Picture-pointing Task Research Articles

Audiovisual Speech Processing in Relationship to Phonological and Vocabulary Skills in First Graders.

It is generally accepted that adults use visual cues to improve speech intelligibility in noisy environments, but findings regarding visual speech benefit in children are mixed. We explored factors that contribute to audiovisual (AV) gain in young children's speech understanding. We examined whether there is an AV benefit to speech-in-noise recognition in children in first grade and if visual salience of phonemes influences their AV benefit. We explored if individual differences in AV speech enhancement could be explained by vocabulary knowledge, phonological awareness, or general psychophysical testing performance. Thirty-seven first graders completed online psychophysical experiments. We used an online single-interval, four-alternative forced-choice picture-pointing task with age-appropriate consonant-vowel-consonant words to measure auditory-only, visual-only, and AV word recognition in noise at -2 and -8 dB SNR. We obtained standard measures of vocabulary and phonological awareness and included a general psychophysical test to examine correlations with AV benefits. We observed a significant overall AV gain among children in first grade. This effect was mainly attributed to the benefit at -8 dB SNR, for visually distinct targets. Individual differences were not explained by any of the child variables. Boys showed lower auditory-only performances, leading to significantly larger AV gains. This study shows AV benefit, of distinctive visual cues, to word recognition in challenging noisy conditions in first graders. The cognitive and linguistic constraints of the task may have minimized the impact of individual differences of vocabulary and phonological awareness on AV benefit. The gender difference should be studied on a larger sample and age range.

Relative Clause Sentence Comprehension by Japanese-Speaking Children With and Without Specific Language Impairment.

Purpose This study investigated the auditory comprehension of Japanese sentences including relative clauses (RCs) by 52 Japanese-speaking children with typical development (TD) and 16 children with specific language impairment (SLI). Method A picture-pointing task measured RC and main clause (MC) comprehension for object and subject relatives in sentences with varying lengths. The accuracy of RC only, MC only, and combined comprehension (RC and MC) was analyzed with linear mixed-effects (logistic) models to examine accuracy and the effects of the deep gap-filler distance (structural complexity), the surface linear distance, and sentence length for the two participant groups. Six language tests and two working memory tests were administered to determine language and working memory status. A factor analysis grouped them into two factors that were examined as predictors of comprehension performance. Results Initial models indicated that children with SLI performed more poorly than their peers with TD. Working memory abilities predicted the comprehension of subject and object relative sentences, but language abilities other than a general measure of sentence comprehension were only limited predictors. In a series of pairwise comparisons, children with SLI did not exhibit comprehension facilitation for RC sentences with lower structural complexity, nor did they exhibit comprehension facilitation when the linear distance between the gap and the filler was shorter, perhaps because of their overall lower performance. Children with TD made more errors on sentences with higher structural complexity but did not exhibit any linear distance effects. Neither group exhibited effects of noun phrase or sentence length. Conclusions Japanese-speaking children with TD exhibited negative comprehension effects of increased deep structure complexity, but not of linear surface distance or sentence noun phrase length. The children with SLI face challenges in comprehending both subject and object relative sentences compared to their typically developing peers. Their poorer working memory abilities are the primary factor that constrains their performance.

How do children learn novel emotion words? A study of emotion concept acquisition in preschoolers.

Understanding emotion words is vital to understanding, regulating, and communicating one's emotions. Yet, little work examines how emotion words are acquired by children. Previous research in linguistics suggests that children use the sentence frame in which a novel word is presented to home in on the meaning of that word, in conjunction with situational cues from the environment. No research has examined how children integrate these cues to learn the meaning of emotion adjectives (e.g., "happy," "sad," "mad"). We conducted 2 studies examining the role of sentence frame and situational context in children's (ages 3-5) understanding of the meanings of novel words denoting emotions. In Study 1 (N = 135) children viewed a conversation wherein a novel "alien" word was presented in 1 of 3 sentence frames that varied in how likely the word was to denote an emotion (i.e., is daxy, feels daxy, or feels daxy about). Children selected the image that represented the meaning of the word in a picture-pointing task. Images depicted aliens experiencing an emotion, a physical state, or performing an action. In Study 2 (N = 113) situational context was added via cartoons depicting an emotional scenario. Findings suggest that children are more likely to associate emotion images with a novel word with increasing age, more informative sentence frames, and when the situational context implies that an emotion is present. This provides important insight on how educational and clinical settings can use language and situational context to aide in emotion understanding. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Spanish Pediatric Picture Identification Test.

