multisensory treatment program. Second, multisensory treatment was effective in facilitating generalization. Three children presented prominent generalization effcects in lateralization. Third, they were found to maintain partially their performance rates of the later phase of the reading with phonological processing intervention three weeks after the termination of the intervention.

• Korean Journal of Cognitive Science
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• v.15 no.2
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• pp.43-53
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• 2004

The purpose of this study was to investigate the role of phonology in lexical access of bilingual processing for Korean-English bilinguals. Four experiments have been conducted in order to adjudicate the nonselective lexical access hypothesis, which argues simultaneous phonological activation of two bilingual languages, and the selective lexical access hypothesis. which argues phonological activation of only one bilingual language. The results showed that the Korean target word processing was significantly affected by the phonological manipulation of the English target word(Exp. 2). Similarly, the English target word processing showed the tendencies that it is affected by the phonological manipulation of the Korean prime word(Exp. 2). This results indicates that the phonological information of another bilingual language is automatically activated when we process one of bilingual languages, and the process of English which is the second language for most Korean, is phonologically activated.

• Annual Conference on Human and Language Technology
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• 2004.10d
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• pp.240-247
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• 2004

The purpose of this study was to investigate the role of phonology in lexical access of bilingual processing for Korean-English bilinguals. Four experiments have been conducted in order to adjudicate the nonselective lexical access hypothesis, which argues simultaneous phonological activation of two bilingual languages, and the selective lexical access hypothesis, which argues phonological activation of only one bilingual language. The results showed that the Korean target word processing was significantly affected by the phonological manipulation of the English prime word(Exp. 2). Similarly, the English target word processing showed the tendencies that it is affected by the phonological manipulation of the Korean prime word(Exp. 2). This results indicates that the phonological information of another bilingual language is automatically activated when we process one of bilingual languages, and the process of English, which is the second language for most Korean, is phonologically activated.

• MALSORI
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• no.62
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• pp.33-49
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• 2007

The purpose of this study is 1) to investigate the phoneme inventories and phonological processes of cochlear implant(CI) children and 2) to describe their utterances using narrow phonetic transcription method. All ten subjects had more than 2 year-experience with CI and showed more than 85 % open-set sentence perception abilities. Average consonant accuracy was 81.36 % and it was improved up to 87.41% when distortion errors were not counted. They showed similar phonological processing patterns to HA or normal hearing children in some way as well as different phonological processing patterns from HA or normal hearing children. The prominent distortion error pattern was weakening of consonants. Every subject had his/her idiosyncratic error pattern that demanded his/her own individualized therapy program.

• Phonetics and Speech Sciences
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• v.15 no.4
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• pp.11-16
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• 2023

The present study examines how a cognitive attention affects Korean learners of English (L2) in perceiving the English stop voicing distinction (/d/-/t/). This study tested the effect of attentional distractor on primary and non-primary acoustic cues, focusing on the role of Voice Onset Time (VOT) and fundamental frequency (F0). Using the dual-task paradigm, 28 Korean adult learners of English participated in the stop identification task carried with (distractor) and without (no-distractor) arithmetic calculation. Results showed that when distracted, Korean learners' sensitivity to VOT decreased as priorly reported with native English speakers. Furthermore, as F0 is a primary cue for a L1 Korean stop laryngeal contrast, its role in L2 English voicing distinction was also affected by a distractor, without compensating for the reduced VOT sensitivity. These findings suggest that flexible use of multiple cues in L1 is not necessarily beneficial for L2 phonological processing when coping with a adverse listening condition.