Speech Of Young Children Research Articles

Preventive Measures against Speech Disorders in Early Childhood

Abstract This article investigates the theoretical and practical aspects of speech disorders in early childhood. The article contains both the analysis of young children's speech diagnostics results and main aspects of a preventive kids’ program “I learn how to speak correctly”. The program is aimed at improving gross, fine and articulatory motor skills, psychical processes (memory, attention, thinking, perception), impressive and expressive kids’ speech, developing parents’ pedagogic behavior concerning the speech development problem in early childhood.

Developing and Using Big Data Archives to Quantify Disfluency and Stuttering in Bilingual Children.

Worldwide, bilingualism is the rule rather than the exception, and yet we have surprisingly little research data on the fluency development of bilingual children, and even less information on their potential risk for stuttering. Many variables influence a bilingual child's language, speech, and fluency development (e.g., amount of exposure to each language); controlling these variables in research studies necessitates large numbers of bilingual participants. The frequency and types of typical disfluencies in the speech of young children are also varied. In addition, stuttering is also variable in its presentation, and when we assess bilingual children for the presence of stuttering we are adding yet another layer of complexity. This article reviews research on typical disfluencies in monolingual and bilingual speakers, and how this information might be useful clinically. We provide examples from our laboratory to illustrate how computerized language analysis (CLAN) can be used over time to track the behaviors of research participants. We also present data on the identification of stuttering in bilingual children. We discuss challenges to studying bilingual speakers and how big data initiatives such as TalkBank address these challenges to increase our understanding of bilingual fluency development.

Nasal coarticulation in normal infants: A physiological analysis

There are conflicting views regarding coarticulation in speech of children. Kent (1983) suggested that children’s speech is more “segmental” while Nittrouer et al. (1989) proposed that speech of young children has “syllabic organization” with syllables being units of speech production. According to Nittrouer et al. (1989), children may demonstrate more coarticulation than adults. The purpose of this study was to examine nasal coarticulation in the speech of infants over time. Nasal ram pressure (NRP) and audio signals were obtained from ten typically developing infants (five males and five females) at 12, 14, and 18 months of age. Six subjects produced 39 nasal syllables (either NV, VN, NVN, or VNV) at 12 months of age. Six subjects produced 62 nasal syllables at 14 months of age and eight subjects produced 95 nasal syllables at 18 months of age. Results revealed positive NRP at the midpoint of only 20% of vowels either preceding or following nasal consonants at 12 months of age. Positive NRP, however, was present during 62% and 77% of vowels produced at 14 and 18 months of age, respectively. Findings provide evidence for the development of nasal coarticulation over time from a more “segmental” to a “syllabic” level. {Research reported in this publication was supported by the National Institute of Dental & Craniofacial Research of the National Institutes of Health under Award Number 1R01DE022566-01A1.]

An Elicited-Production Study of Inflectional Verb Morphology in Child Finnish.

Many generativist accounts (e.g., Wexler, 1998) argue for very early knowledge of inflection on the basis of very low rates of person/number marking errors in young children's speech. However, studies of Spanish (Aguado-Orea & Pine, 2015) and Brazilian Portuguese (Rubino & Pine, 1998) have revealed that these low overall error rates actually hide important differences across the verb paradigm. The present study investigated children's production of person/number marked verbs by eliciting present tense verb forms from 82 native Finnish-speaking children aged 2;2-4;8years. Four main findings were observed: (a) Rates of person/number marking errors were higher in low-frequency person/number contexts, even excluding children who showed no evidence of having learned the relevant morpheme, (b) most errors involved the use of higher frequency forms in lower frequency person/number contexts, (c) error rates were predicted not only by the frequency of person/number contexts (e.g., 3sg>2pl) but also by the frequency of individual "ready-inflected" lexical target forms, and (d) for low-frequency verbs, lower error rates were observed for verbs with high phonological neighborhood density. It is concluded that any successful account of the development of verb inflection will need to incorporate both (a) rote-storage and retrieval of individual inflected forms and (b) phonological analogy across them.

