bluuebunny/crossref_metadata_2025_split huggingface dataset:
CHILDREN'S IDENTIFICATION AND DISCRIMINATION OF PHONEMES1
Authors: Locke John L. , Goldstein Jeffrey I. 
Published: November 2007

AbstractTwo experiments are reported in which children's phoneme perception was assessed and studied in relation to their production of phonemes. In the first experiment, 23 kindergarten Ss attempted to identify the correct and incorrect forms of phonemes they articulated correctly or incorrectly. In the second experiment, 56 kindergarten Ss were asked to identify, as in Experiment I, but also they attempted to discriminate between the same sounds in minimally different pairs. Analysis revealed a mild relationship between children's production and perception of specific phonemic contexts and showed the identification task to be slightly more sensitive in detecting children's misperceptions of phonemes they misarticulated.
INFANTILE AUTISM: SOME COMMENTS ON ASPECTS OF DIFFERENTIAL DIAGNOSIS
Authors: Ives L. A. 
Published: November 2007

Summary

The history of a boy aged 7 years 5 months, presenting as a true example of infantile autism, is given.
The employment of the term “autistic” to describe:

abnormal behaviour in severely subnormal children;
stress reactions in children with developmental language disorders or minimal cerebral dysfunction affecting language and non‐verbal skills; or
children with defective personality development; when these children do not satisfy the criteria for infantile autism, is discussed. The possibility of confusion when “autistic”, as used to describe these children, could be thought by some workers to be synonymous with infantile autism, is stressed.

An observation sheet which the present writer finds useful for recording affect in infants and children seen in the Department of Audiology and Education of the Deaf, Manchester University, is described and discussed with reference to children in the categories mentioned above in Section II.
Problems of psychogenic aetiology, the wide scatter in developed intelligence in children with infantile autism, and educational diagnosis and placement are discussed.
RATIONALE AND SHORT DESCRIPTION OF THE QUEENSLAND UNIVERSITY APHASIA TEST (Q.U.A.T.)*
Authors: Tyrer J. H. , Jordan J. M. 
Published: November 2007

SummaryAdvantages are described of having a battery of comprehensive Language Performance Tests, with Parallel Forms, to measure reliably and repeatedly over a 2–3 year period the linguistic defect in adult aphasia. The requirements for such an aphasia test are discussed and a short description is given of the Queensland University Aphasia Test (Q.U.A.T.). This Test comprises language performance tests on four channels of communication: Auditory Comprehension (A.C.), Oral Expression (O.E.), Reading (R.) and Writing (W.). Each of these channels is divided into 4–11 Sub‐tests, which in turn are mostly divided into 2–10 Items of (predicted) graded difficulty; each Item is divided into 8–12 Sub‐items of (predicted) equal difficulty. These predictions are currently being tested on a randomly selected population of pre‐school and school children. From the Sub‐items attempts will be made to construct 3 or 4 Parallel Forms of the Q.U.A.T.The fact that the Q.U.A.T. is being standardized on children aged 2–14 years does not mean any commitment to the view that language loss or impairment in aphasia is necessarily a reversion to the stages of language development in children.
The Phonological Analysis of Articulation Disorders*
Authors: GRUNWELL PAMELA 
Published: November 2007

SummaryThe paper presents a short review of the ideas and aims of previous linguistic studies of articulation disorders. The traditional, now unsatisfactory, definition of “dyslalia” is critically evaluated, and an approach is made to a “typology” of severe articulation disorders. Several analytical techniques are suggested and exemplified, which demonstrate in a simple form the linguistic nature of the disorder, from both the phonetic and phonological points of view, and which provide guidelines in planning remediation. The implications of such disorders for a psycholinguistic model are discussed in the light of the child's apparent ability to comprehend normal spoken English.
Stuttering as “False Alarm” Responding
Authors: SHERRARD CAROL A. 
Published: November 2007

