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Building categories to guide behavior : = How humans build and use auditory category knowledge throughout the lifespan.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Building categories to guide behavior :/
Reminder of title:	How humans build and use auditory category knowledge throughout the lifespan.
Author:	Vanden Bosch der Nederlanden, Christina M.
Description:	1 online resource (67 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-02(E), Section: B.
Subject:	Developmental psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9781369026757

Building categories to guide behavior : = How humans build and use auditory category knowledge throughout the lifespan.
Vanden Bosch der Nederlanden, Christina M.

Building categories to guide behavior :How humans build and use auditory category knowledge throughout the lifespan. - 1 online resource (67 pages)

Source: Dissertation Abstracts International, Volume: 78-02(E), Section: B.

Thesis (Ph.D.)--University of Nevada, Las Vegas, 2016.

Includes bibliographical references

Although categorization has been studied in depth throughout development in the visual domain (e.g., Gelman & Meyer, 2011; Sloutsky 2010), there is little evidence examining how children and adults categorize everyday auditory objects (e.g., dog barks, trains, song, speech) or how category knowledge affects the way children and adults listen to these sounds during development. In two separate studies, I examined how listeners of all ages differentiated the multidimensional acoustic categories of speech and song and I determined whether listeners used category knowledge to process the sounds they encounter every day. In Experiment 1, listeners of all ages were able to categorize speech and song and categorization ability increased with age. Four- and 6-year-olds were more susceptible to the musical acoustic characteristics of ambiguous speech excerpts than 8-year-olds and adults, but all ages relied on F0 stability and average syllable duration to differentiate speech and song. Finally, 4-year-olds that were better at categorizing speech and song also had higher vocabulary scores, providing some of the first evidence that the ability to categorize speech and song may have cascading benefits for language development. Experiment 2 demonstrated the first evidence that listeners of all ages have change deafness. However, change deafness did not differ with age, even though overall sensitivity for detecting changes increased with age. Children and adults had more error for within-category changes compared to small acoustic changes, suggesting that all ages relied heavily on semantic category knowledge when detecting changes in complex scenes. These studies highlight the different roles that acoustic and semantic factors play when listeners are categorizing sounds compared to when they are using their knowledge to process sounds in complex scenes.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369026757Subjects--Topical Terms:

557458
Developmental psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Building categories to guide behavior : = How humans build and use auditory category knowledge throughout the lifespan.
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500 $a Source: Dissertation Abstracts International, Volume: 78-02(E), Section: B.
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502 $a Thesis (Ph.D.)--University of Nevada, Las Vegas, 2016.
504 $a Includes bibliographical references
520 $a Although categorization has been studied in depth throughout development in the visual domain (e.g., Gelman & Meyer, 2011; Sloutsky 2010), there is little evidence examining how children and adults categorize everyday auditory objects (e.g., dog barks, trains, song, speech) or how category knowledge affects the way children and adults listen to these sounds during development. In two separate studies, I examined how listeners of all ages differentiated the multidimensional acoustic categories of speech and song and I determined whether listeners used category knowledge to process the sounds they encounter every day. In Experiment 1, listeners of all ages were able to categorize speech and song and categorization ability increased with age. Four- and 6-year-olds were more susceptible to the musical acoustic characteristics of ambiguous speech excerpts than 8-year-olds and adults, but all ages relied on F0 stability and average syllable duration to differentiate speech and song. Finally, 4-year-olds that were better at categorizing speech and song also had higher vocabulary scores, providing some of the first evidence that the ability to categorize speech and song may have cascading benefits for language development. Experiment 2 demonstrated the first evidence that listeners of all ages have change deafness. However, change deafness did not differ with age, even though overall sensitivity for detecting changes increased with age. Children and adults had more error for within-category changes compared to small acoustic changes, suggesting that all ages relied heavily on semantic category knowledge when detecting changes in complex scenes. These studies highlight the different roles that acoustic and semantic factors play when listeners are categorizing sounds compared to when they are using their knowledge to process sounds in complex scenes.
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