The effects of personalisation on young children's spontaneous speech during shared book reading

This paper is concerned with a so far little explored situational context: sharing books which have been personalised for individual children in a pre-school. Thirty-five children (mean age 36.94 months) were read a book with a personalised and non-personalised part. Their spontaneous verbal responses were video recorded and later transcribed. The analysis focused on the difference between the personalised and non-personalised context in terms of the amount of children's utterances and the pragmatic intent of their speech, which included self-referencing, use of questions and corrections. The findings are interpreted from both developmental and socio-cultural Vygotskian perspectives, and evaluated in light of their implications for the understanding of pragmatic aspects of sharing personalised books with children.

Improved speech following parent-delivered qigong massage in young children with Down syndrome: a pilot randomised controlled trial

Qigong massage is an eastern form of massage that can be delivered by western parents to their children with appropriate training and support. It has been shown to improve developmental measures in young children with autism when given daily for five months. A recent trial evaluating its effect on motor development in young children with Down syndrome reported anecdotal observations of increased speech beginning in the first weeks of massage. This pilot randomised controlled trial (RCT) was conducted to formally assess the effect of qigong massage on speech in young children with Down syndrome. Twenty children with Down syndrome under age 4 were randomly assigned to treatment and control groups. The treatment group was assigned to receive a programme of daily parent-delivered qigong massage for five months. Parents were provided with training and weekly support for the first two months by trained staff. Data analysis using pre- and post-treatment testing with the Bayley Scales of Infant and Toddler Development showed a large improvement in expressive language (p < 0.02). Results are consistent with published reports of improved communication in young children with autism following massage, and suggest that a larger RCT with young children with Down syndrome is warranted.

Celebrating young Indigenous Australian children's speech and language competence

World-wide it is important to recognize Indigenous children's speech and language competence and their language learning environments. Indigenous Australian children participated in the child cohort of Footprints in Time: Longitudinal Study of Indigenous Children, a national study supported by Indigenous Australians and the Australian Government collected annually (in waves). There were 692 3–5-year-old children in wave 1, and two years later, 570 5–7-year-old children were in wave 3 (77.0% of children in wave 1 were also in wave 3). Data were obtained via parent interviews and direct assessment. The children spoke between one and eight languages including: English (wave 1: 91.2%, wave 3: 99.6%), Indigenous languages (wave 1: 24.4%, wave 3: 26.8%), creoles (wave 1: 11.5%, wave 3: 13.7%), foreign languages (non-Indigenous languages other than English) (wave 1: 2.0%, wave 3: 5.1%), and sign languages (wave 1: 0.6%, wave 3: 0.4%). Children who spoke an Indigenous language were more likely to live in moderate to extreme isolation than their English-speaking counterparts. Parental concern about speech and language skills was similar to data for non-Indigenous children with approximately one quarter of parents expressing concern (wave 1: yes=13.9%, a little=10.4%). Children's language environments were rich, with many family members and friends telling oral stories, reading books, and listening to the children read. Almost a third of families wanted to pass on their cultural language, and many indicated that they would like their child to learn an Indigenous language at school. Overall, Indigenous Australian children have rich cultural and linguistic traditions and their speech and language competence is promoted through family, community, and educational experiences.

Short-term results of Neurelec Digisonic SP cochlear implantation in prelingually deafened children

This paper examines the reports on the selection criteria and the post-operative performance of 25 children implanted with the Neurelec Digisonic SP. This study reported benefits from Neurelec Digisonic SP cochlear implant in auditory and speech perception outcomes. There has been a lack of studies into the additional factors such as level of the mothers' education and bilingualism, which is a factor that may have a significant effect on the success of cochlear implantation. This paper examines the reports on the reasons for the differences in performance and the post-operative performance of 25 children implanted with the Neurelec Digisonic SP. Meaningful Auditory Integration Scale and Meaningful Use of Speech Scale questionnaires were used just before 3, 6, 12, and 18months following implantation. Electrode array was inserted without difficulty in all cases, with no complications to date. This is a retrospective and cross-sectional study and all the data were collected between March 2010 and December 2012. Auditory performance improved over time for up to 12months after implantation. Our experience indicates that the Neurelec Digisonic SP cochlear implant system in children under the age of two is relatively safe and reliable. The Neurelec Digisonic SP device surgery can be performed without complications. Auditory performance results support the effectiveness of early implantation. These important findings further support the importance of professionals working very closely with parents or especially mothers and enhancing their involvement in achieving therapy goals to develop auditory skills and speech in young children following cochlear implantation.