SummaryIt is hypothesised that a stutter is a false alarm, or superfluous correction response to speech feedback signals, such that the overt behavioural response is the repetition of a speech unit. The experiment attempts to elicit stuttering in normals by setting up two conditions, anxiety and divided attention, in which false alarms in any perceptual‐motor task would be predicted. The divided attention condition does increase stutters. The anxiety condition does not increase stutters, but increases the probability of a speech error being corrected, indicating that anxiety directs attention to speech feedback. Auditory masking reduces stutters in all conditions, demonstrating the crucial role of auditory feedback in normal as well as in pathological speech disfluencies. The distribution of elicited stutters is analogous to the distribution of false alarms in orthodox signal detection experiments.
Intersensory Processing Efficiency of Fluent Speakers and Stutterers
Authors: COHEN MELVIN S. , HANSON MARVIN L. 
Published: November 2007

SummaryInefficient performance on auditory‐visual tests of intersensory integration is thought to be a sensitive indicator of certain specific types of cerebral dysfunction which cannot be detected by standard neurological examination. The present study was designed to assess the proficiency of fluent speakers and stutterers at matching auditory‐temporal (tapping) patterns with visual‐spatial (dot) displays. A modification of the Birch and Belmont test of auditory‐visual integration was administered to twenty pairs of matched stutterers and fluent speakers. Results indicated that the stutterers' performance on this particular intersensory integration task was significantly lower than that of their fluent peers. This finding was interpreted as supporting the theory that the cortical organisation of stutterers might somehow be different from and less efficient than that of fluent speakers. Stutterers would seem to possess some type of specific neurological dysfunction which prevents or interferes with their ability to perform efficiently in receptive functions such as intersensory integration as well as in the expressive skill of fluent speech production.
A New Approach to the Treatment of Severe Dysphasia: A Case Study
Authors: DAVIES CAROL L. , GRUNWELL PAMELA 
Published: November 2007

SummaryThis paper describes the application of linguistic principles in the treatment of a case of long‐standing severe dysphasia who had previously failed to make any progress with expressive speech ability despite intensive therapy. It could thus be considered that the patient was acting as his own “control” (Sefer 1973). This seems to be an interesting case in that, as the linguistic analysis indicates, while there seems to have been some delayed spontaneous recovery in vocabulary and morphology, sentence structure always followed the patterns taught.
Automatic Triggering of Auditory Feedback Masking in Stammering and Cluttering
Authors: DEWAR ANN , DEWAR A. D. , BARNES H. E. 
Published: November 2007

SummaryAn apparatus is described providing an auditory feedback masking noise of variable amplitude and mean frequency, triggered by means of a throat microphone switch and therefore independent of subject control. Evaluation tests of this device made on 53 stammerers demonstrated its effectiveness in reducing stammering and in abolishing gross concomitant movements. Repeated tests on one subject over a period of 22 weeks produced no discernable improvement of his general speech although, when in use, the apparatus maintained its effectiveness throughout this period. Tests on five independently diagnosed clutterers demonstrated a significantly reduced response to auditory feedback masking as compared with stammerers.
A Comparison of the Phonological Systems of Mental Age Matched, Normal, Severely Subnormal and Down's Syndrome Children
Authors: DODD BARBARA 
Published: November 2007

SummaryA comparative study of the number and type of phonological errors made spontaneously and in imitation by mental age matched normal, severely subnormal and Down's Syndrome children was carried out. The results indicated that the normal and severely subnormal non Down's Syndrome children performed equally, while the Down's Syndrome children made more errors, and those errors were more inconsistent as compared to the other two groups. The Down's Syndrome children made fewer errors in imitation than they did in spontaneous production.These findings were interpreted as an indication that phonological development is linked to general mental development in severely subnormal non Down's Syndrome children. The exceptional performance of the Down's Syndrome group was hypothesized to be partly due to a general difficulty in generating predetermined sequences of movements.
Language Vulnerability, Speech Delay and Therapeutic Intervention
Authors: BROWN BETTY BYERS 
Published: November 2007