Purpose The purpose of this study was to construct and validate a recorded word recognition test for monolingual Spanish-speaking children utilizing a picture board and a picture-pointing task. Design The Spanish Pediatric Picture Identification Test was developed and validated in this study. Test construction steps included (a) producing new digital recordings of word lists created by Comstock and Martin (1984) using a bilingual Spanish-English female, (b) obtaining list equivalency, (c) creating digitally illustrated pictures representing the word lists, (d) validating the pictures using monolingual Spanish-speaking and bilingual Spanish-English children, and (e) re-establishing list equivalency and obtaining performance-intensity functions using a picture-pointing task with monolingual Spanish-speaking children and bilingual Spanish-English adults. Results Normative data for three Spanish word recognition lists were established. Performance-intensity functions at sensation levels from 0 to 40 dB SL in 8-dB steps were obtained, establishing list equivalency for Lists 1, 2, and 3. Conclusions The Spanish Pediatric Picture Identification Test was developed and validated as a picture-pointing task for word recognition with monolingual Spanish-speaking children. The two validated channel recordings include an English translation for ease of testing by clinicians lacking Spanish language skills. Future validation will be conducted with bilingual Spanish-English children with normal hearing and with hearing loss.

Verbal short-term memory and sentence comprehension in German children and adolescents with Down syndrome: Beware of the task

In individuals with Down syndrome (DS) deficits in verbal short-term memory (VSTM) and deficits in sentence comprehension co-occur, suggesting that deficits in VSTM might be causal for the deficits in sentence comprehension. The present study aims to explore the presumed relationship between VSTM and sentence comprehension in individuals with DS by specifically targeting the influence of task demands. The authors assessed VSTM skills in 18 German-speaking children/adolescents with DS by a nonword repetition (NWR) test and elicited data from three different tasks on the comprehension of complex sentence structures: two sentence-picture-matching tasks (TROG-D and a passive test) and one picture-pointing task on object wh-questions. Whereas performance in NWR yielded a significant degree of prediction for scores obtained in the TROG-D and in passive comprehension, no significant degree of prediction was found for NWR and object wh-question comprehension. Moreover, implicational scaling analyses indicated that mental-age adequate performance in sentence comprehension did not imply adequate performance in NWR. Research is needed that specifies the relation between memory systems and sentence comprehension while considering the influence of task demands.

The new Mainz speech test for children 3-7years old (MATCH) : Design, standardization, and validation.

To develop a new, German, age-appropriate speech audiometry test for children, by using 26 nouns that are most likely part of the lexicon of 2-year-olds. The test is a picture-pointing task with a four-option non-forced choice method. In total, 179 children aged 2;11 to 6;9y were included for standardizing and validating the speech test. Of these, 51 had a hearing impairment in both ears ranging up to 90 dB hearing level (HL). The normal-hearing collective was divided into three groups according to age. For each group, the speech reception threshold (SRT) and the slope of the psychometric function of intelligibility were determined. For validation, the test-retest reliability was measured in 85 ears, and the correlation between the pure tone average (PTA) at 0.5, 1, 2, and 4 kHz and the SRT was measured in 86 ears. The sound spectrum of the 26 items was in good accordance with the international long-term speech spectrum, and the relative frequency of phonemes matched the distribution of the 50 more frequent German phonemes. The SRTs ranged from 24.6 ± 0.6 dB sound pressure level (SPL) for the oldest group (> 5.5y) to 29.3 ± 1.3 dB SPL for the youngest group (< 4.25y). The slopes of the psychometric function ranged from 4.3 ± 0.5%/dB for the oldest group to 2.6 ± 0.4%/dB for the youngest. The test and retest showed good correlation (r = 0.89, p < 0.0001) as did the PTA and SRT (r = 0.84, p < 0.0001). The newly developed Mainz speech-test effectively measures age-related speech perception from the age of three years.

Spanish Pediatric Speech Recognition Threshold Test.