Subjetividade, individualidade e singularidade na criança: um sujeito que se constitui socialmente

Partindo da hipótese de que as reflexões propostas por Bakhtin e pelo Círculo podem ajudar-nos a refletir sobre as questões que se colocam no campo da Aquisição da Linguagem, e considerando que há poucos registros no Brasil de trabalhos desenvolvidos dentro dessa perspectiva, pretendemos, neste artigo, ao pensar a constituição da criança na linguagem, no período de aquisição, discutir as noções de "sujeito", "subjetividade", "individualidade" e "singularidade". A fim de visualizar melhor essa discussão, traremos os dados de fala de crianças pequenas, entre 1;8 e 3 anos, filmadas em contextos naturais de interação com pais e familiares. Com base neles, pudemos verificar, entre outras questões, que a criança, sujeito que se constitui na e pela língua(gem), imprime em suas produções marcas que revelam sua subjetividade (seja por escolhas lexicais, morfológicas, sintáticas, de gênero etc.).

Developmental relationships between speech and writing: Is verb‐phrase anaphora production a special case?

Young children's speech is typically more linguistically sophisticated than their writing. However, there are grounds for asking whether production of cohesive devices, such as verb-phrase anaphora (VPA), might represent an exception to this developmental pattern, as cohesive devices are generally more important in writing than in speech and so might be expected to be more frequent in children's writing than in their speech. The study reported herein aims to compare the frequency of children's production of VPA constructions (e.g., Mary is eating an apple and so is John) between a written and a spoken task. Forty-eight children participated from each of two age groups: 7-year-olds and 10-year-olds. All the children received both a spoken and a written sentence completion task designed to elicit production of VPA. Task order was counterbalanced. VPA production was significantly more frequent in speech than in writing and when the spoken task was presented first. Surprisingly, the 7-year-olds produced VPA constructions more frequently than the 10-year-olds. Despite the greater importance of cohesion in writing than in speech, children's production of VPA is similar to their production of most other aspects of language in that more sophisticated constructions are used more frequently in speech than in writing. Children's written production of cohesive devices could probably be enhanced by presenting spoken tasks immediately before written tasks. The lower frequency of VPA production in the older children may reflect syntactic priming effects or a belief that they should produce sentences that are as fully specified as possible.

Lexical and Phonological Effects in Early Word Production

This study examines the influence of word frequency, phonological neighborhood density (PND), age of acquisition (AoA), and phonotactic probability on production variability and accuracy of known words by toddlers with no history of speech, hearing, or language disorders. Fifteen toddlers between 2;0 (years;months) and 2;5 produced monosyllabic target words varying in word frequency, PND, AoA, and phonotactic probability. Phonetic transcription was used to determine (a) whole-word variability and (b) proportion of whole-word proximity (PWP; Ingram, 2002) of each target word produced. Results show a significant effect of PND on PWP and variability (words from dense neighborhoods had higher PWP and lower variability than those from sparse neighborhoods), a significant effect of word frequency on variability (high-frequency words were less variable) but not proximity, and a significant effect of AoA on proximity (earlier acquired words had lower PWP) but not variability. Results provide new information regarding the role that lexical and phonological factors play in the speech of young children; specifically, several factors are identified that influence variability of production. Additionally, by examining lexical and phonological factors simultaneously, the current study isolates differential effects of the individual factors. Implications for our understanding of emerging phonological representations are discussed.

