Geographical and political predictors of emotion in the sounds of favorite baby names

The top 5 favorite boys' and girls' names from each state of the USA in 2000 and 2003 were analyzed in terms of the emotional associations of their component sounds and sound pronounceability. These were significantly and variously correlated with a historical factor (year), geographic factors (compass directions), and a political factor (percentage of the popular vote cast for President Bush in 2004). The expected stereotypical sex differences were observed: girls' names were longer, more pleasant, less active, and easier to pronounce (p < .01). It was possible to predict emotional associations and pronounceability (R2 = .27-.48, p < .01) on the basis of historical, geographical, and political variables.     

Familiarity and pronounceability of nouns and names

Ratings of familiarity and pronounceability were obtained from a random sample of 199 surnames (selected from over 80,000 entries in the Purdue University phone book) and 199 nouns (from the Ku?era-Francis, 1967, word database). The distributions of ratings for nouns versus names are substantially different: Nouns were rated as more familiar and easier to pronounce than surnames. Frequency and familiarity were more closely related in the proper name pool than the word pool, although both correlations were modest. Ratings of familiarity and pronounceability were highly related for both groups. A production experiment showed that rated pronounceability was highly related to the time taken to produce a name. These data confirm the common belief that there are differences in the statistical and distributional properties of words as compared to proper names. The value of using frequency and the ratings of familiarity and pronounceability for predicting variations in actual pronunciations of words and names are discussed.     

Learning letter names and sounds: Effects of instruction, letter type, and phonological processing skill

Preschool-age children (N = 58) were randomly assigned to receive instruction in letter names and sounds, letter sounds only, or numbers (control). Multilevel modeling was used to examine letter name and sound learning as a function of instructional condition and characteristics of both letters and children. Specifically, learning was examined in light of letter name structure, whether letter names included cues to their respective sounds, and children’s phonological processing skills. Consistent with past research, children receiving letter name and sound instruction were most likely to learn the sounds of letters whose names included cues to their sounds regardless of phonological processing skills. Only children with higher phonological skills showed a similar effect in the control condition. Practical implications are discussed.     

Knowing letter names and learning letter sounds: a causal connection

Two experiments tested the common assumption that knowing the letter names helps children learn basic letter-sound (grapheme-phoneme) relation because most names contain the relevant sounds. In Experiment 1 (n=45), children in an experimental group learned English letter names for letter-like symbols. Some of these names contained the corresponding letter sounds, whereas others did not. Following training, children were taught the sounds of these same "letters." Control children learned the same six letters, but with meaningful real-word labels unrelated to the sounds learned in the criterion letter-sound phase. Differences between children in the experimental and control groups indicated that letter-name knowledge had a significant impact on letter-sound learning. Furthermore, letters with names containing the relevant sound facilitated letter-sound learning, but not letters with unrelated names. The benefit of letter-name knowledge was found to depend, in part, on skill at isolating phonemes in spoken syllables. A second experiment (n=20) replicated the name-to-sound facilitation effect with a new sample of kindergarteners who participated in a fully within-subject design in which all children learned meaningless pseudoword names for letters and with phoneme class equated across related and unrelated conditions.     

Learning of letter names and sounds and their contribution to word recognition

This study investigated knowledge of letter names and letter sounds, their learning, and their contributions to word recognition. Of 123 preschoolers examined on letter knowledge, 65 underwent training on both letter names and letter sounds in a counterbalanced order. Prior to training, children were more advanced in associating letters with their names than with their sounds and could provide the sound of a letter only if they could name it. However, children learned more easily to associate letters with sounds than with names. Training just on names improved performance on sounds, but the sounds produced were extended (CV) rather than phonemic. Learning sounds facilitated later learning of the same letters' names, but not vice versa. Training either on names or on sounds improved word recognition and explanation of printed words. Results are discussed with reference to cognitive and societal factors affecting letter knowledge acquisition, features of the Hebrew alphabet and orthography, and educational implications.     

