Thesis (Ph. D.)--University of Massachusetts Amherst, 2009. / Includes bibliographical references (p. 227-236). Print copy also available.

Thesis (M.A.)--State University of New York at Binghamton, Department of Psychology, 2005. / Includes bibliographical references (leaves 39-41).

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 58-60).

Young infants can discriminate a great variety of speech sounds both native and nonnative in their language environment. The focus of the perceptual reorganisation research to date has been on infants’ discrimination of nonnative segments, in particular, consonants and vowels. In tone languages (eg. Cantonese, Mandarin, and Thai) phonemic distinctions are signalled not only by consonants and vowels, but also by lexical tone – consisting of variations in fundamental frequency (pitch) and related features. Although such languages are spoken by over half the world’s population, the development of lexical tone perception has been relatively neglected. This thesis addresses whether perceptual reorganisation occurs for tone in infancy. Overall, the results of experiments conducted support the hypotheses and the existence of perceptual reorganisation for tone in infancy, similar to that for consonants and vowels. Implications of the results for speech perception development theories, “tone space”, tone acquisition, and early word learning are discussed, and future studies relating to these issues suggested. / Doctor of Philosophy (PhD)

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 12, 2007) Vita. Includes bibliographical references.

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1990. / Includes bibliographical references (leaves 180-188) / Microfiche. / xii, 188 leaves, bound ill. 29 cm

Thesis (Ph. D.)--Ohio State University, 2007. / Full text release at OhioLINK's ETD Center delayed at author's request

Five experiments explored how we learn to read and recognise words with typical and atypical spelling-sound mappings and to generalize to novel words. In Experiment 1, adults learned to read pseudowords with typical or atypical pronunciations. There was some evidence that prior exposure to word meanings enhanced orthographic learning. However, interpretation was clouded by stimulus control problems that plague research using natural alphabets. In Experiment 2, an artificial orthography paradigm was developed to overcome these problems. Adults learned to read novel words written in novel symbols. Post-training, they could generalize, indicating extraction of individual symbol sounds. The frequency and predictability of symbol-sound mappings influenced learning and generalization, mirroring natural language findings. Experiment 3 found extended training to improve item recognition and generalization. In Experiment 4, pre-exposure to item sounds plus an object referent vs. item sounds provided equivalent benefit for orthographic learning. By the end of training, this was limited to items with low frequency unpredictable symbol-sound mappings. In Experiment 5, pre-exposure to novel definitions enhanced orthographic learning more than pre-exposure to item sounds, but by the end of training, both conditions were again equally beneficial.

Thesis (Ph. D.)--State University of New York at Binghamton, Department of Psychology, 2009. / Includes bibliographical references.

The research reported in this thesis examines the relative contributions of top-down and bottom-up information during lexical access. I evaluate the Cohort Model of lexical access (Marslen-Wilson and Welsh, 1978; Marslen-Wilson and Tyler, 1980; and Marslen-Wilson, 1987) which specifies that the first stage in lexical access is fully autonomous and that during this stage all processing proceeds in terms of analysis of the acoustic-phonetic input. Implicit in this model is the assumption that bottom-up processing is immune to any effects of contextual or top-down information. I examine the extent to which listeners ever rely exclusively on bottom-up information during lexical access and investigate this issue empirically, by measuring effects of context on both the production and the perception of words in various contexts. I test the hypothesis that a word uttered in a constraining context will be acoustically indistinguishable from its competitors by, first, measuring one acoustic parameter (VOT) across constraining and non-constraining contexts and, then, examining the intelligibility of tokens of that parameter taken from the varyingly constraining contexts. The data from these experiments suggest that the realization of VOT is not an aspect of bottom-up information which would create problems for a bottom-up processor in terms of providing ambiguous acoustic-phonetic information. I then investigate whether bottom-up processing during lexical access is immune to effects of context. Following Grosjean (1980) and Tyler (1984), I utilize the Gating Paradigm. Using incongruous contexts, I argue that direct assessment of the contributions made by different information sources during lexical access can be made. By presenting bottom-up information which is inappropriate to the contextual (topdown) information, I evaluate the extent to which one information source is given priority over the other. I vary both the contextual constraints available to the listener and the acoustic clarity of bottom-up information. The observed pattern of listeners' identifications of the words suggested that whilst bottomup information was given priority, top-down information was available and was utilized during lexical access. I present data which support the working structure of the Cohort Model of lexical access. I conclude, however, that the model places disproportionate emphasis on initial bottom-up processing. It appears that top-down information is not prohibited from contributing to processing during the initial stage of lexical access.