Correct Articulation Research Articles

Children's Development of Self-Regulation in Speech Production

Species-specific vocalizations fall into two broad categories: those that emerge during maturation, independent of experience, and those that depend on early life interactions with conspecifics. Human language and the communication systems of a small number of other species, including songbirds, fall into this latter class of vocal learning. Self-monitoring has been assumed to play an important role in the vocal learning of speech and studies demonstrate that perception of your own voice is crucial for both the development and lifelong maintenance of vocalizations in humans and songbirds. Experimental modifications of auditory feedback can also change vocalizations in both humans and songbirds. However, with the exception of large manipulations of timing, no study to date has ever directly examined the use of auditory feedback in speech production under the age of 4. Here we use a real-time formant perturbation task to compare the response of toddlers, children, and adults to altered feedback. Children and adults reacted to this manipulation by changing their vowels in a direction opposite to the perturbation. Surprisingly, toddlers' speech didn't change in response to altered feedback, suggesting that long-held assumptions regarding the role of self-perception in articulatory development need to be reconsidered.

Asesoramiento genético en Neurología: un problema complejo que necesita regulación

Introduction The generalization of genetic studies is transforming the practice of Neurology and confronts the clinical departments with new challenges, such as the organization of genetic counseling. The requirement of specialized knowledge, both clinical and molecular, as well as the need for psychological evaluation and family support, especially for predictive testing and reproductive planning, makes a multidisciplinary approach mandatory. Development The main characteristics of genetic neurodegenerative diseases are the high level of required specialization – since these disorders are often rare and of difficult diagnosis – together with a generally progressive course, unavailability of effective treatment, the issues generated by predictive testing and the interpretation of genetic testing. The aim of genetic counseling is to provide sufficient and objective information for each individual to make their own decision on genetic testing. It must touch upon psychological aspects and family communication. The PICOGEN program from the Clinic Hospital in Barcelona for genetic testing and counseling of dementias is a good example of integrated strategy capable of managing this new clinical scenario in neurology. Unfortunately, this program is an exception in Spain and the patients with neurogenetic disorders and their families usually do not have guaranteed access to an appropriate care. Conclusions Genetic counseling is a unique clinical activity that requires provision of enough time, space and resources to be developed. It implies multidisciplinary participation, due attention to psychological and family issues, and cannot be carried out adequately in a routine Neurology clinic. Legislation is needed to promote a correct articulation of genetic counseling in our country with guarantee of quality and equity. This includes training of the necessary health professionals, clarification of competences and provision of resources to the institutions for the development of such programs.

La virtud cívica como concepto sociológico. Definición y extensión social

This paper attempts to offer a number of basic lines for what endeavours to be a sociological definition of civic virtue. Civic virtue is defined as a motivation for public-spirited action. The paper argues that civic virtue is constituted by motivations, which cause specific actions, not by behaviours or character dispositions. In the same way, it is also claimed that virtuous motivations can consist either on motivations to cooperate and to punish free-riders or on supportive and altruistic ones. However, it is remarked that moral motivations and, particularly, altruistic motivations, are not always virtuous. Finally, the social extension of civic virtue consists in the emergence of a publicly spirited body of moral and social norms. This fact, and others that we will see throughout the paper, offer reasons in favour of conceiving the correct articulation between civic virtue and institutional design as a social optimum.

The Word Complexity Measure: Description and application to developmental phonology and disorders

Miccio's work included a number of articles on the assessment of phonology in children with phonological disorders, typically using measures of correct articulation, using the PCC, or analyses of errors, using the framework of phonological processes. This paper introduces an approach to assessing phonology by examining the phonetic complexity of children's productions. Unlike most current measures of phonological development and disorders, this approach does not assess accuracy, but focuses exclusively on the complexity of segments, syllables, and words. Using independent analyses, the Word Complexity Measure is based on the phonetic complexity of a child's productions, with later acquired sound classes, syllable shapes, and word patterns coded as more complex. The Word Complexity Measure allows researchers and clinicians to compare the phonetic and phonological aspects of productions across children and over time. The measure can also be used to compare the complexity of a child's productions with that of the target words.