Purpose The purpose of this study was to construct a recorded speech recognition threshold (SRT) test for Spanish-speaking children utilizing a picture board and a picture-pointing task. Design The Spanish Pediatric Speech Recognition Threshold (SPSRT) test was developed and validated in this study. Test construction steps included (a) stimulus selection, (b) assessment of familiarity, (c) digital recording, (d) creation of pictures that accurately depicted the target word from the stimulus set, and (e) validation of the test and recordings. SRTs were obtained from 24 Spanish-speaking children whose 1st language was Spanish. Results Normative data are presented that validate the SPSRT and establish the baseline relationship between the pure-tone average and the SRT obtained with the SPSRT. Results indicated that the SPSRT obtained using this test should be within 2-12 dB of an individual's pure-tone average for Spanish-speaking children with normal hearing and minimal hearing loss. Conclusions The SPSRT was developed and validated as a picture-pointing Spanish SRT test to be used with Spanish-speaking children. The 2-channel recording contains an English translation track, making this test easy to administer and interpret for clinicians without knowledge of Spanish.

Suprasegmental Features Are Not Acquired Early: Perception and Production of Monosyllabic Cantonese Lexical Tones in 4- to 6-Year-Old Preschool Children.

Previous studies reported that children acquire Cantonese tones before 3 years of age, supporting the assumption in models of phonological development that suprasegmental features are acquired rapidly and early in children. Yet, recent research found a large disparity in the age of Cantonese tone acquisition. This study investigated Cantonese tone development in 4- to 6-year-old children. Forty-eight 4- to 6-year-old Cantonese-speaking children and 28 mothers of the children labeled 30 pictures representing familiar words in the 6 tones in a picture-naming task and identified pictures representing words in different Cantonese tones in a picture-pointing task. To control for lexical biases in tone assessment, tone productions were low-pass filtered to eliminate lexical information. Five judges categorized the tones in filtered stimuli. Tone production accuracy, tone perception accuracy, and correlation between tone production and perception accuracy were examined. Children did not start to produce adultlike tones until 5 and 6 years of age. Four-year-olds produced none of the tones with adultlike accuracy. Five- and 6-year-olds attained adultlike productions in 2 (T5 and T6) to 3 (T4, T5, and T6) tones, respectively. Children made better progress in tone perception and achieved higher accuracy in perception than in production. However, children in all age groups perceived none of the tones as accurately as adults, except that T1 was perceived with adultlike accuracy by 6-year-olds. Only weak association was found between children's tone perception and production accuracy. Contradicting to the long-held assumption that children acquire lexical tone rapidly and early before the mastery of segmentals, this study found that 4- to 6-year-old children have not mastered the perception or production of the full set of Cantonese tones in familiar monosyllabic words. Larger development was found in children's tone perception than tone production. The higher tone perception accuracy but weak correlation between tone perception and production abilities in children suggested that tone perception accuracy is not sufficient for children's tone production accuracy. The findings have clinical and theoretical implications.

Speech Perception Skills of Hindi Speaking Children with Pre-lingual Hearing Loss Using Hearing Aids and Cochlear Implants.

Very few published studies have reported auditory speech perception in Hindi children with pre-lingual hearing loss. The study is aimed at comparing the speech perception skills of Hindi speaking children with pre-lingual severe to profound hearing loss using hearing aids and cochlear implants. Forty-three 6 to 8-year old children were included as participants, of which 22 were bilateral behind-the-ear hearing aid (HA) users and 21 were unilateral cochlear implant (CI) users. Speech perception was assessed through a forced-choice, picture-pointing task using recorded stimuli presented at 70dBHL in the sound field. The skills assessed include: (a) pattern perception, (b) bisyllabic word identification, (c) monosyllabic word identification, (d) sentence identification and (e) minimal pair identification. Children using CI consistently performed significantly better than those with HA on all tasks. For the skills assessed, best performance was seen in pattern perception and poorest performance was seen in monosyllabic word identification. One participant from the CI group obtained ceiling scores for pattern perception and bisyllabic word identification. There was no statistically significant difference in the performance of 6 to 7 and 7 to 8-year-old children for any of the tasks. Children fitted with CI have better access to the cues important for perception of speech and hence perform consistently better than those using hearing aids. Recorded speech perception test can be used with children using cochlear implants and hearing aids.

