ASSESSING PHONETIC SKILLS IN MISARTICULATING CHILDREN

评估发音错误儿童的语音技能

• 批准号: 2518090
• 负责人: JAN EDWARDS
• 金额: $ 18.62万
• 依托单位: OHIO STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 1998
• 资助国家: 美国
• 起止时间: 1998-01-15 至 2000-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2518090
• 关键词: adult human (21+); age difference; behavioral /social science research tag; clinical research; human subject; intelligence tests; language development; middle childhood (6-11); neuropsychological tests; phonology; preschool child (1-5); semantics; speech disorder diagnosis; speech recognition

DESCRIPTION: This project is designed to answer three questions related to the phonetic representation of children with speech sound production deficits. First, three experimental tasks evaluating aspects of phonetic representation are described. For each task, the performance of 50 preschoolers with speech sound production disorders (hereafter, PD) is compared to that of 50 matched participants, whose speech is age-appropriate. Data also are collected from older children and adults; a cross-sectional design is used to evaluate the significance of age-related trends on each task. The first task assesses acoustic/perceptual space using two procedures: 1) A gating task that systematically limits acoustic information associated with word-final voiceless stop consonants; and 2) A noise-center vowel task, whereby the vocalic nuclei of monosyllabic tokens are systematically replaced by speech-shaped noise. Responses are elicited using nonverbal four-choice closed set picture identification tasks. The second task assesses articulatory/production space. Participants produce a carrier phrase containing three targets with provocalic voiced stop consonants (i.e., bye, die, guy) under two rate conditions: normal and fast. Two sets of three targets with prevocalic voiceless stops also are elicited (i.e., pie, tie, kie; poo, two, coo). Responses will undergo formant slope and spectral burst analyses. The third task assesses mapping between perception and production. A nonword repetition task is used, whereby participants imitate familiar and novel CV, VC, and CC sequences that are embedded in nonsense words. Data from these three tasks are analyzed statistically to evaluate differences between groups and among conditions. Second, intra-group variability among the children with PD is examined. The group of children with PD is divided into subgroups on the basis of language and speech measures. The experimental task performance of the upper quartile is then compared to the lower quartile. Third, the ability of the experimental tasks to differentiate children with PD of different severities from children with age-appropriate speech production skills is examined. Discriminant analysis statistically differentiates half of the children with PD from those who are typically developing. Results are cross-validated using the remaining children. Multiple regression is used to determine the contributions of the three experimental tasks in predicting severity of impairment.

描述：该项目旨在回答三个相关问题 儿童的语音表征与语音的产生 赤字。 首先，评估语音方面的三个实验任务 表示进行了描述。 对于每项任务，性能为 50 患有言语发声障碍（以下简称 PD）的学龄前儿童 与 50 名匹配的参与者相比，他们的演讲是 适合年龄的。 数据还收集自年龄较大的儿童和成人；一个 横断面设计用于评估与年龄相关的显着性 每项任务的趋势。 第一项任务评估声学/感知空间 使用两个过程：1）系统地限制声学的门控任务 与词尾清辅音相关的信息；和 2) A 噪声中心元音任务，其中单音节标记的语音核 被语音形状的噪声系统地取代。 引发回应 使用非语言四选择封闭集图片识别任务。 这 第二项任务评估关节/生产空间。 参与者制作一个 包含三个带有挑衅性浊音停止目标的载体短语 辅音（即，再见，死，家伙）在两种速率条件下：正常和 快速地。 两组三个目标均带有发声前清音塞音 引出（即，pie、tie、kie；poo、two、coo）。 回应将进行 共振峰斜率和频谱突发分析。 第三个任务评估绘图 感知与生产之间。 使用非单词重复任务， 参与者模仿熟悉和新颖的 CV、VC 和 CC 序列 嵌入无意义的词语中。 这三个任务的数据是 进行统计分析以评估组间和组间差异 状况。 其次，PD儿童的组内变异性是 检查了。 PD 儿童组根据以下条件分为亚组： 语言和言语测量的基础。 实验任务表现 然后将上四分位数与下四分位数进行比较。 第三， 实验任务区分患有 PD 的儿童的能力 与具有适合年龄的言语能力的儿童的严重程度不同 技能受到审查。 判别分析统计区分一半 患有帕金森病的儿童与正常发育的儿童相比。 结果 使用剩余的子项进行交叉验证。 多元回归是 用于确定三个实验任务的贡献 预测损伤的严重程度。