-.
Perceptual Analysis Using a Triadic Similarity Listening Task
An Honors Thesis (ID 499)
by
Tina M. Henry
Thesis Director
Ball State University
Muncie, Indiana
August, 1990
Expected date of graduation, August 18, 1990
, j,.
perceptual analysis
.-~
1
Perceptual analysis uSlng a triadic similarity listening task
INTRODUCTION
It
has
commonplace
be(~ome
discrimination tests
substi tutic·ns
deficiencies
Research
administer
for
sound
gpeech
to children exhibiting developmental
order
in
identify
to
however,
the past several years,
sound
perceptu.al
possible
underlying production difficulties
correlation
sound
t,o
(Locke,
has
1980) .
questioned
between perceptual abilities ag measured
by
speech
discrimination tests and production abilities (Broen,
al. 1983).
Textbooks written for use in undergraduate courses in
articulation
auditory
et.
and
phonological disorders discuss the
discrimination
assessment
testing
has
been
given
fact
a
that
place
in
procedures even though empirical data supporting
relationship
between articulation and sound
the
discrimination
are
conflicting (Newman, Creaghead, & Secord, 1985; Weiss, Gordon.
Lillywhite, 1987).
have
Newman, Et. al. discuss the fact that studies
suggested that auditory cliscrimination abilities
follow
developmental progression that current tests do not account
Both Newman, Et. al. and Weiss,
the
provide
auditory
more
no
commonly used
solution
tests.
to the
a
for.
Et. al. have suggested that tests
measuring internal discrimination would be more useful than
of
&
HOwever,
problem
of
some
these
textbooks
accuratel')r
assest:;ing
discrimination and still recommend some
8SSeSGment
of
8
of
auditory discrimination and its use in therapy.
-
The
following
study
attempts
to
develop
method
perceptual analysis
2
assessing speech sound discrimination abilities in children
will
Before
provide useful information for therapy.
can
he presented,
of
speech
perception
current
the
it is necessary to discuss the major
perception
and
the
relationship
means of assessing speech sound
speech
between
of
discrimination
rationale is presented for the use of a method
mapping
the
further
Finally,
illustrates the need for a more representative method.
a
study
theories
In addition. an examination
and production.
that
of
perceptual
that, will present a true picture of a child· s
internal
perceptual system.
Theorie§.. Q_t
~t;;;..Qh p~.tion
Opinions
about
the
nature
of
speech
perception
have
Infant studies have indicated that, inf:=mts .''is young at:
differed.
one month of age are able to disciminate sounds which differ by a
single
et.
contrast such as voicing: ba/pa or place:
1971) .
al.,
ind icati,:m
that
linguistically
activated
from
the
infants
can
al.
interpret
process
speech
patterns.
According to
in
perception
infancy.
is
it
not
linguistically relevant
as
sounds
an
in
detectors",
phonetic
Butterfield
However, others have
(Eilna,,; ,
fact
relevant manlH'!l:' and posseSt:: "feat-ure
ability to perceive phontetjc stimuli is
Instead,
this
the mc·t't extreme interpretation of Eimas
attained
-
et
by linguistic input, which extract
auditory
(1974) .
Eimas,
balga
features
and
Cains
is
~.Jorl,
thatJ
neRrly
completely
argued
that
as
Eimas
invc!l ves a simple d i:::;cr iminat1c)n of sounds
this
claimed.
out
\-)f
perceptual analysls
linguistic context.
Some
authors have argued that perception is facilitated
production.
The motor theory of speech perception (Liberman. at.
1967)
al. ,
theory
is
The major
tenet
of
motor
speech perception is based on
rules
of
motor
exemplifies
that
this view.
production.