Perception of Marathi consonant manner contrasts in children with and without hearing impairment

&lt;p class="abstract"&gt;&lt;strong&gt;Background:&lt;/strong&gt; Very few published studies have reported phoneme contrasts in children with and without hearing impairment in Indian languages. The present study is aimed at comparing perception of manner contrasts in 6 to 8 year old Marathi children with normal hearing and those with hearing impairment using hearing aids and cochlear implants&lt;span lang="EN-IN"&gt;. &lt;/span&gt;&lt;/p&gt;&lt;p class="abstract"&gt;&lt;strong&gt;Methods:&lt;/strong&gt; Two hundred 6 to 8 year olds participated across three groups: 106 with normal hearing (NH), 47 with hearing aids (HA) and 47 with cochlear implants (CI). Perception of four consonant manner contrasts was assessed using a four-alternative, forced choice picture-pointing task using recorded minimal pairs with CVC or CVCV words: a) Stop vs. Fricative; b) Stop vs. Nasal; c) Stop vs. Affricate and d) Aspiration&lt;span lang="EN-IN"&gt;. &lt;/span&gt;&lt;/p&gt;&lt;p class="abstract"&gt;&lt;strong&gt;Results:&lt;/strong&gt; All NH participants obtained ceiling scores for stop vs. fricative and stop vs. nasal contrasts. NH participants performed significantly better than participants with CI on all contrasts. Performance of HA participants was more variable and significantly poorer than the CI participants. Children implanted at or before 4 years of age and those using CI for more than 2.5 years performed consistently better on all contrasts as compared to those implanted after 4 years of age and using it for less than 2.5 years. Children fitted with HA at or after 2.5 years of age performed consistently better than those fitted before 2.5 years of age. Participants with average hearing aided thresholds 45 dB HL or lower (better) performed better than those with average aided thresholds above 45 dB HL&lt;span lang="EN-IN"&gt;. &lt;/span&gt;&lt;/p&gt;&lt;p class="abstract"&gt;&lt;strong&gt;Conclusions:&lt;/strong&gt; Normative data on perception of various manner contrasts in Marathi is generated. Phoneme perception skills of children with NH are significantly better than those of children with CI and HA&lt;span lang="EN-IN"&gt;.&lt;/span&gt;&lt;/p&gt;

Swedish is beautiful, Danish is ugly? Investigating the link between language attitudes and spoken word recognition

AbstractThis paper investigates the hypothesis that attitudes towards a linguistic variety and intelligibility of that variety are linked. This is done by eliciting language attitudes and word recognition scores in 154 Danish and Swedish schoolchildren and adolescents between 7 and 16 years. Language attitudes towards the neighboring language are elicited by means of a matched-guise experiment while word recognition is tested by auditorily presenting the participants with 50 spoken stimuli in their neighboring language (Danish for Swedish children and vice versa) in a picture-pointing task. Results revealed that while Danish children held more positive attitudes towards Swedish than vice versa and their word recognition scores were generally higher than those of their Swedish peers, the correlation between these two variables is very low, indicating that the two variables are only loosely linked.

(Morpho)syntactic comprehension in agrammatic aphasia: Evidence from Greek

Background: A number of hypotheses have been formulated to account for comprehension data in agrammatic aphasia. They explain deficits in comprehending specific structures, such as semantically reversible non-canonical sentences, for example, Trace Deletion Hypothesis (TDH, Grodzinsky, 1986, 1990, 1995), or functional categories, for example, Tree Pruning Hypothesis (TPH, e.g., Friedmann, 2006); Tense Underspecification Hypothesis (TUH, Wenzlaff & Clahsen, 2004, 2005); Interpretable Features’ Impairment Hypothesis (IFIH; e.g., Varlokosta et al., 2006). Several studies, however, report evidence contradicting these theories (e.g., Caramazza, Capasso, Capitani, & Miceli, 2005; Dickey, Milman, & Thompson, 2008) and propose new accounts to explain the comprehension deficits in agrammatic aphasia, for example, Distributed Morphology Account (DMA, Dickey et al., 2008). Aims: Against the background above, this study investigates the ability of three Greek-speaking agrammatic individuals to comprehend a wide range of structures and functional categories: semantically reversible (canonical) active and (non-canonical) passive sentences, Complementizer Phrase, subject-verb Agreement, Tense, and Aspect. Methods & Procedures: We administered: (a) two sentence-picture matching tasks to test comprehension of reversible active and passive sentences, and Tense; (b) a sentence grammaticality judgement task to test judgement of Tense, Aspect, and subject-verb Agreement; and (c) a picture-pointing task to test comprehension of Complementizer Phrase. Outcomes & Results: (a) Two of the three agrammatic participants performed at chance on reversible passive sentences and above chance on active sentences. The third participant performed equally high on the two sentence types. Two participants performed at chance on Tense comprehension and one above chance. (b) The three participants were selectively or across-the-board impaired in judgement of Agreement, Tense, and Aspect. One of the two selectively affected participants had chance performance on Aspect and above chance performance on Agreement and Tense. The other one performed at chance on Aspect and Tense, and above chance on Agreement. The third participant's performance was equally poor on all three categories. (c) All three agrammatic participants performed above chance on the comprehension of Complementizer Phrase. Conclusions: In comprehension/judgement, canonical and non-canonical sentences do not dissociate in all agrammatic speakers, while functional categories associated with the verb morphology may be compromised in the face of relatively well-preserved categories that are located higher in the syntactic hierarchy. All three agrammatic participants support the DMA, and two of them support the TDH. Instead, none of them provided support to the TPH, TUH, and IFIH.