SummaryDuring the process of speech acquisition all children must be vulnerable to linguistic mishap. While most children transcend the vulnerable periods without breakdown others may be unable to do so because of the coincidence of events or the particular inter‐action between circumstances and disposition. In these cases there may be ensuing speech delay or deviation. It is believed that the clues for remedy lie in the language behaviour of the child.Reference is made to a small study undertaken with a view to distinguishing at an early age between delay and deviation in emerging phonology and syntax. Implications for therapy are discussed.
The Relationship between Semantic Impairment in Comprehension and Naming in Aphasic Patients
Authors: GAINOTTI G. 
Published: November 2007

SummaryThe aim of the present research consisted in studying if in aphasia the signs of semantic impairment that can be observed at the levels of language production and of auditory comprehension are independent, or if they are reciprocally related. The emission of one or more semantic paraphasias at a test of naming pictures was considered as indicative of a semantic disorder at the expressive level, while the number of semantic errors obtained at the “verbal sound and meaning discrimination test” was retained as an index of the defect of semantic discrimination at the receptive level. One hundred and thirteen unselected aphasic patients were taken into account in our research: 77 of them (68%) showed at least one semantic paraphasia at the test of naming pictures, whereas 60 (53%) obtained a pathological number of semantic errors at the test of verbal auditory comprehension. The emission of semantic paraphasias and the impairment of the semantic system at the receptive level were strongly reciprocally related. This finding seems to show that in aphasia the semantic level of integration of language is more or less severely impaired.
A qualitative assessment of comprehension and imitation in language‐delayed pre‐school children in comparison with normal children of the same age*
Authors: STANTON ANN MARY 
Published: November 2007

SummaryThe Comprehension of specific linguistic structures and contexts are of extreme importance, particularly in the language‐delayed child, and often overlooked in assessing Comprehension of total utterances. In this study a group of language‐delayed preschool children were assessed in comparison with a normal group, on various measures of linguistic structure both in Comprehension and Imitation tasks. A qualitative analysis of the resultant data was made, and an attempt to further analyse response patterns in terms of possible cognitive strategies being used. The hypothesis that the language‐delayed children might not have the same capacity for language comprehension as the normal child was not supported although differential effects of changes in linguistic structure and context were found.
Auditory Frequency and Intensity Discrimination Ability of Cerebral Palsied Children
Authors: FAIRES WESLEY L. , LANKFORD SIDONIE E. 
Published: November 2007

SummaryThe auditory frequency and intensity discrimination ability of 26 cerebral palsied subjects, ages seven through eleven years, was evaluated and compared to the auditory frequency and intensity discrimination ability of 58 normal subjects.The auditory frequency discrimination ability of the cerebral palsied subjects was significantly inferior to the ability of the normal subjects when comparison was made using both chronological and mental ages. The auditory intensity discrimination ability of the cerebral palsied subjects was significantly inferior to the normal subjects only when the groups were compared by chronological age. Comparison by mental age showed a nonsignificant difference.The results suggest that additional investigation should pursue the influence of inferior auditory frequency and intensity discrimination on the ability to process sophisticated language information.
The Effect of Auditory Feedback Masking on Concomitant Movements of Stammering
Authors: DEWAR ANN , DEWAR A. D. , ANTHONY J. F. K. 
Published: November 2007

SummaryAbnormal activity of the orbicularis oculi muscles concomitant with stammering was abolished at the same time as the speech disfluency by larynx‐triggered auditory feedback masking. Similar abnormal muscular activity observed in two “ex‐stammerers” exhibiting fluent speech at the time of testing was also abolished by the AFM device.All of the eight stammerers tested using a hand control switch to the AFM device showed delays in operating the switch which reduced the effectiveness of auditory masking in suppressing stammer.
Token Test Performances by Learning Disabled and Achieving Adolescents
Authors: LAPOINTE CONSTANCE M. 
Published: November 2007