This the(H'Y is
Menyuk
AnderRon
and
direct contrRst Hith the views
jn
(1969)
who
believe
productions on perceptual categories.
that
children
A less extreme version
theory suggests that speech production can facilitate
cttas as proof the fact that chidren who have
of
producti~n
-
children
other
sounds can discriminate them
who
hand,
mutually
have not mastered them.
suggests
Bloom
thRt perception and
perception
the
quickly
production
than
on
the
are
two
(H17f;).
dependent, but different, processes which
of
Th t r:;
mastered
more
of
base
motor theory has been proposed by Schvacken (Ingram, 1976).
and
by
interact
as
language develops.
Bas'2!d
states
The
that
Feat,llre Phoneme
phonemes
distinctive
features
acquisi ticm,
Blache
producing,
product
The
child.
possess
used
(1978)
in
Int,erac~tion
Theory,
interrelated
elements
the
of
stated
process
that,
phonological
"Whi Ie
in comparison to the perceived cultural
Cll 1 t,ura 1
representation of
norm
S()lmc1S
that Blache
which
cal.led
a
c~h
he/she is constantly monitoring his/her own
"pe t'ce i ved
internal
-
on
l'
c·
u
acoustlc
nc,rm
refers
i ld
(p.107) .
to
that, may be different, in
It is this internal representation of sounds that
is
an
each
needs
perceptual analysis
4
to
be
represented
in
order to gain a
clear
picture
of
the
perceptual system of a young child.
Before
any study of speech perception can be performed,
is first necessary to
establi~h
a link between speech
too. has been an area of much
production
controver::;'.1
In a study by Eilers and Oller (1975),
for researcherr;.
it
responses
on a combination production/perception experiment performed using
bet~veen
subjects
four
categori.es in which "+"
indicated
the
The
absence of.
-perception/+production.
responses
fe 11
~~.
Here
recorded
Uf3illg
indicated the presence of and
categories
Much
were:
+p<~rC(3pt
ion./
-perception/-production.
+perception/-production.
+production.
and
the agefj of 1: 10 and :2:
to
their
surprise.
tht:: '-percept 1.( £11 +product ion catep:ory.
int~o
possible explanation for this data is that there may be
One
o~casions
Eilers
occur
3.f-i
.~;
·
.,
t .,1C)[j
'
i lsc:rJ.!'nJ.tl."l
i.
making
tat'.;);;:
f~P8ec:h
()f
load
.:.:
imposed
by
the ':.:h 1.1d
-
auditorallv as
childhood
-
J·ef~lJ.IL
~videnced
F"rrOl:f.j
r'C:::;:;!)J.t,
th,'"
1S
by his
from
p.:;ccfcptual
dLffjcu]t.j.e:::~,
et. 31 (1981) used the same four
Winint;:,
pPl'cep"t,inn./rt'odw.:ction {.. ert:~ l.L:;ed in
explored
further
which
the
-perception/-production
indicated
categories
results
Further,
exif:~tence
link
et.. aI.
::>.tudy
,:;f
that
in~o
and
either
+perception/+production
production.
precedes
perception
their study provided
of
the
the
or
little
-perc:eptie,n/+pl'oductic":<D
support
category
et
(Fraser,
-
conclude::!
that
a"!
that,
al.,
1963;
From
in agreement with other invpstigators
Ingram 1974;
Eilers
perception does indeed
a re8ul t,
for
suggesting
that responses in this category may occur simply by chance.
this study, Winitz, et al.,
for
(1931)
percept,Ion
between
They suggested that responses which fell
producti'::'!!, .
the
Hinitz.
:.'i
categories
production task;"'; do
and
Oller.
precede
no"t.
1976),
pr()c1uction
and
dem()nf~trate
fully
underlying linguistic knowledge.
In
a
groups
tasks
1983 study by Broen. et al.,
of 3 year old children on both perception and
for /1/,
selected
/r/, and /w/ were compared.
of
81{ ills
whi Ie the second gn:mp was
demonstrating
delays
in
of
was
developing
chosen
articulatory
two
production
The first group
on the basis that the children had normally
art icu lation
basis
performances
em
the
development.