Emotion in the sounds of pets' names

Several thousand cats' and dogs' names were compared with each other and with several thousand men's and women's names in terms of their use of various sounds and the emotional associations of these sounds. Emotional associations were scored according to the system developed by Whissell in 2000. In general, cats' names stood in comparison to dogs' names as women's names stood in comparison to men's names. Names from the first group in each pairing included more pleasant and soft phonemes and fewer unpleasant and sad ones than those in the second group (one-way analyses of variance with post hoc LSD tests, p < .0001). As well, pets' names were longer and more easily pronounced by children than the human names (p < .0001).     

Which children benefit from letter names in learning letter sounds?

Typical U.S. children use their knowledge of letters' names to help learn the letters' sounds. They perform better on letter sound tests with letters that have their sounds at the beginnings of their names, such as v, than with letters that have their sounds at the ends of their names, such as m, and letters that do not have their sounds in their names, such as h. We found this same pattern among children with speech sound disorders, children with language impairments as well as speech sound disorders, and children who later developed serious reading problems. Even children who scored at chance on rhyming and sound matching tasks performed better on the letter sound task with letters such as v than with letters such as m and h. Our results suggest that a wide range of children use the names of letters to help learn the sounds and that phonological awareness, as conventionally measured, is not required in order to do so.     

Letter names and phonological awareness help children to learn letter-sound relations

Two experimental training studies with Portuguese-speaking preschoolers in Brazil were conducted to investigate whether children benefit from letter name knowledge and phonological awareness in learning letter-sound relations. In Experiment 1, two groups of children were compared. The experimental group was taught the names of letters whose sounds occur either at the beginning (e.g., the letter /be/) or in the middle (e.g., the letter /‘eli/) of the letter name. The control group was taught the shapes of the letters but not their names. Then both groups were taught the sounds of the letters. Results showed an advantage for the experimental group, but only for beginning-sound letters. Experiment 2 investigated whether training in phonological awareness could boost the learning of letter sounds, particularly middle-sound letters. In addition to learning the names of beginning- and middle-sound letters, children in the experimental group were taught to categorize words according to rhyme and alliteration, whereas controls were taught to categorize the same words semantically. All children were then taught the sounds of the letters. Results showed that children who were given phonological awareness training found it easier to learn letter sounds than controls. This was true for both types of letters, but especially for middle-sound letters.     

Auditory Priming for Nonverbal Information: Implicit and Explicit Memory for Environmental Sounds

Three experiments examined repetition priming for meaningful environmental sounds (e.g., clock ticking, tooth brushing, toilet flushing, etc.) in a sound stem identification paradigm using brief sound cues. Prior encoding of target sounds together with their associated names facilitated subsequent identification of sound stems relative to nonstudied controls. In contrast, prior exposure to names alone in the absence of the environmental sounds did not prime subsequent sound stem identification performance at all (Experiments 1 and 3). Explicit and implicit memory were dissociated such that sound stem cued recall was higher following semantic than nonsemantic encoding, whereas sound priming was insensitive to manipulations of depth encoding (Experiments 2 and 3). These results extend the findings of long-term repetition priming into the auditory nonverbal domain and suggest that priming for environmental sounds is mediated primarily by perceptual processes.     

Breaking the reading code: Letter knowledge when children break the reading code the first year in school

The aim of this study was to examine when children learn to read and how learning to read depends on a foundation of alphabetic knowledge. 356 children aged 5–6 years completed assessments of letter-sound knowledge, i.e. the names and sounds of uppercase and lowercase letters of the Norwegian alphabet. Each child was tested at the start, the middle and the end of the school year. The time that each child broke the reading code was also recorded. The results indicated that 11% of the children knew how to read before starting school and 27% of the children did not learn to read by the end of the first year. The remaining children typically knew 21 uppercase letter sounds before they were first able to read, and only a few (<5%) knew less than 11 uppercase letter sounds when they broke the reading code. The average of all four letter-scores at the time they broke the reading code was 19 ± 5 letters (mean ± standard deviation). Although letter sound knowledge was associated with the ability to read, it was not sufficient for breaking the reading code. 40% of children who knew 23 letter sounds or more, enough to read more than 80% of the most common Norwegian words, and 15% of children who knew all 29 letter sounds still could not read. Based on these data, it seems reasonable to advocate learning letter-sound correspondences early in the first year of school to form the best possible basis for breaking the reading code.     