SummaryToken Test performances by 32 learning disabled and 20 achieving adolescents were investigated and compared. Results indicated that the development of language processing abilities continues into adolescence, but that learning disabled, subjects to not attain maturity at the same age as achieving subjects. A sub‐group of learning disabled adolescents was characterized by language processing deficits involving reduced memory for critical elements and. difficulty in performing the logical operations necessary to process linguistic concepts, suggesting reduced simultaneous analysis and synthesis. The findings indicate that the Token Test may be a useful tool, when used in its complete form, for the diagnosis of subtle receptive language disorders in learning disabled adolescents.
The bilingual child in the speech therapy clinic
Authors: MILLER NIKLAS 
Published: November 2007

SummaryThe paper considers some aspects of the linguistic assessment of the alleged speech and language delayed/deviant bilingual child in the speech therapy clinic. The suggested procedures remain intentionally within the bounds of what might be achieved by therapists utilising existing materials and skills, but emphasises some factors in assessment which it is believed have been hitherto neglected. A more detailed analysis of the bilingual child's sociolinguistic background and the nature of bilingualism is called for, and features to be noted in this analysis are outlined. The use and interpretation of formal tests is dealt with, and how these relate to notions of dominance, non dominance, mixed codes etc. Finally the use of contrastive analysis, error analysis and awareness of interference in connection with the assessment of the bilingual's speech and language is explained and evaluated. Some aspects of counselling and the place of the bilingual in the speech clinic are mentioned. Works dealing in greater depth with topics covered are quoted throughout for those wishing to develop the themes further.
Classification of Infant Vocalization
Authors: STARK RACHEL E. , ROSE SUSAN N. , BENSON PETER J. 
Published: November 2007

SummaryA series of attempts to develop a behavioural classification system for use in a first stage analysis of infant vocalization data are reported. The data were cross‐sectional and obtained from 11 different infants between the ages of 1 and 40 weeks. A set of terms and definitions were developed by two judges and their reliability assessed by having a third judge classify the data, using the terms and definitions in written form only. Implifications of the findings with respect to inter‐judge agreement and disagreement and usefulness of system for further studies of infant vocalization are discussed.
Establishing Generative Performance and Cross Modal Generalization of the Manual Plural Sign in a Severely Retarded Deaf Girl*
Authors: SMEETS PAUL M. 
Published: November 2007

SummaryA severely retarded deaf female was taught the pluralization rule of the American Sign Language concurrently in the receptive and expressive modality. Receptive training established pointing to either one or a pair of pictures in response to the demonstration of the noun‐sign with or without the S‐sign. Expressive training established the usage of the correct noun‐sign with or without the S‐sign when presented one or two same pictures.The training procedures were effective in establishing a generative understanding and generative usage of the manual plural sign after being trained on sufficient items in one or the other modality.Experimental control of the training procedures was demonstrated by using the same procedures during the standard and the reversed pluralization rule.
The time, amount, and pattern of Language Improvement in Adult Aphasics
Authors: HANSON W. R. , CICCIARELLI A. W. 
Published: November 2007

SummaryThirteen adult aphasics (L‐CVA) were administered the Porch Index of Communicative Ability at intervals throughout language rehabilitation. The time, amount, and pattern of change in PICA subtest scores were investigated. All subtest scores showed positive change. The average time required for peak improvement in overall score was 8.94 months post onset. Receptive language processes improved more quickly and completely than expressive. The course of language recovery appears somewhat predictable in terms of time, amount, and pattern of improvement.
Modification of the Mother‐Child Interchange
Authors: CLEZY GILLIAN 
Published: November 2007