Results of the production tasl-:indicated that. the majority of the
children
Children
chance
in
in
on
bot,})
the
groups
misarticulated
normally developing group
perception
task
testing
/1/
Rnd
/1'/.
scored
well
above
soundf-;
t.hey
invo~ving
percepLual analYS1S
misproduced.
This was not trup of the children in the articulation
There was a much greater range of performance
delayed group.
this
on
group with the range including two children with no
the
level
was
perception task and one child who
on all contrasts.
Broen et a 1..
SIJ~':gest,
errors
at
performance of this
Overall,
considerably poorer than
performed
the normally developing
chance
group
group.
that, thefje findings won Id ind icate that
the
relationshir between development of perception and production
not
necessarily a symmetrical one.
some
may be direct 1 y 1. inked to corref';pond ing perceptual
others
may
not
be linked.
may
be
a
Likewise,
requirement
attainments
for
normal
co'
]'. '-'
articulatjon
errors
percepti:::m
-
Although
in
one::: ,
correct
of
articulatory
development, bnt mi::;articulati(i{u=: c<smnnt .''l.l-.7ays be blamed on poor
perceptual
abilities.
Assessme:o...:tL Q.f
~:peech
I~f::rcept
ion
In order to assess speech perception, we typically use
sort
of speech sound
discrimin~tion
test (Locke,
1980) .
some
The:?;e
tests, according to Locke, may be placed in two major categories:
Type 1 and Type II tests.
The Type I test allows for a comparison of the adult surface
form
and
the
considered
to
discrimination
consist
child's
be
test
internal
representation,
a necessary quality of a
(Locke,
1!:J8Cl).
good
Typjcally,
of pictures or objects, whose names are
and
t.hlS
speec})
Type
I
If;
sound
testfj
represented
lD
perceptual analysis
7
the child ";:: receptive vocabulary.
live
The
internally
must compare a
an
represented category of sounds anri decide whether
or
not a match has been made.
Type I category.
A prohlem that hac
the
with
the picture identification
An
he.olrd
~est
been
fitR
identified
is that i t is not
possible
sOlJ.nd,c: have been disc;riminated Gince the .-:;hild
~7hjch
discontinue
::;()und
The picture irlentification test
into
t,o know
by t.spe or
presr~nt.t:,d.
with
voice
child
a.nd a. ,.,Jord
th,e ;:;earch once an acceptable trJ.3.tch
been
tVH::
additional problem is that some contrasts are very
ITl:=ty
made.
difficult
to represent pictorally.
Type
Generally,
II tests require a child to compare two
a
child is asked to make a
same-different
based ()n tl\lC or more ,::;yllablef: heard in close
are
three
task
however.
judgment
First:,
on
.3
in which two syllables are presented
at
a
a child could conceivably answer "samt:;" to all
tester,
forms.
3ucc'.':!~·:si(:Il.
major problems with the Type II tests.
same/different
time,
adult
items.
would not know whether this was a result of
the
child's inability to correclty discriminate aJI of the contrasts or
a
result
undp-rstand
criticized
of
the child's inability to attend
the
instructions.
for the
fa(~t
Final1y.
Type
to
task
thA
II
that t.hey do not: allow for a
or
test,s
are
comparisor:
of a child"s internal representation witt) the aduit form and that
they
do not allow for a dptermination of directionality
perceptual
error.
These are two of the
eight
of
quaJities
the
that
Locke outlines for a good test of speech sound discrilnjnat.ion.
8
speech
Go IdTria n - F r t:=; t,oe - Wood coc k
tb h
The experiment
measuring
yielded
\.Jhat they claim 10 be rnea:=:l1ring and thrlt they may
ways (Bountress,
Hot
1984).
AlternativAs to these standardized tests have been suggested
by Hanson (1961) and by Slache (1978).
Hanson performed a simple
experiment in which vowel sequences were presented to twelve year
old children,
three vowels at a time.