Exploring wh-questions in agrammatism: Evidence from Greek

This study investigates the ability of three Greek-speaking agrammatic patients to produce and comprehend wh-questions by means of a wh-question elicitation task and a picture-pointing task. The role of question type is explored by comparing argument with adjunct questions and subject with object questions. Overall, production was found significantly more impaired than comprehension. The agrammatic participants had better performance on argument than on adjunct questions, while no dissociation was observed between subject and object questions. The overall difficulty with wh-questions indicates that the agrammatic participants had a deficit in syntactic movement or in handling CP, a finding which is compatible with other cross-linguistic results. Although this finding could be accounted for by existing hypotheses, an alternative account is proposed, according to which wh-questions are difficult to process because they are associated with LF-interpretable features, which increase their processing load. Finally, the preponderance of argument over adjunct questions reinforces the (double) dissociation between these two question types reported in the literature, while the lack of a dissociation between the subject- and the object-questions suggests that both question types involve syntactic movement to CP.

Production and comprehension of wh-questions in German Broca's aphasia

Current proposals suggest that agrammatic speakers have severe deficits in producing and understanding wh-questions. Whereas the CP layer is assumed to be pruned such that wh-questions can no longer be produced, for comprehension it has been suggested that the agrammatic deficit leads to a deletion of movement traces in syntactically derived sentences. We present data from three experiments testing the production and comprehension of wh-questions in nine German agrammatic Broca's aphasics. In an elicitation and a repetition task we find that complete and grammatical wh-questions can be produced by German agrammatic aphasics, thus indicating that the CP layer can still be projected. The results of a picture-pointing task show, however, that deficits in the comprehension of wh-questions ( who and which N questions) are common. A closer analysis reveals a variety of error patterns in our subjects. The additive effects that non-canonical word order and the discourse-linking of a referential NP ( which N) exert on the comprehension performance of our subjects cannot be captured by current syntactic deficit accounts on agrammatism.

Perception and Production of Lexical Tones by 3-Year-Old, Mandarin-Speaking Children

The present study investigated 3-year-old children's perception and production of Mandarin lexical tones in monosyllabic words. Thirteen 3-year-old, Mandarin-speaking children participated in the study. Tone perception was examined by a picture-pointing task, and tone production was investigated by picture naming. To compare children's productions with the adult forms, 4 mothers of the children were asked to say the same set of words to their children in a picture-reading activity. The children's and mothers' productions were low-pass filtered at 500 Hz and 400 Hz, respectively, to eliminate segmental information. Ten Mandarin-speaking judges identified the productions of tones from the filtered speech. Adult productions were more accurately identified than productions of the children. The children perceived the level, rising, and falling tones with relatively high accuracy. The dipping tone posed the greatest difficulty for the children in both perception and production.

