bluuebunny/crossref_metadata_2025 huggingface dataset:
Facilitating the Comprehension of Tense Related Sentences in Aphasia
Authors: Pierce Robert S.
Published: July 2014

Aphasic individuals have a tendency to decode past tense and future tense sentences as if the sentences were in the present tense. This study assessed the influence of additional surface structure markers of past or future tense on this comprehension process. The results indicated that additional markers significantly facilitate the comprehension of tense related sentences by aphasic subjects. Implications for sentence decoding strategies and clinical management are discussed.
Observing Functional Communication of Aphasic Adults
Authors: Holland Audrey L.
Published: July 2014

This paper summarized data obtained by observing the functional communication of 40 adult aphasic subjects who lived at home. It describes typical communication patterns by presenting three case histories and detailed reports of the actual observations. It also summarizes effective communication strategies used by the subjects, and gives detailed examples of three successful strategy users.
Preferences for Three Types of Alaryngeal Speech
Authors: Green Ginnie , Hults Michele
Published: July 2014

Preference ratings of laryngectomized client's production of three types of alaryngeal speech—Tokyo pneumatic aid speech, Servox electro-larynx speech, and poor esophageal speech were composed. Judges rated the three methods from an audiovisual recording. Ratings were obtained for voice quality, loudness, intelligibility, rate, pitch, visual appearance and overall preference. Speech produced using the Tokyo aid was preferred by the majority of judges, although the visual appearance of the Tokyo usage was least preferred. The findings were interpreted to highlight the need to offer a range of communication alternatives to laryngectomized clients.
Relationship between Covert and Overt Speech Measures Immediately before and Immediately after Stuttering Treatment
Authors: Howie Pauline M. , Woods C. Lee , Andrews Gavin
Published: July 2014

Overt and covert assessments of monologue and conversational speech were compared in 22 male adult stutterers immediately prior to the commencement of intensive treatment, and in 15 male adult stutterers immediately after completion of intensive treatment. There were no overall differences between covert and overt speech measures taken immediately before treatment. Immediately after intensive treatment, stuttering frequency (%SS) was significantly higher in covert evaluation than in overt evaluation, though the magnitude of the difference was small. There were no consistent covert-overt differences in speech rate (SPM). These results suggest that overt speech samples constitute a valid source of information about stutterers' ‘real life’ speech immediately before treatment but are less valid immediately after treatment.
Returning Meaning to Semantic Relations
Authors: Leonard Laurence B. , Steckol Karen F. , Panther Kathy M.
Published: July 2014

Two approaches for analyzing the meanings reflected in children's early word combinations are illustrated for possible application in the clinical setting. The first approach is interpretive in nature and involves detailed analysis of spontaneous speech. The second approach uses individualized probes that are designed to isolate the semantic factors involved in children's word combination patterns. Although both approaches have limitations, it is argued that each provides significantly more clinical information than assigning a child's utterances to predetermined semantic relation categories.
Linguistic and Nonlinguistic Features of Style in Normal and Language-Impaired Children
Authors: Weiss Amy L. , Leonard Laurence B. , Rowan Lynne E. , Chapman Kathy
Published: July 2014

This study explored two questions concerning the language-learning styles described in recent investigations of early child language. The first question was whether features suggestive of language-learning style, for example, extent of pronoun use, jargon-like speech, formulaic speech, and certain play behaviors occurred in clusters consistent with the specific lexical distribution patterns of young normal children delineated by Nelson (1973). The second portion of the study addressed whether language-impaired children could be characterized as reflecting the same language-learning styles attributed to normal children.

Eight children, four normally-developing and four language-impaired, were classified as "referential" or "expressive" speakers on the basis of their lexical distribution. For both the normal and language-impaired children, linguistic features suggested in the literature as correlating to one or another language-learning style were found to exist in clusters consistent with the children's pattern of lexical distribution. In addition, analyses of videotaped samples coded for the focus and context of the normal and language-impaired children's play behaviors revealed object-based and social-interaction-based activities that were generally consistent with the children's lexical distribution.
The Oral Speech Intelligibility of Hearing-Impaired Talkers
Authors: Monsen Randall B.
Published: July 2014

Recordings were made of 10 hearing-impaired adolescents speaking sentences of systematically different phonologic and syntactic structure. Tapes containing these sentences were played to both experienced and inexperienced listeners in different conditions: in the absence versus in the presence of a verbal context; by auditory versus audio-visual presentation; with one versus two presentations of each sentence token. The responses of the listeners were scored and averaged for each subject, condition, and type of sentence. Significant differences were observed between (1) simple sentences and those which are complicated either by consonant clusters, polysyllabic words, or complex syntax; (2) experienced and inexperienced listeners; (3) sentences in and out of context, and (4) sentences heard and seen as opposed to merely heard. The results are discussed with reference to measurement of the intelligibility of the speech of hearing-impaired individuals.
The Diagnosis of Language Disorders in Bilingual Children
Authors: Damico Jack S. , Oller John W. , Storey Mary Ellen
Published: July 2014