The children were asked to
record which of the last two vowels was more similar to the first
one
in
distance
vowels
then
the
sequence.
bett-leen
ea":ch
Hanson
VCH.. e
then
ectlmated
the
1 pair based on the number
The
had been classed tc'get;her by subjects.
arranged
perceptual
in a three-dimensional diagram in
uf
V(lT.Jpi
which
vowels
were placed closer to each other than less similar
Hanson
claims
acoustic
that
the diagram agrees
vowel triangles.
r.. i th
out.
-
s
were
slmllar
ones.
articuLat,ory
However, according to
Kalgren,
experiment was performed in a very crude manner (Malmberg,
In
times
the 1970's similar experiments involving adults were
and
t,hls
1968).
carried
These experiments involved having college studellte 0stimate
9
the
similarity
thr~e-element
sound
series
The use of a city-block model in
which
ruulti-
between
(Blache,
two-
and
dimensional f:trlJctUl'ef; can be geomeLrica lly mapped waf.;
snggef::ted
as a way of externally representing these internal maps
1978).
Based
t,he Ha!ll'::on (1961) and Bl achr:: (UJ7 8 )
on
::: tucl ies ,
modified ven:.ion ( . f t.he triadic fcdmilarity t,e,sl>;. and
<':1
frequency
of
28
eliciting
and
response analysis have been selected
representing
the
perceptual
"'.
:'Oubsequent,
system
means
of
of
children in the following experiment.
Sub j eG.t..Ei
The subjects were 19 children ranging in age from 4-1 to 7-]
with a mean age of 5-4.
facility
The children were enrolled at a
in Indianapolis,
Indiana.
from preschool to 1st grade.
5-3) and 12 male
were
in thp. study.
grade
le'Jel
There were 7 female subjects
subject~
given pure-tone hearing
They ranged in
daycare
(mean age,
~::'.creeningE:
The screening iuc] !lch-,;;j
5~4.)
pried' to bE:1ng
f.,f!()B~~,1
(JOClHz,
iw:.ludec]
::ClOOHz,
4000Hz tones presented at 20dR.
none
of
l~arning
the
Cll
f~pef'"ch ,
i Ie! t'!::n had any documdl ted
diRabilitleB.
~_li
The
stimulus
combinations of /1/,
-
items
/1'/,
con~jBterl
of the
/w/, and / j / .
24
Eac~h
possible
triad
Ha;~
triadic
3sl=;igned
perceptual analysis
10
a
random number. and the triade were placed in
nurnericttl
or'der
for presentation in order to assure randomness.
The individual triads were recorded in a
sound-tr~ated
room.
Initially, the items were recorded through a Hydrometals Cardioid
A
Microphone into a portable Marantz tape recorder.
was
placed
using
an
Beltone
This tape
in between each triKd.
Akai
~S-702D
stereo cassette deck and
Clinical Audiometer.
2000
was
The first
f;l
ight delay
then
run
played
through
element
of
a
each
triad was recorded using channels A and B of the audiometer,
the
second element using channel A alone. and the third using channel
B
alone.
the
These switches were recorded onto another
Marantz
using
portable tape recorder.
tape
using
when
played
a stereo tape deck. the first element of the triad
played
through
A.E a reS1J It
1
both speakers. the second through the left speaker.
and
the thiri through the right speaker.
Condi tiOU.llJ,g
In order to condition the subjects to the triadic similarity
task,
two form2: of condit.ioning l.Jere lIspd, visual and
The visual conditioning consisted of 3 items.
presented
white
triangle
rigbt.
1 ike
consisted
the
triangle
square
-
The first sequence
of a white square placed in the
placed on the left, and a white
The subjects Here told to,
eme.i n the midd Ie."
auditory.
middle,
square
on
"Point, t.-) t.t"le c·ne that
The next se\: cons j s ted c!f
in the center, a red triangle on the left. and a
,:m
the right.