Consonant inventories in the spontaneous speech of young children: A bootstrapping procedure

Consonant inventories are commonly drawn to assess the phonological acquisition of toddlers. However, the spontaneous speech data that are analysed often vary substantially in size and composition. Consequently, comparisons between children and across studies are fundamentally hampered. This study aims to examine the effect of sample size on the resulting consonant inventories. A spontaneous speech corpus of 30 Dutch-speaking 2-year-olds was used. The results indicate that in order to construct and compare inventories reliably, they should be drawn from speech samples that are equally large. A new consonant inventory procedure is introduced. The implementation of this procedure demonstrates considerably less variation in inventory size across children and word positions than reported previously. This finding has important implications for clinical studies that constructed and compared inventories of typically and atypically developing children without normalizing the sample size.

Register affects language comprehension: ERP evidence from article omission in newspaper headlines

Language processing involving syntax-discourse interface operations has been claimed to be particularly resource-consuming. In production, this additional complexity is claimed to be the source of article omission in the speech of young children and certain language-impaired speakers. In comprehension, article omission in some “special registers” (e.g., newspaper headlines) has been attributed to the trade-off between spending more processing resources and increasing processing speed. We investigated the comprehension of noun phrases (NPs) with and without articles (e.g., ( a) policeman arrests (a) monk) when readers were or were not aware of reading headlines by recording electrophysiological responses. The presence of an N400-effect suggests first that comprehension of article-less NPs exerts processing demands and indicates that article omission does not result in costs from morphosyntactic processing (no LAN), but from linking processes at the syntax-discourse interface supported by discourse-semantic memory. Differences between the instruction modalities suggest that awareness of the special register plays a role. The electrophysiological data thus demonstrate that register has an effect on the discourse-semantic integration of NPs and provide evidence for a certain degree of top-down processing.

Postoperative cerebellar mutism and autistic spectrum disorder

I read the article "An Inside View of Autism" written by a 44-year-old autistic woman who had a successful international career designing livestock equipment. In this article, she wrote about her life, disease, and experiences as an autistic individual. She stated that "It is interesting that my speech resembled the stressed speech in young children who have had tumors removed from the cerebellum". In this article, we intend to review and extensively document both postoperative cerebellar mutism and autistic spectrum disorder. We reviewed the clinical and neurological findings, etio-pathogenesis, neuroanatomy, mechanisms of development, and similarities between the etio-pathogenesis of both diseases. Cerebellar lesions can produce mutism and dysarthria, symptoms sometimes seen in autistic spectrum disorder. In mammals, cerebellar lesions disturb motivated behavior and reduce social interactions, functions that are disturbed in autistic spectrum disorder and cerebellar mutism. The cerebellum and two regions within the frontal lobes are active in certain language tasks. Language is abnormal in autistic spectrum disorder and cerebellar mutism.

Role of Linguistic Input in Third Person Singular – s Use in the Speech of Young Children

To examine the role of linguistic input in how young, typically developing children use the 3rd person singular -s (3S) inflection. Novel verbs were presented to 16 young children in either 3S contexts (e.g., "The tiger heens") or nonfinite (NF) contexts (e.g., "Will the tiger heen?"). The input was further manipulated for length such that half of the presentations in each context had adjectives modifying the subject. Children were then prompted to use the novel verbs in contexts requiring 3S and in contexts requiring an infinitive form. The children's use of 3S with familiar verbs was also examined. Novel verbs heard only in 3S contexts were more likely to be produced with 3S in obligatory contexts and were more likely to be inappropriately applied to infinitive contexts than novel verbs heard only in NF contexts. Degree of 3S use in obligatory contexts was lower for familiar verbs than for novel verbs heard only in 3S contexts but higher than for novel verbs heard only in NF contexts. Length was not a significant factor. Linguistic input appears to have a strong effect on how young children use the 3S inflection in newly encountered verbs.