Increased choice of female phonetic attributes in first names

The phonetic gender score is a new quantitative scale that was applied to the spoken sounds of first names. Popular names of females have predominantly positive scores, and popular names of males have predominantly negative scores. Mean phonetic gender scores were higher in 1990 than in 1960 for the 25 most frequent names given to females and males born in Pennsylvania. Choices of names were more diverse for females than males in both years and in 1990 than 1960 for both genders. The increased choice in 1990 of attributes associated with females may indicate greater acceptance of female characteristics in 1990 than in 1960. In 1990 the most numerous racial minority, African Americans, constituted 15% of the births but only 5% of the females and 7% of the males given the 25 most frequent names.     

Hong Kong Chinese kindergartners learn to read English analytically

We examined the extent to which young Hong Kong Chinese children, taught to read English as a second language via a logographic "look and say" method, used information about letter names and letter sounds to learn English words. Forty children from each of three kindergarten grade levels (mean ages 3.8, 5.0, and 5.9 years old, respectively) were taught to pronounce novel English spellings that were based on letter-name (e.g., DK = Deke), letter-sound (DK = Dick), or visual (Dk= Jean) cues. By the 2nd year of kindergarten, children performed significantly better in the name condition than the other conditions. The 3rd-year kindergartners performed better in the sound condition than the visual condition as well. The results point to the importance of letter-name and letter-sound knowledge for learning to read English, regardless of native-language background or method of instruction.     

First-Name Desirability and Adjustment: Self-Satisfaction, Others' Ratings, and Family Background

The association between undesirable first names and poor psychological adjustment has been studied by several investigators. However, it is not clear if self-ratings, commonness, or others' ratings of name desirability are most important in this relationship. In addition, family background might influence both psychological adjustment and first names. In a sample of undergraduates and their same-sex siblings ( n = 294), self-satisfaction with first names predicted adjustment more consistently than did name commonness and others' ratings of name desirability. Using a paired-siblings design to control for family background, the sibling with higher scores on adjustment was also more satisfied with his or her name and received higher name desirability ratings from others. Results are discussed in terms of identity and the looking-glass self.     

Effects of similarity in bandwidth on the auditory sequential streaming of two-tone complexes

We investigated the perceptual grouping of sequentially presented sounds--auditory stream segregation. It is well established that sounds heard as more similar in quality, or timbre, are more likely to be grouped into the same auditory stream. However, it is often unclear exactly what acoustic factors determine timbre. In this study, we presented various sequences of simple sounds, each comprising two frequency components (two-tone complexes), and measured their perceptual grouping. We varied only one parameter between trials, the intercomponent separation for some of the complexes, and examined the effects on stream segregation. Four hypotheses are presented that might predict the extent of streaming. Specifically, least streaming might be expected when the sounds were most similar in either (1) the frequency regions in which they have energy (maximum spectral overlap), (2) their auditory bandwidths, (3) their relative bandwidths, or (4) the rate at which the two components beat together (intermodulation rate). It was found that least streaming occurred when sounds were most similar in either their auditory or their relative bandwidths. Although these two hypotheses could not be distinguished, the results were clearly different from those predicted by hypotheses (1) and (4). The implications for models of stream segregation are discussed.     