The same instructions
were
given.
a
the
look::;
a
red
white
The
perceptual analysis
11
final visual sequence consisted of a red triangle in the
a
red
Once
square on the left, and a white triangle
the same instructions were given.
ag.::ti.n.
either
If
justified.
trial:=:; ,
was
w~s
answer
a
a
were
the
In
this
subject successfully completed
e.;equence e.f 3 auditory tashs using
subject
on
considered correct since either one
then the second training sequence was
that the firf;t sound wou.ld,
were
told
to
right.
case,
could
each
~:,ollnd
"come from the
point to the sound (on the right
of
the
f'~ffect,c.
The
They
were
midd Ie. "
or
left)
that
For each of these triads, one of the
sounded like the first one.
sound effects corresponded exactly to the first one heard.
subject
be
presented.
instructed to listen to three sounds.
told
center,
successfully responded to each of the training
If
a
stimllll,
the triadic similarity listening task was initiated.
For the purpose of the triadic similarity listening task,
Sony
The
portable tape recorder with detachable speakers
two
create
speakers were placed 1 yard apart in order
the left, right, middle distinctions.
instruct,:=:d
that
was
to
used.
clearly
The subjects
were
to, "Listen te, the thl':ee sounds and point to the
sounds
the
m()st
1 ike
the
first
one.
a
Subjects
one
were
reinforced for listening carefully and responding immediately.
Results
Due
to the fact that this was a relatively small sample,
qualitative
-
analysis
of
the results
was
employed.
Table
a
I
perceptual analysis
12
(Appendix Al provides qualitative evidence of Blache"s model
the
semi-vowel system (Newman. et al ..
one examines pair 5.
replace /wa/ 100% of the time.
it
can
frequency
seen
BI,
If
it can be seen that Ira! is chosen over /ja/
to
be
1985) (Appendix
for
that, again.
than is /ja/.
In the corresponding pair
ira/ is
Once again.
chosen
with
much
6.
more
if one examines pair 7,
it
can be seen that /wa/ is chosen over /la/ to replace Ira/ 78%
replace Ira/ 73% of the time.
~ver
chosen
18,
/ral
This
Finally.
in pair 17,
is chosen over Iwa/ to replace Ila/ 47% of
indicate that. for children in this age
degree
free variation.
provide
in support of this method of assessing
the
c'
~.
pair
time.
group,
distance between these sounds is small with
These examples
in
the
perceptual
of
,
I
/ra/
/wa/ to replace /la/ 52% of the time while
would
evidence
+
In the corresponding pair 8. Iwal js chosen over /IB/
the time.
to
.-~
L.. ·'L
a
the
great
qualitative
perceptual
systems of children.
Discuss i·:ffi.
The
results
of this experiment indicate that
the
triadic
similarity listening task was a successful means of assessing the
speech perception of young children.
make
6.9JI)!~
or
d.i.ff.~n...:t
Children were not forced to
judgmentt, (.. hich require nothing more
that
simple discriminations between sound pairs since tl1is is not what
actually occurs in the process of perception (Morse,
1974).
is believed to occur is actually a much more complicated
of
-
comparing
audit.ory input t.o an
internal
What
process
representation
of
perceptual anal ys if~
13
sounds and making a suitable match or creating a new category
a
suitable
similarity
with
task simulated this process by presenting
the
similar
The
1978).
match cannot be made (Blache,
opportunity
to hear sounds and
to
triadic
the
compare
child
them
The
sounds in order to identify suitable matches.
1'i"
...
to
fact
that this experimental procedure simulated the natural process of
speech perception would explain its success.
This
procedure
which has been used
with
adults
(Blache.
had not been attempted '.lith very yonng childre:u, but
1978)
is the group for which this information is the most useful
the
sound system is still emerging.
sequence,
simplified
facilitated
training
training
respc)nse
pointing
directions,
since
the use of this procedure with young children.
sequence
understanding
of
allowed
the
children
to
gain
the nature of the task and the
complete
0
importance
t.he Bourd tbat is 1 ike the first one," e 1 im ina ted the problem
of
possible
differt;;W.t.
1980).
The use of simple direct low:;,
of
to
a
respond.ing.