Certain pragmatic criteria were compared with traditionally employed surface-oriented criteria for the diagnosis of language disorders in bilingual children. Subjects were 10 Spanish/English bilingual children between 6 and 8 years of age who had been referred by bilingual classroom teachers for a special education evaluation. Spontaneous language samples were obtained from each child in both languages. The samples were transcribed and then examined for normalcy according to surface-oriented criteria and pragmatic criteria. The surface elements examined in both languages included morphological and syntactic structures. The pragmatic criteria included nonfluencies, revisions, delays, specificity of referential terms, abrupt topic shifts, inappropriate responses, and the need for multiple repetition of prompts. As expected, it was possible to demonstrate that the two sets of criteria identified different subgroups as language disordered. To test the accuracy of the disparate diagnoses, academic achievement was tested both before and after an average of 7 months of mainstreaming in essentially monolingual English classroom settings. Teacher ratings of English language development and socialization were also examined before and after the 7-month period. Results revealed that the pragmatic criteria were superior predictors of both achievement and teacher ratings. Traditional diagnostic criteria appear to need supplementation by pragmatic criteria.
Assessing the Pragmatic Abilities of Children
Authors: Roth Froma P. , Spekman Nancy J.
Published: July 2014

This paper describes an organizational framework for the assessment of pragmatic abilities in children. The framework addresses the areas of communicative intention, presupposition, and the social organization of discourse. For each area, assessment parameters are presented in coordination with a review of pertinent literature.
Decision-Making Processes in Augmentative Communication
Authors: Owens Robert E. , House Linda I.
Published: July 2014

The potential population for augmentative communication is large, yet no objective assessment criteria exist. This article provides the clinician with a series of matrices designed to facilitate assessment decision making and implementation of augmentative communication.

The first matrix addresses the appropriateness of augmentative communication. In the matrix the clinician will find an indepth, systematic decision-making procedure for aiding in the choice of augmentative procedures as primary or complementary methods of communication. The second matrix provides the clinician with information on modes of augmentative communication. These modes include manual systems, communication boards, and electronic devices. The third matrix focuses on code information. Particular attention is given to visual and manual codes. Together, the matrices provide the clinician with an objective procedure for evaluating and organizing available clinical information on nonspeaking clients.
Psychometric Review of Language and Articulation Tests for Preschool Children
Authors: McCauley Rebecca J. , Swisher Linda
Published: July 2014

Thirty language and articulation tests developed for use with preschool children were reviewed using ten psychometric criteria appropriate to norm-referenced tests. Half of the reviewed tests met no more than two criteria, and only three tests met over four criteria. Most frequently unmet criteria were those requiring empirical evidence of validity and reliability. Implications are drawn regarding the current status of norm-referenced language and articulation tests for preschool children.
The Effects of Mands and Models on the Speech of Unresponsive Language-Delayed Preschool Children
Authors: Warren Steven F. , McQuarter Ralph J. , Rogers-Warren Ann K.
Published: July 2014

The effects of the systematic use of mands (non-yes/no questions and instructions to verbalize), models (imitative prompts), and specific consequent events on the productive verbal behavior of three unresponsive, socially isolate, language-delayed preschool children were investigated in a multiple-baseline design within a classroom free play period. Following a lengthy intervention condition, experimental procedures were systematically faded out to check for maintenance effects. The treatment resulted in increases in total verbalizations and nonobligatory speech (initiations) by the subjects. Subjects also became more responsive in obligatory speech situations. In a second free play (generalization) setting, increased rates of total child verbalizations and nonobligatory verbalizations were observed for all three subjects, and two of the three subjects were more responsive compared to their baselines in the first free play setting. Rate of total teacher verbalizations and questions were also higher in this setting. Maintenance of the treatment effects was shown during the fading condition in the intervention setting. The subjects' MLUs (mean length of utterance) increased during the intervention condition when the teacher began prompting a minimum of two-word utterances in response to a mand or model.
Aerodynamic Assessment of Vocal Function Using Hand-Held Spirometers
Authors: Rau Dale , Beckett Ralph L.
Published: July 2014

This study examined the feasibility of clinically adapting lightweight, compact spirometers to perform aerodynamic assessment of vocal function in adults. The validity of vital capacity and phonation quotient measurements made with such instruments was assessed, and a multiple regression analysis was performed in order to develop a formula for estimating mean flow rate from the phonation quotient. Nineteen healthy young adults performed the aerodynamic tasks. Data provided by a Collins wet respirometer were compared with data provided by three handheld, lightweight spirometers. Vital capacity and maximum phonation time were the key elements used to predict mean flow rate. Findings indicated that handheld spirometers can be used to provide aerodynamic assessment of vocal function.
Interpersonal Communication in Speech-Language Pathology Supervisory Conferences
Authors: Pickering Marisue
Published: July 2014

