Types Of Speech Errors Research Articles

Speech Errors Performed by Former American Presidents in “60 Minutes” Interview: A Comparative Analysis

This study has the purpose of depicting the kinds of speech errors, the comparison of speech errors’ frequency, and the causes of speech errors made by former American Presidents Barack Obama (BO) and Donald Trump (DT) as the interviewee in an interview program entitled "60 Minutes". This study used a qualitative approach. The data source was BO and DT’s video in “60 Minutes” Interview. The data in this study were in the form of words, phrases, and clauses transcribed from the speech made by BO and DT. Based on the analysis, it was found that BO made 111 speech errors and six (6) types of speech errors, while DT made 90 speech errors and nine (9) types of speech errors. The causes of speech errors made by former American Presidents in “60 Minutes” 2020 interview are caused by social factors, both situational anxiety, and social circumstances.

CAUSES, MANIFESTATIONS AND MECHANISMS OF OVERCOMING SPEECH ERRORS IN PRESCHOOL CHILDREN

The article emphasizes the relevance of the problem of the formation of speech competence of preschoolers, which is determined by the tasks of the Law of Ukraine “On Preschool Education”, as well as the tasks of the Basic Component of Preschool Education in Ukraine. Attention is drawn to the causes, manifestations and types of speech errors in preschool children, the conditions and mechanisms for overcoming them are given. The significance of the language environment in the formation of speech competence is revealed. The importance of timely diagnosis of speech errors and the selection of the most successful and effective mechanisms for the formation of grammatical correctness of children’s speech, both in classes and in everyday life, which would contribute to their correction, is emphasized. Conducting a speech diagnosis helps the educator to optimize the process of development of children’s speech skills and abilities, to see the dynamics of the formation of speech activity under the influence of its purposeful formation, to prevent methodological errors both in the selection of the language content of education and the use of certain technologies and psychotechniques, and most importantly – to achieve developmental effect in the work of providing perfection and perfection to speech operations (skills) and speech actions (skills). Therefore, the problem of children’s speech requires further comprehensive research aimed at the study of speech activity in the aggregate of the child’s cognitive, emotional and motivational spheres, as well as the development of appropriate corrective and developmental influences on the child’s speech development.

Specificity of phonological representations in school-age high-functioning ASD children

Purpose: Well-specified phonological representations are important for the development of spoken and written language. This study investigates the types of speech errors and the quality of phonological representations in Greek-speaking school-age children with high-functioning autism spectrum disorder (HF-ASD), as well as the relationship between stored phonological representations and speech output in this sample, according to Stackhouse and Wells’ (1997) model. Method: All participants completed a phonological and a naming test, and a non-word repetition task. A receptive phonological task was administered to a subgroup of HF-ASD and typically developing (TD) participants. According to performance in the phonological test, the HF-ASD children were categorised as ASD with Speech Sound Disorder (SSD) or ASD without SSD. Result: The HF-ASD children made significantly more speech errors and showed significant difficulties in the repetition of non-words and the stored phonological representations compared to the TD group but had the same naming abilities with their TD peers. The ASD children with SSD and without SSD performed alike in the receptive task, indicating that both groups had unspecified phonological representations. Conclusion: These results support the hypothesis of distinct phonological representations for speech input and output and highlight the need of using receptive tasks to evaluate underlying phonological knowledge, a process which could allow clinicians to identify the level of speech breakdown.

Differentiating phonological delay from phonological disorder: Executive function performance in preschoolers.

The conversational speech of most children can be understood by people outside the family by the time they reach 4years. However, for some children, speech sound disorders (SSDs) persist into their early school years, and beyond, despite adequate hearing, oromotor function, and language learning opportunities. One explanation for children's SSDs are domain-general cognitive-linguistic deficits that impair the child's ability to correctly derive rules governing how speech sounds legally combine to form words in a specific language. To explore whether there are differences in performance on executive function tasks between children who make speech errors characteristic of phonological delay and those who make speech errors characteristic of phonological disorder. Twenty-six children aged from 3;6 to 5;2 (13 with phonological delay and 13 with phonological disorder), matched pairwise for age and sex (nine males), were assessed on tasks measuring cognitive flexibility (rule abstraction and cognitive shift) and phonological working memory. For the cognitive flexibility tasks, the performance of children with phonological delay was significantly better than that for children with phonological disorder, but there were no group differences for the phonological working memory task. Children with phonological disorders might benefit from intervention programmes that incorporate training in cognitive flexibility. Children with phonological delay and phonological disorder comprise the two largest SSD subgroups that present to speech-language therapy clinics. Evidence suggests domain-general cognitive processes (e.g., phonological working memory, ability to revise faulty underlying representations, rule abstraction, and cognitive shift) influence phonological development. Differences between the two subgroups in the types of speech errors, linguistic abilities, developmental trajectories, and responses to intervention have been reported, yet little is known about the underlying cognitive-linguistic deficits. The results of this study suggest that children with phonological delay and phonological disorder have distinct patterns of performance on executive function tasks: Children with phonological disorder showed deficits in domain general rule-abstraction and cognitive shift when compared to children with phonological delay. WHAT ARE THE POTENTIAL OR ACTUAL CLINICAL IMPLICATIONS OF THIS WORK?: The findings draw attention to: (1) the importance of differential diagnosis of phonological delay and phonological disorder; (2) the role of domain-general cognitive processes in explaining why children make particular types of errors; and (3) the need to develop innovative and tailored intervention techniques that target specific underlying deficits.