The
"Point
j
mmediate
The addition of a
thi::::
misunderstanding
of terminology such
for which ot,her met.bods have been
crit,icized
Finally, the use of a pointing response
(Locke,
eliminated
any
intervening variables such as I'ictures which may be unfamiliar to
the
child
(Locke,
It
study
or verbal responses requiring
additional
processing
U~80).
was
was
stated in the introduction that the
to
develop
a method
of
assessing
goal
the
of
this
perceptual
perceptual analysis
14
informatioll
abilities of young chidren that would provide useful
for
The
therapy.
listening
task
as
successful use
demonstrated
this
study
similiarity
perceptual
an
would
task
in
the
triadic
this
study
similarity
has
definite
In the area of assessment. the results
implicationE for therapy.
of
of
indicate that
the
use
of
the
could provide valuable information
triadic
the
~bout
system of a child since it identifies the
dimensions
individual uses in making decisions about phonemes.
In
the
area
of treatment. the use of the triadic similiarity
listening
task
with a successive frequency of response analysis
(Appendix
A) would provide valuable data for clinicians.
The data could be
used to determine the need for enrollment into speech therapy and
to
help identify appropriate therapy goals.
child"s
from
frequency
of response analysis
deviates
th:)se of other children in the same ag/;
training may be necessary in order to
of
For instance. if
the
deviant
perceptual
system.
considerably
group.
facilitate
However,
a
perceptual
reorganization
if
child'f.:
a
frequency response analysis is similar to those of other children
in
age
the
contraindicated
since
group.
it
perceptua.1
would
appear
wouLd
that
perception
1S
developing in a normal manner.
further
Wit~
d i fferen t
mapping
sound
of
and
standardization
classes and larger groups of
chi IdreJ:l,
the perceptual distance of phonemes as
Blache (1978),
---
experimentation
and
proposed
a
by
the triadic similarity task could become a wldely
perceptual analysls
15
used
and
clinical tool.
perceptual
graph
the
children.
make
Standardized frequency of
response
maps could be developed in order
internal perceptual systems
of
to
externally
normally
developing
These charts could he used for comparison in order
decisions about the need for perceptual training
selection
of
appropriate
therapy
goals.
This
phonemes
currently
which
between
-
used
simply
would
providf~
more
uf..;eful
unidimensional methods of
assess
the
pairs of sounds.
perceived
and
method
identifying the dimensions used by a child when making
about
charts
similarity
or
the
of
decisions
info l'n,at ion
assessing
to
than
perception
difference
perceptual analysis
16
References
E:.
Blache, E..
Baltimore:
University Park Press.
(1974).
Bloom, L.
Talking. understanding,
In
and thinking.
~felblJ.f.i...Qh.
Bountress, !\.. G.
A second look at tests of speech-
(1984).
349-359.
Broen, P., Strange, W., Doyle, S.,
& Heller. J. (1983).
Perceptien and production of approximant consonants by normal
and art.iculation-delayed prel3:chool children.
and llihlLing lieseal.:£::h. z'6_, 601-608.
~b.
Butterfield, E.C., & Cairns, G.F.
reception research.
Edwards, M.
Eilers,
In
(1974).
Dlscussion summary -
Schjgfe~lilllLGh.
PercepticHl and production in chi Ie!
(1974).
phonology:
Child
~lolJ..rnEi.l ()..!'
the testing e·f four hypotheses.
LftnRJ.li!.g~,
1,
Jm.u::na.l Qf
205-220.
R. 8[ Oller, D.K.
(197!::,).
The r(;le of :,,;peech
discriminaticHl in develc:.pmental sound subgti tutiow:; .
.]olJrn.;U Q.f. Child
h;'iIl&.~,
Eimas, P.D., Siqueland,
(1971).
~L
~-l19-329.
E.R., Jusczyk, R.,
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Speech perception in infants.
~;ci~n.~~,
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303-306.
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(1983).
