Phonological class effect on integration of auditory-visual cues on speech perception in children with and without phonological disorder

• Grant number: 23/10136-9
• Support Opportunities: Scholarships abroad - Research
• Start date: September 02, 2024
• End date: March 01, 2025
• Field of knowledge: Linguistics, Literature and Arts - Linguistics - Linguistic Theory and Analysis
• Principal Investigator: Larissa Cristina Berti
• Grantee: Larissa Cristina Berti
• Host Investigator: Salvador Soto Faraco
• Host Institution: Faculdade de Filosofia e Ciências (FFC). Universidade Estadual Paulista (UNESP). Campus de Marília. Marília , SP, Brazil
• Institution abroad: Universitat Pompeu Fabra (UPF), Spain

Abstract

Children with phonological disorder (PD) present an inability to correctly produce sounds that could interfere with the ability to lip-read. Considering the linguistic heterogeneity of children with PD, affecting different phonological classes; this study proposes to investigate how the integration of audiovisual cues occurs in children with and without phonological disorders and to verify if the phonological class (stops, fricatives, nasals, and liquids - lateral and non-lateral) and presence of the noise interferes with this integration. Thirty children with and without a diagnosis of phonological disorder will be recruited. The auditory and visual stimuli will have consisted of monosyllabic involving /p, b, t, d, k, g, f, v, s, z, ƒ, ’, m, n, ®, l, », ~, R, w/ in context of the /a/ vowel. The experimental procedure of perception will consist of an identification test composed of three distinct stages: (1) presentation of stimuli by auditory pathway; (2) visual pathway; (3a) congruous and (3b) incongruous audiovisual integration information, presented in two conditions: with and without noise. It is expected that children with PD present difficulties to integrate auditory-visual cues in speech perception tasks, as well as an effect of phonological class and stimuli presentation condition. It is looked for contributions to the discussion around uni vs multimodal speech perception theories.