O ESTUDO DA TERRA COMO LAR DAS PESSOAS

The study of the Earth is the biggest challenge to understanding the Geographic thought. It is a prospect that passes through different national schools and systematized methodologies, especially the past 150 years of technical scientific thought. Meanwhile two fundaments of the process have been neglected for most geographers: a) the correct articulation of importance scales and the approach to get human values b) the significative meaning of the study itself as a creation of a space-destination. This work recovers the characterization of the Earth, by Humanistic Geography, as the representation as “home”, an area of coexistence able to tune values, feelings and changes in the contemporary period. The text presents, in reference to studies by Eric Dardel and Jean-Marc Besse, a suggestion of conceptual confrontation to be developed in future researches: Working the idea of “transit home”, incorporating the ephemeral condition and the contemporary mobility.

A Correlation Studying between Feeding Skills and Percent of Correct Articulation of the Children with Spastic Cerebral Palsy

A Correlation Studying between Feeding Skills and Percent of Correct Articulation of the Children with Spastic Cerebral Palsy

Rights and moral reasoning: An unstated assumption--A comment on Jeremy Waldron's 'Judges as moral reasoners'

Both defenders and critics of judicial review assume that a special moral capacity is needed for a correct articulation of constitutional rights, although they disagree about who is likely to possess this moral capacity to a greater degree. In this comment I challenge such an assumption. Reasoning that is oriented toward rights articulation is not “ more moral ” than non-rights-oriented authoritative public decision making. Rights-related reasoning cannot be shown to be “ differently moral ” in order to justify why some political actors — such as judges — may be better suited to performing this particular type of moral reasoning than others — such as legislators. The best argument for such a distinction hinges on the opportunity an actor may have to conduct “ moral thought experiments, ” which is what judges, as part of their professional duties, normally do. But there is no justifi cation for believing that such “ experiments, ” triggered by specifi c, factual situations, should be privileged, as a method of moral reasoning, over abstract, principle-based reasoning. If anything, a good case can be made for deliberately abstracting from specifi c cases and focusing on the general, along the lines of a Rawlsian “ refl ective equilibrium. ”

Rights and Moral Reasoning: An Unstated Assumption

Both the defenders and critics of judicial review assume tacitly that there is a special capacity needed for a correct articulation of constitutional (explicit or implied) rights, and they only disagree about who is likely to possess this capacity to a higher degree. In this working paper I challenge this unstated assumption. It is not the case that the reasoning oriented towards rights articulation is more than many non-rights-oriented authoritative public decisions in the society. Further, I suggest that rights-related reasoning cannot be shown to be differently in a way which would support the idea that this relevant difference may justify why some political agents (such as judges) may be more suited to performing this particular type of reasoning than others (such as legislators). The best argument for such a distinction refers to the opportunity for and habit of conducting moral thought experiments which is what, as part of their professional duties, judges normally do, and which they can therefore instinctively do also when they engage in a concrete judicial review of a statute. But there is no good reason to believe that moral thought experiments triggered by specific fact-situations should be privileged as a method of reasoning, compared to an unashamedly abstract, principle-based reasoning. If anything, a good case may be made (referring to the need to openly acknowledge conflict, secure impartiality, equality and legitimacy) for deliberately abstracting from specific cases and focusing on the abstract and general level, only modifying it later, if one is compelled to such modifications by considering evidence from specific instances. Not even one half (the bottom-up half) of the Rawlsian famous reflective equilibrium apparatus can be of help in this regard.

The Use Of Shame and Dread in the Countertransference

Much has been written about paranoid anxieties as these occur in the patient. Less, however, has been written about primitive experiences as these occur in the therapist during the session. This paper recounts a patient's correct articulation of the therapist's self-perception, which, because of its accuracy, initially flooded the therapist with shame and dread. Nonetheless, the patient's perception was able to be used in a way that clarified, in the countertransferance, a piece of the patient's early experience in relation to her mother and strengthened the therapeutic relationship.

Convention Unites Members In Science and Service

Convention Unites Members In Science and Service

Mandibular movement capacity in 19-year-olds with and without articulatory speech disorders

Associations between articulatory speech disorders and mandibular movement capacity, as well as between malocclusions and jaw movements, were examined in two groups of adolescents, i.e. 52 individuals with and 45 without misarticulations of speech. The mean age of the whole sample was 19.2 years. Articulatory speech disorders and functioning of the speech articulators were diagnosed by a phoniatrician. Mandibular movement capacity, malocclusions, occlusal interferences, and signs of temporomandibular dysfunction were recorded by an orthodontist. Multiple regression analyses showed that subjects with articulatory speech disorders were likely to have smaller opening capacity than subjects with a correct speech articulation. Excessive overjet, lateral cross bite, and a tendency to anterior open bite were associated with large movements of the jaw. These results suggest that in young adulthood mandibular movement capacity seems to vary depending on occlusion and is related to misarticulations of speech.