This study examined aspects of interpersonal communication in supervisory conferences in a university-based speech-language pathology practicum, through the use of qualitative methods. This article describes the methodology and presents findings particular to students, particular to supervisors, and relevant to the conference as a whole. The findings indicate that discussions about clients included a focus on the interpersonal relationship between students and clients, but that issues involving the feelings associated with the relationship were not a major focus of the conferences studied.
Audiologic Findings in a Child with a Single-Channel Cochlear Implant
Authors: Popelka Gerald R. , Gittelman Deborah A.
Published: July 2014

Audiologic findings in a child who received a single-channel cochlear implant are presented. The measures used were threshold sensitivity to frequency-specific stimuli and results on various subtests from the Test of Auditory Comprehension (Trammel, 1976), the Monosyllable, Trochee, Spondee Test (Erber & Alencewicz, 1976), and the Minimal Auditory Capabilities Battery (Owens, Kessler, Telleen, & Schubert, 1981). The results for the implanted ear indicated uneven change in performance across measures compared to results with conventional amplification prior to receiving the implant. Performance of the implanted ear did not approach performance of the better contralateral ear. Observations by teachers and guardians indicated that there was no apparent change in auditory performance even after the cochlear implant had been worn for 6 months. Overall there was no evidence that the cochlear implant worn for 6 months provided any practical benefit to this child.
Relationship between Two Measures of Aided Binaural Advantage
Authors: Cox Robyn M. , Bisset Jan D.
Published: July 2014

The relationship between aided binaural squelch measured using a conventional paradigm and binaural squelch inferred from the ability to detect an intelligibility difference between binaural and pseudobinaural stimuli (presumably utilizing interaural time and intensity cues) was investigated. The conventional measures of aided binaural squelch included the NU-6 monosylla bles and the high-predictability sentences from the revised SPIN test. For each measure, binaural squelch was derived by comparing the binaural intelligibility of speech-in-babble with corresponding monaural scores. Subjects were also asked to select the more intelligible hearing-aid-processed speech sample when presented with a paired-comparison task in which each pair consisted of a binaural and a pseudobinaural stimulus. Ability to choose the binaural stimulus as most intelligible was considered to be evidence of binaural squelch ability.

Although the hearing-impaired subjects demonstrated typical binaural squelch for the conventional speech tests, they were usually unable to distinguish between the binaural/pseudobinaural pairs. These results suggest that (a) binaural squelch measured using conventional procedures does not necessarily quantify the listener's ability to profit from interaural differences, and (b) many hearing-impaired individuals may be unable to utilize interaural differences to enhance speech intelligibility in noise.
A Preliminary Investigation of Reduplication in Children with Specific Language Impairment
Authors: Lahey Margaret , Flax Judy , Schlisselberg Gloria
Published: July 2014

The frequency of reduplication was examined in relation to syllable maintenance, final consonant production, and whole word repetitions in two preschool children with specific language impairment—one who reduplicated frequently and one who did so infrequently. Spontaneous speech was sampled for a period of 18 months. During the single-word utterance period, reduplication was associated with infrequent production of final consonants but frequent maintenance of multisyllabic structure. After the single-word utterance period the child who had frequently reduplicated during this period ceased reduplication but frequently produced whole word repetitions. Infrequent production of final consonants continued, but syllable maintenance decreased. The data are discussed in relation to hypotheses about the function of reduplication and the function of whole word repetitions in language development.
Use of the Phonation Analyzer as a Clinical Tool
Authors: Wilson Frank B. , Starr Clark D.
Published: July 2014

Isshiki's (1981) proposed index of glottal flow efficiency (ac/dc ratio) and an instrument designed to measure the index (PA 500) were evaluated. Measurements of glottal flow, SPL, and fundamental frequency obtained from the PA 500 were compared with measurements obtained from more established laboratory instruments and found to be similar. Then the PA 500 was used to obtain measurements from 50 subjects without voice disorders or laryngeal pathology, 14 subjects with voice disorders and no laryngeal pathology, and 41 subjects with voice disorders and laryngeal pathology. Comparisons of ac/dc ratios revealed some significant differences among subject groups. However, when Isshiki's proposed cutoff ratio (ac/dc = 0.50) was used to determine which subjects had laryngeal pathology, 33% of the 105 subjects were misidentified. Data collected in the study provided an opportunity to evaluate Hirano's (1981) suggestion that glottal flow rates of 200 cc/s may be considered abnormal. When this flow rate was used as a cutoff score to determine which subjects had laryngeal pathology, 24% of the 105 subjects were misidentified. High variability in measurements obtained from subjects in each of the groups studied suggest that it is unlikely that ac/dc ratios or glottal flow measures, by themselves, will prove to be effective in identifying subjects with laryngeal pathology.
Babbling Development of Hearing-Impaired and Normally Hearing Subjects
Authors: Stoel-Gammon Carol , Otomo Kiyoshi
Published: July 2014