Speech Interference as the Result of a Two-Pronged Negative Influence

The article considers the problem of the interaction of languages in the process of forming a bilingual personality and society. A comparative study of the material, the mother tongue and the studied language, reveals the causes of interference in bilingual speech in a foreign language. Traditionally, the causes of speech interference are determined by the characteristics of a native language, which are not found in the language studied, therefore they negatively affect the process of mastering the second language, which generates speech errors. This is a one-sided approach to understand interference in general and its origins (causes) in particular. The article considers the problem of a two-way approach to understanding the phenomenon of speech interference. Speech interference is a result of the negative influence of both the characteristics of the native language and the characteristics of the language being studied, i.e. it is a simultaneous two-way process in dual unity. Both processes of negative influence on an individuals mastery of a second language are defined as one action in bilinguality, giving the same result - interference in bilingual speech, which is expressed in phonetic-phonological, semantic and other types and types of speech errors. The simultaneous and inconsistent negative influence of the features of the native language and the non-native language considered on the material of consonant combinations in the initial words of the Russian and Kazakh languages, when the absence of combinations of consonants in this position of the Kazakh word and their presence in this position of the Russian word to the same extent and at the same time negatively influence on the correct - the literary pronunciation of Kazakh words and Russian words. Thus, in contrast to the traditional explanation of the phenomenon of speech interference as a result of a one-sided negative process, it is proposed and proved that this phenomenon is the result of (simultaneous) two-way influence of features, native and studied languages. Errors of an individual in speech in a foreign language are considered according to the provisions of the syntagmatic typology of interference (plus segmentation, or minus segmentation).

Speech Errors and Phonological Awareness in Children Ages 4 and 5 Years With and Without Speech Sound Disorder

Purpose The aim of this study was to examine the relationship between types of speech errors produced by children with speech sound disorders (SSD) and children with typical speech and language development (TD) and phonological awareness (PA) skills. Method Participants were 40 children, half with SSD and half with TD, ages 4 and 5 years. They completed standard speech, language, and PA tests as well as produced single words varying in length from 1 to 5 syllables. Production of each consonant was classified as either correct production, omission, substitution, and distortion; errors were also classified as typical or atypical. Results The children with SSD produced similar proportions of each type of speech errors in mono-, di-, and multisyllabic words. In contrast, the children with TD produced much lower, but not significantly different, proportions of omissions, substitutions, distortions, and typical speech errors at each word length. They produced no atypical errors in monosyllabic words and were significantly more likely to produce them in multisyllabic words. Proportions of omissions and atypical speech errors were significantly correlated with PA performance. Variance in PA skills was predicted partly by vocabulary, language skills, and age; omissions accounted for an additional 5% of variance in PA. Other types of speech errors did not account for additional significant variance in PA performance. Conclusions Poorer PA skills were found to be associated with omissions and atypical speech errors. Research is required to investigate the potential of omission and atypical error use in predicting which children are likely to receive diagnoses of SSD and later literacy difficulties.

Significance of speech production errors on cross-linguistic processing in Sepedi-English individuals with bilingual aphasia: a case series analysis

ABSTRACTBackground: Bilingual aphasia forms a significant part of speech-language pathologists’ (SLP) caseload, globally, and specifically in South Africa. Few tools supporting clinical decision-making are available due to limited understanding of typical and disordered cross-linguistic processing (how the languages interact). Speech errors may provide insight about “hidden” bilingual mechanisms.Objectives: To determine what speech errors can impart about cross-linguistic processing, as well as, associated language and impairment variables in Sepedi-English individuals with aphasia.Method: The case series included six participants, purposively selected from three rehabilitation sites in South Africa. Detailed language and clinical profiles were obtained. Participants performed a confrontation naming task in their most dominant (MDL) and less dominant language (LDL). Responses were audio recorded, transcribed, and analyzed for overall accuracy and error type in MDL and LDL; verified by a Sepedi-speaking linguist and a qualified SLP.Results: (1) No statistically significant differences in MDL-LDL naming accuracy were found, supporting recent literature of simultaneous inter-activation of both languages and shared word retrieval mechanisms. All types of speech errors occurred, and semantic errors were produced most frequently and consistently in each participant’s MDL and LDL. (2) Language proficiency, language recovery patterns, and aphasia type (Broca’s and Anomic) and severity (mild and/or moderate) appeared to be more strongly linked to cross-linguistic processing than Sepedi-English linguistic differences and age of acquisition of both languages.Conclusions: Participants with bilingual aphasia may use typical cross-linguistic and word retrieval mechanisms, concurring with current theories of bilingualism. Findings are preliminary, warranting investigations of other language tasks, modalities, pairs, and related variables.