Linguistic dissociations in Williams syndrome: evaluating receptive syntax in on-line and off-line tasks

Williams syndrome (WS) is a neurodevelopmental disorder of genetic origin which results in relatively spared language in the face of serious non-verbal deficits. There is controversy, however, about how intact WS language abilities are. The discussion has focused on impairments of lexico-semantics and of morphological feature analysis, with the presumption that WS syntax is intact. We challenged this view and assessed WS receptive syntax by using two tasks testing various syntactic structures; an on-line word monitoring task and an off-line picture-pointing task. WS performance on the off-line task was generally poor. By contrast, their performance on the on-line task was far better and allowed us to ascertain precisely which aspects of WS receptive syntax are preserved and which are impaired. WS participants were sensitive to the violation of auxiliary markers and phrase structure rules but, unlike both the normal young and elderly controls, they did not show sensitivity to violations of subcategory constraints. The present study suggests that there exist dissociations within WS language which are not restricted to lexico-semantics or to morphological feature analysis, but which also invade their processing of certain syntactic structures. We conclude by arguing that WS syntax is not intact and that their language might turn out to be more like second language learning than normal acquisition.

Comprehension of Reversible Sentences in Specifically Language-Impaired Children

This study investigated comprehension of reversible sentences in specifically language-impaired (SLI) children. Two experiments, using different paradigms, were undertaken. In Experiment 1, 14 SLI children (aged 4:10-7:10) were compared with children matched on chronological age and language age (LA). Subjects acted out 36 semantically reversible sentences that varied in thematic content (transitives, locatives, and datives) and in the order of thematic roles (canonical and noncanonical). The SLI children performed at a significantly lower level than both control groups. In Experiment 2, the same sentences were presented using a picture-pointing task. A single word vocabulary test preceded the test sentences to assess semantic knowledge of the predicates. Sixteen SLI children were compared with language age controls. No significant differences were found between the performance of the two groups on the vocabulary test, and in general, the results of Experiment 2 supported those of Experiment 1. Analysis of individual children's error patterns identified qualitative differences between the SLI children and the LA controls. The majority of SLI children had a very high proportion of word order errors. The proportion of word order errors of the SLI children, unlike those of the LA controls, was unrelated to language age. These findings are considered in relation to the processes involved in sentence comprehension.

The role of linguistic perception in later phonological development

ABSTRACTThis study tested the hypothesis that certain sound substitutions in older, normally developing children are perceptually based substitutions, typified by poor discrimination, while others are phonetic substitutions – phonemic distinctions that are maintained by the child in a phonetically non-adult fashion. The perception and production of English voiceless fricatives in twelve normally developing monolingual children aged 3;2–5;6 was investigated using a picture-pointing task, audio recordings, and acoustic analysis. Results include significant correlations between production and perception scores for /θ/ but not /s/ and significant acoustic differences in substitutions of [θ] for /s/ (versus productions of [θ] for /θ/) but not in substitutions of [f] or [s] for /θ/. It is suggested that substitutions for /θ/, with the correlated poor discrimination, may indicate a non-adult phonemic representation, while substitutions for /s/ tend to have a motoric basis in older children. Stages in the acquisition of /θ/ are hypothesized.

Reflectivity bias in picture-pointing grammatical comprehension tasks.

Two studies, one correlational and one experimental, supported the hypothesis that 4- and 5-year-olds' performance on a picture-pointing grammatical comprehension task administered under standard procedures is highly influenced by reflectivity style. In the first study, a substantial correlation was obtained between reflectivity and picture-pointing grammatical comprehension task performance. This correlation was significantly greater than that between reflectivity and object-manipulation grammatical comprehension task performance. In the second study, a reflectivity-promoting but grammatically irrelevant modification in the administration of the picture-pointing task resulted in significantly improved comprehension scores and a significantly lower correlation with reflectivity.

Perception and production of misarticulated (r).

Twelve children who consistently misarticulated consonant [r] and five children who correctly articulated [r] were recorded while repeating sentences which differed only in a single (r)-(w) contrast. All (r) and (w) productions were spectrographically analyzed. Error productions were judged for their similarity to [w]. Each child identified all of the recorded sentences via a picture-pointing task. Misarticulated [r] was identified as (w) at above chance levels only by the children who did not misarticulate [r]. The subject groups did not differ in their perception of correctly articulated (r) and (w) phones. Children whose misarticulated [r] phones were judged to be (w)-like were most likely to misperceive their own productions of (r). Children whose misarticulated [r] productions were characterized by higher second formant frequencies were better able to identify their productions of (r). Results suggest that a subpopulation of children who misarticulate [r] may mark it acoustically in a nonstandard manner.