Phonetic transcriptions of babbling samples from 11 normally hearing subjects, age 4–18 months, were compared with samples from 11 hearing-impaired subjects, age 4–28 months. Longitudinal data were available for all hearing babies and for 8 of the 11 hearing-impaired subjects. The analysis focused on two measures: (a) size of consonantal repertoire over time and (b) proportional occurrence of multisyllabic consonant-vowel utterances. On average, the normally hearing subjects evidenced an increase in size of their consonantal repertoires with age; in contrast, the hearing-impaired subjects in the same age range had smaller repertoires that decreased over time. Comparison of multisyllabic utterances revealed a general tendency for the hearing-impaired subjects to produce fewer multisyllabic utterances containing true consonants and for some of the hearing-impaired children to produce a high proportion of vocalizations with glides or glottal stops. These findings suggest both qualitative and quantitative differences in the babbling of the two groups.
A Comprehension Monitoring Program for Language-Impaired Children
Authors: Dollaghan Christine , Kaston Nomi
Published: July 2014

Four language-impaired children (5:10–8:2) participated in an intervention program designed to improve their comprehension monitoring skills. A set of audiotaped adequate and inadequate messages was presented through the baseline and treatment phases of a multiple-baseline across subjects design, with the dependent variable being the percentage of inadequate messages that were verbally queried. Results revealed rapid increases in verbal queries of five types of inadequate messages in conjunction with progress through the comprehension monitoring treatment program. High levels of comprehension monitoring were maintained following a nontreatment interval of 3–6 weeks. Facilitation of comprehension monitoring skills appears to be a feasible and fruitful adjunct to traditional language intervention objectives.
Perceptual Judgment of Abruptness of Voice Onset in Vowels as a Function of the Amplitude Envelope
Authors: Peters Herman F. M. , Boves Louis , van Dielen Ineke C. H.
Published: July 2014

Four experienced speakers were trained to produce isolated vowels with different degrees of abruptness of voice onset while keeping the maximum sound level and the duration of the sounds constant. A total of 420 vowel tokens were rated for abruptness ofvoice onset by 11 trained speech scientists in order to study the reliability of the ratings, which was found to be moderately high (r
1,1
= .74 with an extremely large range of the stimuli). Next a number of simple descriptions of the rising slope of the amplitude envelope are developed. It appears that the logarithm of the time needed for the amplitude envelope to rise from 10% to 90% of its eventual maximum level is the best predictor of perceived abruptness of voice onset of the measures examined in this study. Based on this result, an inexpensive instrument is described that can help the speech-language pathologist in assessing abruptness of voice onset in clinical practice.
Fast Mapping in Normal and Language-Impaired Children
Authors: Dollaghan Christine A.
Published: July 2014

In this study, the fast mapping skills of a group of 11 normal children (ages 4:0–5:6) were compared to those of a group of 11 language-impaired children (ages 4:1–5:4) exhibiting expressive syntactic deficits. Fast mapping is a hypothesized process enabling children to create lexical representations for new words after as little as a single exposure. Subjects encountered a nonsense word and its novel object referent. Subsequent tasks probed the amount and kinds of information about the new word that the subjects had entered into memory. Normal and language-impaired subjects did not differ in their ability to infer a connection between the novel word and referent, to comprehend the novel word after a single exposure, and to recall some nonlinguistic information associated with the referent. However, the language-impaired subjects were less successful than the normal subjects in producing the new word, recalling significantly fewer of its three phonemes.
Patterns of Discourse Cohesion and Coherence in Alzheimer's Disease
Authors: Ripich Danielle N. , Terrell Brenda Y.
Published: July 2014

Patterns of discourse—as reflected in the use of propositions, cohesion devices, and in judgments of coherence—in the speech of 6 well elderly and 6 patients with senile dementia of the Alzheimer type (SDAT) during topic-centered interviews were compared. Compared to the well elderly, SDAT patients used significantly more words and conversational turns. The interviewer also used more words and turns when interviewing SDAT patients, making those interviews more lengthy and more interactive than those of the elderly comparison group. Although significant differences in propositional form and cohesion devices were not found, a pattern of cohesion disruptions in SDAT patients was identified that appears consistent with previously noted patterns of language dissolution. Coherence judgments by four listeners showed significant differences between the two groups. The breakdowns in coherence were related to one subtype of cohesion disruption, missing element. This suggests that incoherence may result in part from a loss of the ability to take the listener's perspective in developing thematic structure during conversation. It is argued that SDAT results not only in the impairment of linguistic abilities but also in the impairment of discourse abilities that contribute to Alzheimer patients' incoherent speech.
Acquisition of Spoken and Signed English by Hearing-Impaired Children of Hearing-Impaired or Hearing Parents
Authors: Geers Ann E. , Schick Brenda
Published: July 2014