Control of grammar
in im:L tat-ion, comprehension and production. 1LQJ.ll:rl.§.1. Qf
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infant
perceptual analysis
17
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Ys;;Lb.g.L
L~.r.u:.rUng.
Ingram, D.
ami
(1974).
Yf~.rQal
BehgyiQL l.
The relationship between comprehension
In R.L. Schiefelbusch & L.L.
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La.llillJ..2£~ ~.:r.t;.~~i.Y.t;;.fL=_a C9 u. i e..i.:t".iQ U->..
int~..r.Y...tl.!.ti.QJ1..
1 :.~ 1··13[:, .
BB 1 timore:
Lloyd (Eds.).
rf;;.t.:a:rda,:t.;i[.;.I!-,- .?.nd.
Oni verf; i ty Park PreFjE:.
Liberman, A.M .. Cooper. F.S .• Shankweiler, D., & StuddentKennedy, M.
(1967).
(19BO).
Locke, J.L.
Perception of the speech code.
The inference of speech perception in the
phonological} y disordered child.
HeariLW.
[:~~der.Q..
JJ·dJJ.l".lli:1.1 ~).i.
iiP_e_t).c::h ';;!ll.d
4.5.. 4:31-468.
Malmberg. B.
Holland Fublishing Company.
Menyuk. P .. & Anderson. S.
and reproduction of /w/.
and. tiearin&:.
Morse, P.A.
R~flearch,
(1972).
stimuli.
(1969).
Children"s identification
/1'/. and /1/.
J.Q1lnllil Q_f
;:'f'e~.Ql.l
12.. 39-f)2.
The discrimination of speech and nonspeech
.J ()1J.r.D..al Qi.
m'f,; r i IT! e n t.Q.l
~:;tLO 1 qgy
,L4. ,
477-432.
Newman, P .. Creaghead, N.. & Secord. W.
and K'!;::me.i.1iatl.Q1l 9..i. arth;llu.t. .,,!;:..:l 9..llil p-hr,2J1cd.QKif;;;.a.l d..LQ.Qr.d.e.rs..
Columbus. Ohio:
rharles E. Merrill Publjghing Cc·mpany.
Weiss, C., Gordon, M.S., & Lillywhite, H.
!llQ.nQg.=m~D.t
Baltimore:
~U.
(1987).
C..lhUcal
£1Lticu latQ..LY GIld. Ph.QI1Qli';2g..1Q;:-1.1 diQ.Q.n::lerl'i...
Williams & Wilkins.
Winitz, H., Sanders, R., & Kort, J.
(1981).
Comprehension and
perceptual analysls
18
productie,n of the /-ez/ p lu.ral allomorph.
~~hcli.r;guistiQ. ~~.ar.Qh,
-
ill, 259-271.
-
APPENDIX A
TABLE 1
FREQUENCY OF RESPONSE
I
-
A
I
B
1-
wa-ra-la
.737
.263
2.
wa-la-ra
.579
.421
3.
wa-ja-la
.316
.684
4.
wa-la-ja
.526
.474
5.
wa-ra-ja
.100
0
6.
wa-ja-ra
.263
.737
7.
ra-wa-la
.789
.211
8.
ra-la-wa
.263
.737
9.
ra-ja-wa
.737
.263
10.
ra-wa-ja
.421
.579
11-
ra-ja-la
.474
.526
12.
ra-la-ja
.632
.368
13.
la-ja-ra
.421
.579
14.
la-ra-ja
.526
.474
15.
la-ja-wa
.368
.632
16.
la-wa-ja
.526
.474
17.
la-ra-wa
.526
.474
18.
la-wa-ra
.526
.474
19.
ja-wa-.la
.474
.526
20.
ja-la-wa
.316
.684
21-
ja-wa-ra
.263
.737
22.
ja-ra-wa
.632
.368
23.
ja-la-ra
.158
.842
24.
ja-ra-la
.684
.316
Appendix B
0
:-Special
,,:5
S
E
M
I
V
0
W
E
L
,0
-PLACE-
2