Oral form recognition training and articulation change.

Abstract

10 children with articulation disorders were given training in recognition of forms through oral exploration of those forms. Training materials were divided into sets. Fewer trials were required to reach performance criteria from one set to another, and fewer errors were made as Ss progressed from set to set. The control procedure used indicated that information gained through oral study of the forms contributed to performance but was not necessary to performance improvement. No gains were observed in any of four articulation measures.