This study examines the degree to which hearing-impaired children of hearing-impaired parents (HIP) demonstrate an advantage in their acquisition of signed and spoken English over hearing-impaired children of hearing parents (HP). A subset from the normative sample of the Grammatical Analysis of Elicited Language, 50 HIP children and 50 HP children, were matched in terms of their educational program, hearing level, and age. Results indicate that both groups had comparably poor expressive English language ability at 5 and 6 years of age. However, at age 7 and 8 HIP children demonstrated a significant linguistic advantage in both their spoken and signed English over HP children. Because the production of English by HIP children closely resembled that of orally educated hearing-impaired children of hearing parents, consistent language stimulation throughout the child's early years may be a critical factor in the development of English, regardless of the language or mode of expression.
Improving the Social-Conversational Skills of Developmentally Delayed Children
Authors: Girolametto Luigi E.
Published: July 2014

Twenty mothers and their preschool-aged, developmentally delayed children participated in this parent-focused intervention study. Nine mother-child dyads received an ll-week training program that espoused a social-conversational approach, while 11 dyads served as controls. Pre- and posttest videotapes were transcribed and coded to yield measures of turn taking, as well as indexes of responsiveness, topic control, and uninvolvement. Following treatment, the mothers in the experimental group were more responsive to and less controlling of their children's behavior than the mothers in the comparison group. The children initiated more topics, were more responsive to their mother's preceding turns, and used more verbal turns and a more diverse vocabulary than the control group children. No differences in language development, as measured by a standardized test, were found. Individual maternal responses to intervention as well as implications for modifying parent training programs are discussed.
Using Structured Discourse as a Language Intervention Technique with Autistic Children
Authors: Scherer Nancy J. , Olswang Lesley B.
Published: July 2014

A structured discourse strategy, employing child echoic imitations and adult expansion, was used to teach 5 autistic children two-term semantic relations. The 5 male preschoolers in late Stage I of linguistic development were exposed systematically to two-term semantic relations in a structured dialogue with a clinician. A combined multiple baseline and AB(A) design was used to examine the relationship between the clinician expansions and the children's subsequent spontaneous imitations and spontaneous productions. The results showed that an increase in modeling and expansion was related to an increase in the children's initial spontaneous imitations of two-term relations. Further, following the increase in spontaneous imitations, spontaneous productions of the two-term relations increased and were maintained, whereas spontaneous imitations subsequently decreased.
An Experimental Analysis of Milieu Language Intervention
Authors: Warren Steven F. , Bambara Linda M.
Published: July 2014

The syntactic and pragmatic effects of a milieu language teaching intervention implemented to teach the action-object form were investigated. Subjects were 3 young children with borderline to moderate levels of mental retardation, all in the early stages of productive language development. After a prolonged baseline period, each subject received three to four training sessions per week in a small group interactive play situation. Experimental control was demonstrated by a multiple baseline design across subjects. Generalization was measured along a variety of dimensions. Results indicated that subjects learned to generatively produce action-object combinations. These combinations were used in nonobligatory conversational situations as requests for objects/actions and as declaratives. Subjects also began to respond correctly to probe questions. The results support the conclusion that milieu training procedures can be used to enhance the acquisition and generative use of basic syntactic-semantic forms. The results also suggest that systemic adult commenting, child conversational "scaffolding," and spontaneous imitation may play significant roles for some children in the acquisition and generalization of language taught via a milieu approach.
Identifying Stimuli in the Natural Environment That Control Verbal Responses
Authors: Halle James W.
Published: July 2014

When a learner is taught a new response, the stimuli that influence its display often are unknown. These stimuli alter the probability of occurrence of the response. That is, when they are present, the response occurs; when they are absent, it does not occur. By identifying the stimuli that influence the probability of newly acquired responses, interventionists may program for their generalization more effectively and efficiently. In the present study, 2 students who were moderately retarded were taught to label a coin. Eight environmental stimuli that were present during training were identified. The effect of each stimulus on the occurrence of the response was assessed prior to and after training by presenting the remaining seven stimuli and altering only the target stimulus. The results demonstrated that by altering one stimulus at a time, responding continued uninterrupted. For 1 of the 2 learners, however, responding was disrupted by altering two stimuli simultaneously. The implications of these findings are discussed in terms of stimulus control and generalization.
Project Parent
Authors: Broen Patricia A. , Westman Martha J.
Published: July 2014

The effectiveness of parents as teachers of speech production skills was assessed by comparing changes in the phonological skills of their children, made during a period with no intervention, to changes that occurred when parents served as teachers, and by comparing those changes with changes that occurred in a contrast group who received no intervention. Twenty children, 12 in the experimental group and 8 in the contrast group, served as subjects. All children were between 4 and 5 years old at the beginning of the study. Parents were taught, in weekly sessions, to model, reinforce, and in other ways to teach their children. Both teaching goals and teaching materials were provided, and progress was monitored weekly. The speech production skills of children in the experimental group improved significantly when parents did the teaching. This was true for both within-subject and across-subjects comparisons.
Monaural Versus Binaural Discrimination for Normal Listeners
Authors: Chappell Richard G. , Kavanagh James F. , Zerlin Stanley
Published: July 2014

Normal hearing adults demonstrated approximately 20% better intelligibility scores for monosyllabic words presented binaurally (with a background of conversation) than to these words presented monaurally.