SummaryThis presentation is designed to illustrate a planned programme of assessment and goaled therapeutic procedures which encompass the child and his emotional and linguistic environment as well as his innate skills and capacities. The aim is not to exclude traditional assessment procedures, but rather to add to them by broadening the diagnosis and remediation to include those other variables which may have a profound effect upon the child. Particular emphasis is laid on the child's interchange with his mother and/or substitute and discussion centres around a graphic model to facilitate presentation.The diagnostic procedures outlined attempt to identify the interchanges and behaviours which may be either advantageous or detrimental to the child's development as a creative and experimental scientist or the mother's skill as a linguistic model and rein forcer. The therapeutic procedures have, as their goals, modifications of the identified behaviours. Close involvement of the mother or substitute is mandatory throughout the implementation of this programme.
Spontaneous and Imitated Responses in Articulation Testing
Authors: JOHNSON SANDRA , SOMERS HAROLD 
Published: November 2007

SummaryThis paper represents a renewed investigation into the question of spontaneous and imitated responses in articulation testing. It first reviews the work done in this field in a critical manner, thereby forming the basis of a new experimental design. The subjects of the experiment were children in the reception classes of two Bolton infant schools. Apart from comparing the two modes of testing, other interactions were also investigated, namely sex, age (c. 4;.9 versus c. 5;.9), and order of testing. The test used was the Edinburgh Articulation Test. This experiment differs from all its predecessors in that it involves British children and a British test: to the best of our knowledge this is the first time this has been done. The results suggested that there is a significant difference between the two modes, that older children perform better on both modes when given the imitation test first, and that girls of this age are overall slightly better articulators than boys. We conclude that elicitation of responses by imitation should be avoided if at all possible.
Phonological Analysis: A Multifaceted Approach
Authors: LUND NANCY L. , DUCHAN JUDITH F. 
Published: November 2007

SummaryA common technique in analyzing phonology of children with articulation problems is the matching of the error phoneme to target phoneme and, if there is a mismatch, classifying it as a substitution, omission or distortion. This traditional analysis has a number of deficiencies. For example, it can fail to detect the specific allophones involved in distortion errors, or it may lead to describing misarticulations as inconsistent, when, indeed they are not. This paper argues for a multifaceted approach to phonological analysis in order to find patterns to account for the “inconsistencies”. The approach advocated is a discovery procedure where clinicians look for regularities in the articulation of particular children. Three types of analyses are suggested. The first is an adaptation of traditional analysis. It utilizes multiple samples of narrowly transcribed sound productions and classifies errors by feature substitution or feature‐plus‐position regularities. The second is context sensitive analysis which recognizes that sounds and syllables when produced in connected sequences can affect one another. Phenomena such as reduplication, assimilation, weak syllable deletion, and coalescence are revealed through this analysis. The third is idiosyncratic structure analysis which reveals phonological structures which are peculiar to a particular child. Examples of nasal structures, two‐syllable structure and consonant vowel structure are given.
Parastandardized Examination Guidelines for Adult Aphasia
Authors: SPARKS ROBERT W. 
Published: November 2007

SummaryA 20‐point examination guide is offered as a model for speech pathologists to use in broadening their knowledge of the aphasic patient's behavior beyond the limits afforded by standardized and published aphasia tests. Although the guide's major purpose is a focus on the patient as a potential candidate for language therapy, it also discusses the examination strategies used by the clinician to facilitate the aphasic's maximum recovery of language.
The Influence of Intonational Style on the Young Child's Ability to Understand Sentences: A Research Note on Passives
Authors: WHELDALL KEVIN 
Published: November 2007

SummaryTwo groups of 20 nursery school children were tested on a measure of receptive language development. The test required the children to demonstrate their comprehension of spoken sentences by selecting appropriately from sets of pictures. The first group heard the sentences presented in a highly intonated, lively form, whereas the second group heard a flat, monotonic presentation. Mean total test scores were not significantly different for the two groups but a powerful, isolated effect on the comprehension of passive sentences was in evidence favouring the heavily intonated condition. This finding is interpreted in terms of current accounts of the development of receptive control of the passive form in young children.