Associations between dental occlusion and misarticulations of Finnish dental consonants in cleft lip/palate children.

The purpose of this study was to examine whether malocclusions in terms of crossbites, large maxillary overjet, and deep bite are related to the articulatory problems with the Finnish dental consonants /r/, /s/ and /l/ in different cleft types and gender. The subjects were 260 (108 girls, 152 boys) 6-yr-old Finnish-speaking non-syndromic children with isolated cleft palate (CP, n = 79), cleft lip/alveolus (CL(A), n = 76), unilateral (UCLP, n = 78), and bilateral (BCLP, n = 27) cleft lip and palate. Occlusal anomalies were evaluated from dental plaster casts, and speech was analyzed by two speech pathologists with a high reliability. Altogether, 43% of patients misarticulated at least one of the studied sounds, and had crossbites significantly more often (73%) than subjects with correct /r/, /s/ and /l/ production (45%). Posterior crossbites were significantly associated with defective articulation, whereas anterior crossbite alone, large maxillary overjet, or deep bite were not. It was concluded that occlusal abnormalities in terms of posterior crossbites should be considered as a risk factor for correct dental consonant articulation in cleft-affected subjects.

DC component of the stops for speech training

AbstractThe expired air used in the generation of speech is released with the speech and produces a unipolar pressure variation of the air. This pressure fluctuation is considered as a kind of speech and is called the dc component. the dc component is composed of the expired air affected by the articulation organ and is considered to contain the articulation information.This study aims at the use of the dc component in the utterance training. Using the variable reactance pressure sensor, the relation between the dc component of the stop and the articulation is examined. the following results are revealed.The dc component of the stop is radiated from the mouth with a sharp directivity specific to each stop. the dc component of the stop is a sharp triangular pulse wave, with the peak value (i.e., the maximum of dc component) and the peak position related to the articulation position and the utterance intensity. In order to learn the utterance of the stop, it is required to master the correct articulation, especially the articulation position, but it is fairly difficult to determine the articulation position from the speech wave. On the other hand, it is easy to estimate the articulation position from the peak value and the peak position of the triangular pulse of the dc component, together with the direction of radiation of the dc component. In other words, it is seen that the dc component can be utilized in the utterance training.

The efficacy of speech and language therapy for cleft palate speech disorders

ABSTRACT The incidence of cleft palate is approximately 1 in 600 live births, and when velopharyngeal disorders (sub‐mucous cleft, pharyngeal disproportion, neurological disorders affecting the velopharynx) are added, most speech and language therapists will treat one or more of this client group in their career. There is a dearth of research literature on the efficacy of therapy, but evidence will be considered related to (1) Type of therapy (neither traditional articulation therapy nor phonological therapy is appropriate in isolation, they need to work hand in hand for maximum efficacy — how is this achieved?). (2) Timing of therapy (more speech and language therapists are working in a preventative role with the parents of infants and toddlers to encourage good feeding, language and phonological development — is this justified by the research literature in terms of outcome and time spent? Controversy exists over whether to correct articulation pre‐ or post‐pharyngoplasty — do we have enough evidence to say which is more ?ffective?). (3) Frequency of therapy — are intensive courses more effective long‐term than conventional weekly therapy?

Variable word initial and medial consonant relationships in children's speech sound articulation.

The heterogeneous nature of consonants in the medial position of words may have prevented earlier studies from depicting a clear phonetic relationship between them and consonants in the initial and final positions. In this study, auditory perceptual judgments of children's consonant productions in the initial position of words were compared with those on medial consonants varying in number and order. Neither the perceived frequency of correct articulation nor the error pattern differentiated single consonants in the initial and medial positions of words at any age. Performance on consonant blends in the initial position of words differed from that on both types of medial sequences, but it was more similar to medial consonant sequences that corresponded with permissible word initial blends than to those that did not. It was concluded that initial and medial consonants may be regarded as performance equivalents only under certain conditions.