The test materials were recorded on dual-channel tape through two head-mounted microphones. These microphones were directed toward each of three speakers who in turn produced the monosyllabic words while two simultaneous conversations were carried on by four other participants. Throughout the recording session the experimenters attempted to preserve as naturalistic a situation as possible. The 18 subjects with normal hearing listened through earphones to a single channel of this tape presented monaurally and to both channels delivered binaurally. The difference between the monaural and binaural intelligibility scores is discussed in terms of image-separation in space.
A Detailed Analysis of Articulation Responses of ‘Normal’ First Grade Children
Authors: Snow Katherine
Published: July 2014

A picture word articulation test was administered to 438 children, all of the children enrolled in first grade in the schools from which the sample was drawn. None of the children had received speech correction. Six responses were obtained for most of the consonant sounds tested, four responses for the others. Sounds in all word positions were used. A table presents in detail the 60 337 responses made. They are shown for the sound being tested in each test word. Categories used are: correct, moderately distorted, severely distorted, omitted, and substituted, with the phonemes used as substitutions itemized. In general, the responses for any one sound are a good deal alike regardless of the test word used or the position of the sound in the word. In certain cases word position, phonetic environment, or particular test words appear to be important determinants of the type of articulation response.
Some Effects of Tactile and Auditory Alterations on Speech Output
Authors: Ringel Robert L. , Steer M. D.
Published: July 2014

This investigation studied the effects on articulation, duration, average peak level, and fundamental frequency of speech demonstrated by normal subjects when oral region tactile and/or auditory sensory information is altered. Thirteen female subjects read a standard passage under the following six conditions: (a) control; (b) binaural masking; (c) topical anesthetization of the oral region by application of Xylocaine HCl 4%; (d) local anesthetization of the oral region by bilateral mandibular and infra-orbital nerve block techniques employing Xylocaine HCL 2%; (e) simultaneous administration of conditions b and c; (f) simultaneous administration of conditions b and d. Recorded speech samples for all conditions were subjected to analysis by use of a high speed level recorder, a phonation timer, and an oscillographic technique. The speech samples were also analyzed for articulatory deviations by a panel of judges. Statistical analysis of the data indicated that significant alterations in average peak level, articulation, and rate variability occur under conditions of altered tactile sensation. Similar trends were also noted for the mean syllable duration and phonation/time ratio variables. In addition it was found that the effects of multiple sensory disturbances are cumulative in nature for certain speech output variables.
Instrumental-Avoidance Conditioning Versus Classical Conditioning In Electrodermal Audiometry
Authors: Shepherd David C.
Published: July 2014

Instrumental-avoidance conditioning and classical conditioning as utilized in electrodermal audiometry were compared within a group of 18 normal hearing subjects, a second group of 18 subjects with sensori-neural hearing losses and a third group of 18 subjects suspected of having nonorganic hearing losses. Statistically significant differences and consistent trends suggest that instrumental-avoidance conditioning provided stronger conditioning, greater resistance to adaptation, and better discrimination learning than did classical conditioning within all three groups of subjects. Between-groups comparisons suggest that nonvolunteer subjects are more responsive than volunteer subjects during EDA when electric shock is utilized as the unconditioned stimulus.
The Performance of Aphasics on Three Automated Perceptual Discrimination Programs
Authors: Rosenberg Beth , Edwards Allan E.
Published: July 2014

Five aphasics and five controls were compared in their response to three perceptual discrimination programs presented in automated fashion. The programs, composed of shapes based upon those necessary to form English capital letters, were concerned with the variables of shape discrimination, orientation of form, and transition of solid shape to outline figure. Aphasics and controls differed significantly in response latencies and error rates to sets of pre-test items representing each program. Aphasics were given automated training with those programs on whose pre-test they had an error rate greater than 10%. On follow-up testing one week after training, response latency decreased and differed significantly from pre-test latency, and the error rate became comparable to that of the normal controls.
Diplacusis in Unilateral High-Frequency Hearing Losses
Authors: Gaeth John H. , Norris Thomas W.
Published: July 2014