Performance and reaction times in monaural localization of first names in the horizontal plane

Many studies have been conducted to measure monaural azimuthal sound localization performance with different sounds varying in frequency and complexity, but few have used linguistic stimuli. The present experimental design used subjects' first names in a monaural azimuthal localization task. Analysis of response accuracy showed that subjects are not more accurate in localizing their own first name than in localizing other first names and that there was no significant advantage of one ear over another. Reaction times were shorter when the subjects localized their own first name than when they localized any other first names and there was no significant ear advantage, but localizing other first names took more time with the right than with the left ear. All stimuli were better and more quickly localized on the side of the open ear, and there was no difference in acuity or velocity of localization with the two different speaker voices used. These results suggest that first names are processed through the controlateral auditory pathway and can be analyzed in the right hemisphere.     

Cues to referent gender in randomly constructed names.

50 volunteers' assignments of gender to 32 randomly constructed names confirmed previous findings with respect to the structure of actual names (men's names are shorter, women's names tend to end in vowels, especially the schwa vowel) and with respect to the emotionality of sounds in actual names (men's names sound more Active, Nasty, and Unpleasant; women's names sound softer). Assignment of sex to random names was predictable (R>.8) on the basis of combinations of these variables.     

Similarity and categorization of environmental sounds

Four experiments investigated the acoustical correlates of similarity and categorization judgments of environmental sounds. In Experiment 1, similarity ratings were obtained from pairwise comparisons of recordings of 50 environmental sounds. A three-dimensional multidimensional scaling (MDS) solution showed three distinct clusterings of the sounds, which included harmonic sounds, discrete impact sounds, and continuous sounds. Furthermore, sounds from similar sources tended to be in close proximity to each other in the MDS space. The orderings of the sounds on the individual dimensions of the solution were well predicted by linear combinations of acoustic variables, such as harmonicity, amount of silence, and modulation depth. The orderings of sounds also correlated significantly with MDS solutions for similarity ratings of imagined sounds and for imagined sources of sounds, obtained in Experiments 2 and 3--as was the case for free categorization of the 50 sounds (Experiment 4)--although the categorization data were less well predicted by acoustic features than were the similarity data.     

Sex-role expectations of socially desirable first names

This study was an attempt to investigate the relationship between child-naming practices and the perpetuation of traditional sex-role expectations of masculine and feminine behaviors. It was hypothesized that desirable male and female first names would be rated as more sex-typed the more frequently they occurred in the culture. No relationship on a cross-sex-typed effect was predicted for undesirable first names. Psychology undergraduates (N=149) nominated desirable and undesirable male and female first names. The frequency of nomination was correlated with ratings of masculinity or femininity of the names, and the results supported the hypotheses. A significant correlation was found between frequency and degree of stereotypy of first names rated as desirable, but no effect was found for undesirable first names. These results were discussed in terms of role-conflict theory. Secondary issues raised were the use of androgynous first names and the effects of first names on affirmative action procedures.     

Still standing out: children's names in the United States during the Great Recession and correlations with economic indicators

Continuing a long‐standing trend in the U.S. Social Security Administration database of first names (N = 358 million), American parents were less likely to choose common names for their children between 2004 and 2015, including the years of the Great Recession (2008–2010). These trends were similar in California (severely affected by the recession) and Texas (less affected). Over a longer time period (1901–2015), cyclical economic indicators were either not correlated with common names (e.g., stock market performance) or worse economic times predicted fewer common names. The results are consistent with increasing individualism, with limited support for the idea that economic threat leads people to embrace uniqueness and no real support for the idea that economic deprivation leads to more communal name choices.     

Enhanced Alphabet Knowledge Instruction: Exploring a Change of Frequency,Focus, and Distributed Cycles of Review

This article describes a 2-year exploratory research study of alphabet knowledge instruction in 13 kindergarten classrooms in four at-risk urban schools. Based on insights for teaching from five evidence-based advantages that influence acquisition of letter names and sounds, instruction of letter names and sounds was enhanced to increase students’ exposure to and practice with letters and to provide greater instructional focus on difficult-to-learn letters through brief lessons taught through distributed cycles of review. Results of this study show that students experienced increased success in acquiring alphabet knowledge, through Enhanced Alphabet Knowledge instruction.