Knowledge Acquired from Learning: Procedural Cognition and its Declarative Cognizance

62 college students articulated the procedural cognition acquired during successful learning of both original and reversal-shifts of the discrimination-reversal learning task. Articulations formed a four-level hierarchy of “declarative cognizance” (defined as correct articulation of reinforcement contingencies) as follows: Level 1 having no declarative cognizance, Level 2 of perceptually based cognizance, Level 3 of concrete-rule-based cognizance, and Level 4 of abstract-rule-based cognizance. The plausibility of this cognitive hierarchy is enhanced by observations that increasingly higher levels of declarative cognizance are associated with increasingly faster learning. Mon-tare's 1983 and 1988 concepts of primary and secondary signalization are invoked to account for the learning processes underlying these examples of procedural cognition and the hierarchy of declarative cognizance.

KNOWLEDGE ACQUIRED FROM LEARNING: PROCEDURAL COGNITION AND ITS DECLARATIVE COGNIZANCE

62 college students articulated the procedural cognition acquired during successful learning of both original and reversal-shifts of the discrimination-reversal learning task. Articulations formed a four-level hierarchy of “declarative cognizance” (defined as correct articulation of reinforcement contingencies) as follows: Level 1 having no declarative cognizance, Level 2 of perceptually based cognizance, Level 3 of concrete-rule-based cognizance, and Level 4 of abstract-rule-based cognizance. The plausibility of this cognitive hierarchy is enhanced by observations that increasingly higher levels of declarative cognizance are associated with increasingly faster learning. Mon-tare's 1983 and 1988 concepts of primary and secondary signalization are invoked to account for the learning processes underlying these examples of procedural cognition and the hierarchy of declarative cognizance.

Within-clinic versus outside-of-clinic self-monitoring of articulation to promote generalization.

The purpose of this study was to assess the generalization of correct articulation to nontreatment environments when self-monitoring procedures were implemented within versus outside of the clinic setting. Seven children who substituted /theta/ and /o/ for /s/ and /z/ participated in this study. Data were collected in the context of a multiple baseline design replicated across subjects. The children initially self-monitored their correct articulation during conversation in the clinic setting where treatment was implemented. Then, after varying intervals, self-monitoring outside of the clinic setting was introduced as well. The results showed that when the children monitored their speech within the clinic setting only, no generalization of correct target sound production outside of the clinic setting occurred. However, after the children were required to monitor their speech outside of the clinic setting, rapid and widespread generalization was measured. These results are discussed in relation to practical and theoretical implications. Additional data collected on number of responses, the accuracy of the children's monitoring, and the percentage of correct responses are also discussed.

A sentence‐level speech training system for hearing‐impaired children

Hearing‐impaired children, or even adults, cannot necessarily pronounce words or sentences fluently, even though they can clearly articulate individual vowels. The system described here aims at helping teachers train hearing‐impaired children by showing the differences between the children's pronunciations and the correct ones given by teachers. The system displays the speech waveform uttered by a trainee, together with several useful correlates including frequency spectra, vocal tract area functions, and the phonetic symbols for estimated vowels. The lateral shapes of the vocal tract are also estimated for vowel segments and displayed together with the correct shapes so that the trainee can practice the correct articulation of vowels referring to the place of articulation and the lip opening. The fundamental frequency contour and the waveform envelope of the trainee's speech are also displayed together with the teacher's, so that the trainee can practice pronunciations with correct prosody. This system is designed so as to be used also for self‐training by older children with hearing impairment.

Effect of peer administered consequences upon articulatory responses of speech-defective children

Twenty second-grade lisping children were taught to articulate /s/ and /z/ correctly during three training sessions. Two weeks later, each child was asked to invite three classmates to a fourth session in which the classmates could earn tokens contingent upon the target child's correct articulation of /s/ and /z/ sounds. A response cost procedure was initiated with one group of 10 target children and the invited peers. In addition to tokens given for correct responses, tokens were removed following each of the target child's incorrect /s/ or /z/ responses. This condition resulted in the presentation of aversive consequences as well as helpful comments from the peers administered to the target child. Response cost procedures were not used with the remaining group of 10 target children and peers. Comparison of correct versus incorrect responses in each group revealed target children in the response cost group produced significantly more correct /s/ or /z/ sounds than those in the group receiving only reinforcement. Possible reasons to explain this finding and advisability of using response cost procedures with peers are discussed.