Pitch-matching performances of five subjects with unilateral high-frequency hearing losses and of five subjects with normal hearing were compared on seven conditions at 4000 cps. The method of adjustment was used in two intra-aural, one binaural, and two interaural conditions all at 40 dB and two interaural conditions at 80 dB. Three major findings emerged: (1) there was a marked decrease in acuity, larger DLF values, under all conditions involving the ears with hearing losses; (2) positive time-order errors seemed to be inherent in the procedures used, but they were markedly increased in conditions involving the ears with hearing losses; (3) diplacusis was found in one subject with normal hearing and in all subjects with hearing losses. In each instance, the ear with the impaired hearing was pitched higher than the ear with normal hearing.
Verbal Punishment of Disfluencies in Normal Speakers
Authors: Siegel Gerald M. , Martin Richard R.
Published: July 2014

Forty normal speakers were divided into two groups to study the effects of two types of verbal punishment of disfluencies. The two conditions, Random and Contingent, were divided into three segments each. Punishment was not delivered in Segments 1 or 3. Segment 2 presented Random subjects with the tape recorded word “wrong” on a predetermined random schedule. Contingent subjects were delivered the word “wrong” after each disfluency. Random presentation of “wrong” did not significantly affect rate of disfluencies. Contingent presentation resulted in a sharp decrease in disfluencies during Segment 2, and an increase in disfluencies during Segment 3.
Glossary of Terms from the Physiological and Acoustic Phonetic Theories
Authors: Peterson Gordon E. , Shoup June E.
Published: July 2014

This glossary is a summary of the terms which have been formally defined in the two preceding theoretical articles on phonetics. The definitions from “A Physiological Theory of Phonetics” and from “The Elements of an Acoustic Phonetic Theory” are collected together and arranged alphabetically for reference purposes.
Auditory Discrimination Tasks Performed by Mentally Retarded and Normal Children
Authors: Schlanger Bernard B. , Galanowsky Gloria I.
Published: July 2014

Eighty-five institutionalized mentally retarded children and 86 normal children were compared on a battery of auditory discrimination tests. Subjects were matched for mental age over the range from 4 years, 6 months to 10 years, 6 months. All had normal hearing and were judged to have intelligible speech. Normal children scored significantly better on all tests given, both as a total group and in mental age groups.
Critical Off-Time in VIIIth Nerve Disorders
Authors: Jerger James , Jerger Susan
Published: July 2014

Six subjects with VIIIth nerve audiometric profiles tracked thresholds for periodically interrupted tones on a Bekesy audiometer. When on-time was held constant and off-time was varied, a critical off-time (COT) appeared at one or more frequencies in each subject.
Correlates of Turbulent Noise Production for Speech
Authors: Hixon Thomas J. , Minifie Fred D. , Tait Charles A.
Published: July 2014

Intraoral air pressure, volume rate of airflow, and sound pressure level were measured during /∫/ and /s/ productions of two speakers. In addition numerical estimates of the loudness of the productions were made by each speaker and by a group of judges. The power laws governing the relations among the parameters of interest are discussed and the results are compared with available data on voice production.
Effects of Listening Instructions on Attention to Manner and Content of Stutterers' Speech
Authors: Bar Asher
Published: July 2014

The influence of instructions given to audiences on their listening reactions to the aspects of content and manner of a stutterer’s speech was studied. Sixty-seven students listened to a tape recorded speech made by a stutterer who stuttered on 92.6% of the words. The audience was divided into two groups by means of instructions. Results showed that instructions to listen to the different aspects—content or manner—of a speech by a severe stutterer had limited effects. The interpretations postulated that stuttering was a discriminative stimulus for the listeners' responses far more than the content of the speech.
Interaural Intensity and Time Differences in Anechoic and Reverberant Rooms
Authors: Dirks Donald , Moncur John P.
Published: July 2014

The purpose of this investigation was to describe the physical characteristics of an artificial head and to determine the interaural time and intensity changes which occurred at selected azimuths. Measurements were conducted in a reflection free environment and in controlled reverberation conditions. The frequency response of the head microphones simulated the average response curves at the human auditory canal. In the anechoic chamber, the sound pressure at the ear nearest the speaker remained constant as the head moved from 0° azimuth to 45° and 90°. A reduction in intensity was observed in the far ear at azimuths of 45° and 90°. The decrease in sound pressure was observed in the middle and high frequencies. A “build-up” in the intensity level was found during the reverberant conditions. In the anechoic chamber, interaural time differences ranged from 0.42 to 0.56 msec at 45° azimuth and from 0.76 to 0.81 msec at 90° azimuth.
Cross Modal Generalization in Conditioned Galvanic Skin Response Audiometry
Authors: Cann Anne G.
Published: July 2014