Age-related changes in the Bengalese finch song motor program

It is well established that there are remarkable similarities between song learning in oscine birds and acquisition of speech in young children. Human speech shows marked changes with senescence, but few studies have evaluated how song changes with advanced age in songbirds. To investigate the effect of old age on song, we compared song of old Bengalese finches (Lonchura striata domestica) with that of middle-aged birds. The main observed difference was a decrease in the song tempo, largely due to an increased intersyllable duration. Aging also affected the acoustic characteristics of the song, causing a decrease in pitch and in the range of frequency modulations. Gross morphological measurements of selected vocal muscles did not show detectable changes over this age range, suggesting that song deterioration may be due to neural deterioration. The age-induced temporal and acoustic changes in song parallel the acoustic changes that occur in human speech, suggesting songbirds as a suitable model for aging studies on learned vocal behavior.

Listener reliability in assigning utterance boundaries in children's spontaneous speech

ABSTRACTResearch and clinical practices often rely on an utterance unit for spoken language analysis. This paper calls attention to the problems encountered when identifying utterance boundaries in young children's spontaneous conversational speech. The results of a reliability study of utterance boundary assignment are described for 20 females with graduate professional education in speech–language pathology. They judged audiorecorded spontaneous speech samples that were elicited from 4-year-old children. Their agreement with each other (interobserver) was significantly lower than their self-agreement (intraobserver). Interobserver agreement varied with the length/grammatical complexity of response turns, and the number and types of selective boundary cues presented in the speech stimuli. The findings have research and clinical implications for the utterance as a conceptual notion and its use constraints.

Segmental timing of young children and adults

Young children's speech is compared to (a) adult-to-adult (A-A) normal speech, and (b) adult-to-adult (A-A) slow speech, and (c) adult-to-child (A-C) speech by measuring durations and variability of each segment in consonant-vowel-consonant CVC (CVC consonant-vowel-consonant) words. The results demonstrate that child speech is more similar to A-C speech than A-A slow speech in that it exhibits a large portion of long vowel duration in a word. However, child speech but differs from A-C speech by more noticeable lengthening of consonants. In addition, child speech exhibits an inconsistent timing relationship across segments within a word whereas durational variation in consonants and vowels was correlated in A-A speech and A-C speech. The results suggest that temporal patterns of young children are quite different from those of adults, and provide some evidence for lack of motor control capability and great variance in articulatory coordination.

Preventing perseveration in language production

This paper investigates the effect of the repetition of phonological elements on accuracy in spontaneous language production. Using a corpus of naturalistic speech errors, it is shown that repetition of a whole segment doubles the error rate on the second token (a perseveratory effect), for onset consonants, vowels, and coda consonants; the effect is present (at a reduced magnitude) in the speech of young children. Repetition also leads to an increased error rate on the first token (an anticipatory effect), but only for word-initial consonants and only for adults. Repetition of subsegmental features has an effect only for word-initial consonants and only perseveratorily. There are no effects of repetition of larger units (e.g., syllable onsets) or for general segmental similarity. It is argued that the effect is largely due to mechanisms designed to prevent perseveration (by e.g., shifting average activation values downward), and affects early-accessed information (whole segments; onset consonants) more than later-accessed information (subsegmental features; vowels and coda consonants).

Genetic and environmental influences on early speech, language and literacy development

The genetic and environmental etiology of speech and broader language skills was examined in terms of their concurrent relationships in young children; their longitudinal association with reading; and the role they play in defining the ‘heritable phenotype’ for specific language impairment (SLI). The work was based on a large sample of 4 1/2-year-old twins, who were assessed at home on a broad range of speech and language measures as part of the Twins Early Development Study. We found that genetic factors strongly influence variation in young children's speech in typical development as well as in SLI, and that these genetic factors also account for much of the relationship between early speech and later reading. In contrast, shared environmental factors play a more dominant role for broader language skills, and in relating these skills to later reading; isolated impairments in language as opposed to speech appear to have largely environmental origins. Learning outcomes (1) Readers will be able to discuss some of the ways in which behavioural genetic methods can make a useful contribution to the field of communication disorders. (2) Readers will be able to compare the genetic and environmental contributions to general language versus speech skills in young children. (3) Readers will be able to describe the likely relationship between early speech and language and later reading development, in terms of shared genetic and environmental resources. (4) Readers will be able to discuss how different ascertainment methods for clinical samples may lead to very different understandings of the nature of a disorder such as specific language impairment.