Alternatively, the phonological deficit could stem from difficulties in the time-course aspects of pre-lexical phonetic-phonological processing rather than from impaired phonological-lexical representations (e.g., Blomert, Mitterer, & Paffen, 2004 Nittrouer, 1999). p/) would induce degraded, under-specified phonological representations and subsequent difficulties to use grapheme-to-phoneme correspondences (e.g., Bogliotti et al., 2008 Serniclaes et al., 2004). ![]() To be unable to discriminate relevant acoustic-phonetic duration-based contrasts in their native language (i.e., voicing e.g., /b/ vs. Hence, dyslexics’ phonological representations would be over-specified since dyslexics would maintain acoustic-phonetic contrasts that are irrelevant in their native language and should be deactivated early in life (e.g., Saffran, Werker, & Werner, 2006 Werker & Tees, 1984). ![]() pa/ low between-boundaries performance) whereas they can discriminate two variants of a same phoneme even if one of the variant does not exist in the native language (e.g., /p/ and /p h / high within-boundaries performance).
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