Four groups of ten university students with normal hearing were conditioned using GSR audiometry. Group 1 was conditioned to a 40 dB 250 Hz air-conducted auditory stimulus followed by 25 extinction trials of the same stimulus. Group 2 was conditioned to the same air-conducted auditory stimulus followed by 25 extinction trials of a 40 dB 250 Hz vibrotactual stimulus generated by a bone transducer. Group 3 was conditioned to the vibrotactual stimulus followed by 25 extinction trials of the same auditory stimulus. Group 4 was conditioned to the vibrotactual stimulus followed by 25 extinction trials of the same vibrotactual stimulus. Conditioning across sensory modes, as measured by the number of galvanic skin responses during the extinction trials, occurred at a level almost as high as conditioning and extinction in the same sensory mode.
Comparative Measurements of Cochlear Apparatus
Authors: Igarashi Makoto , Mahon Robert G. , Konishi Shizuo
Published: July 2014

Micromeasurements of horizontal midmodiolar sections of temporal bones were performed to obtain the dimensions of the different cochlear partitions in the squirrel monkey, the cat, and the rat. The width of the basilar membrane and the tectorial membrane were larger in the apical turn than in the basal turn in all three species. The thickness of the spiral ligament, the width of Reissner’s membrane, and the width of the stria vascularis were larger in the basal turn than in the apical turn. The cross-section areas of scala vestibuli and scala tympani in the three species were larger in the basal turn than in the other turns.
Suprathreshold Auditory Adaptation in Normal and Pathologic Ears
Authors: Harbert Fred , Weiss Betty Goldman , Wilpizeski Chester R.
Published: July 2014

The Wood delayed loudness balance method was studied in normal and pathologic ears to determine the characteristics of suprathreshold auditory adaptation in three groups of subjects. No consistent relationship could be established between the amount and direction of the loudness change with the frequency, sound pressure level, or sensation level of the adapting signal. Suprathreshold adaptation, as measured by the Wood method, does not provide sufficient diagnostic information to be useful in a clinical setting.
Relations Between Prosodic Variables and Emotions in Normal American English Utterances
Authors: Huttar George L.
Published: July 2014

The emotional states of an adult male American speaker, as reflected in 30 utterances, were evaluated by 12 subjects on nine 7-point semantic differential scales. The subjects also evaluated the utterances on similar scales for pitch, loudness, and speed. Significant correlations were found between some acoustic variables and the judgments of some types of emotion. Higher correlations were found between the acoustic variables and judgments of degree of emotion. Correlation coefficients between judgments of emotion and judgments of prosodic features were in general higher than the correlations involving the acoustic variables. Degree of perceived emotion was found to be highly and positively correlated with fundamental frequency range and intensity range. A causal explanation of these relations in terms of human physiology is suggested.
Coarticulation of Lip Rounding
Authors: Daniloff Raymond , Moll Kenneth
Published: July 2014

We investigated the extent of coarticulation of lip rounding in selected speech strings. Meaningful sentences containing sequences of one to four consonants preceding the vowel /u/ were constructed, with word and syllable boundaries falling within the sequences in various ways. High-speed cinefluorographic films were taken of three subjects producing these sentences and measurements of lip protrusion were made from selected film frames.

For most utterances, the lip rounding gesture began during the approach to the closure phase of the first consonant in the sequence, extending over as many as four consonants preceding /u/. Word and syllable boundaries within the sequences did not affect the amount or the starting points of protrusion. Generally, the tongue and, to a lesser extent, the lips failed to achieve target positions defined during prolonged articulation of /hu/.

Our results are discussed in relation to various conceptual models of speech production. The data are consistent with models presuming phoneme-size input units as well as those involving some type of syllabic input units. Further studies of coarticulation, designed to differentiate between the two types of models, are suggested by these results.
The Effect of Sensori-Neural Hearing Loss on Threshold-Duration Functions
Authors: Wright H. N.
Published: July 2014

Previous findings on the threshold for tones as a function of their duration have suggested that such functions may be systematically affected by sensori-neural hearing losses of cochlear origin. The present series of investigations was designed to explore this relation further and to determine also whether the amount of hearing loss present has any effect upon the results which are obtained. Preliminary studies were also carried out on a conductively impaired listener to indicate whether hearing losses of this type affect the threshold-duration function.

The results indicate that the threshold-duration function is systematically affected by sensori-neural hearing losses of cochlear origin. This effect is manifested by a progressive shortening of the time constant relating threshold to duration and is not uniquely related to the amount of hearing loss present. The results obtained from the conductively impaired listener suggested that this type of hearing loss has no effect on the threshold-duration function, thereby implying that such functions may contribute significantly to the differential diagnosis of auditory disorders.
The Difficulty of Listening to Time-Compressed Speech
Authors: Zemlin Willard R. , Daniloff Raymond G. , Shriner Thomas H.
Published: July 2014

Forty normal college students rated the difficulty of listening to samples of speech subjected to 20, 30, 40, and 50% time compression compared with a standard consisting of normal speech. A male and female speaker were used. Results indicate that difficulty commences to increase and accelerate beyond 20% time compression to reach a value of about five times as difficult at 50% time compression. The male’s speech was increasingly less difficult to listen to than the female’s speech as the degree of time compression increased.