Подолання діалектного впливу у процесі роботи над підвищенням культури мовлення студентів

The article examines the notion of students' speech culture, which reflects speech competence, the basis of human moral and aesthetic culture, combining such personality-psychic processes as speech, thinking, imagination, perception, will. It is emphasized that the process of formation of the speech culture has an active, creative character, which is manifested in the individual choice of language forms and means. It is not a mechanical accumulation of knowledge, but help for students in understanding the cultural significance of the different forms of speech. The author highlights the criteria for the formation of the language culture of students, among them the standard of speech, vocabulary, emotivity and expressiveness of speech, possession of speech etiquette, speech activity, humanistic orientation of speech behavior. These criteria serve as the basis for diagnosis and correction of the formation of students' speech culture. The article states that the active and important factor influencing the formation of the student's broadcasting culture is the dialectic environment in which they were before entering the university. The types of speech errors that arise under the influence of local dialects are analyzed: phonetic (due to the sound of words, sound or sound); morphological (caused by the peculiarities of the grammatical structure of the dialect); phonetic-morphological (caused both by phonetic and morphological differences in the word). The errors caused by the dialect environment of Donbass and the ways of overcoming them are outlined. The perspective directions of the study of this problem include the development of an experimental system of exercises with dialecticisms and verification of its effectiveness.

A perceptual evaluation of speech disorders in children with repaired unilateral cleft lip and palate in Hospital UniversitiSains Malaysia

Aims and objective: The purpose of this cross sectional study was to determine the types and severity of speech disorders in children with repaired unilateral cleft lip and palate (UCLP) in Hospital Universiti Sains Malaysia (Hospital USM) and describe the inter- and intra-judge reliability of perceptual evaluation of speech disorders using GOS.SP.PASS’98 and five-point rating scale. Four children with repaired UCLP with ages ranging from 8 years old to 12 years old were included in this study. Prior to data collection, participants were contacted through telephone call from the list of patients with UCLP obtained Combined Cleft and Craniofacial Deformity Clinic (Combined clinic) in Hospital USM, Kelantan from year 2013-2015 as well as from clinical records from the database of the Record Unit of Hospital USM from year 2003-2015. Following strict inclusion criteria participant has been selected. After that, history taking was first conducted with the participant’s parents, followed by collection of participant’s speech sample and finally concluded with oral motor examination.Results: Fifty percent of the speeh samples obtained from data collection were then duplicated for use in inter-rater and intra-rater reliability investigations. Exact agreement and kappa values were used for reliability measures. Seventy-five percent (3/4) participants exhibited speech disorders and 25% (1/4) participant had no evidence of speech disorder. The type of speech errors that occurred the most in the three participants were glottal articulations (39%), while the least speech errors includedlateralizations/lateral articulations (2%), backing to velar (1%), pharyngeal articulations (1%,) active nasal fricatives (1%) as well as nasal realizations of fricatives (1%). The severity of speech disorder ranged from some occurrences to occurring always or almost alwaysin the participants. Inter-judge reliability showed poor to slight agreement while intra-judge reliability revealed almost perfect agreement.Conclusion: The results obtained from this study were more or less similar to other studies conducted on the speech outcome of individuals with repaired UCLP.It is important that referrals be made to speech-language pathologists (SLPs) to evaluate the individuals’ speech outcomes even though surgical intervention has been provided to them to ensure a comprehensive management for the individual.Bangladesh Journal of Medical Science Vol.17(3) 2018 p.470-478

Delayed and disordered development of articulation and phonology between four and seven years

Some children’s speech impairment resolves spontaneously. Others have persistent problems affecting academic and social development. Identifying early markers that reliably predict long-term outcome would allow better prioritization for preschool intervention. This article evaluates the significance of different types of speech errors, made by 93 four-year-olds in a longitudinal population cohort study, for performance at seven years. At four years, the non-age appropriate speech errors made on standardized assessments were categorized as: phonologically delayed (error patterns typical of younger children); or, some errors atypical of normal development, including consistent errors (e.g. word initial consonant deletion), inconsistent pronunciations of the same word, or lateral distortion of /s, z/). Delayed children, some with occasional interdental /s, z/ articulation errors, were more likely to resolve (67%) than those making atypical errors (35%) by seven years. Qualitative analyses indicated that children making few atypical errors were more likely to resolve, irrespective of total number of errors or whether they received intervention. The findings’ theoretical implications relate to deficits underlying phonological disorders. Clinical implications concern assessment measures and prioritization for intervention.

On self-repair in Spanish. A qualitative analysis using CORLEC

Since self-repair represents a phenomenon that has not been investigated for native speakers of Spanish in interactive contexts, this study is an attempt to approach the different forms of self-repair in this Romance language. The theoretical basis are the studies by Cohen (1966) for the different types of speech errors that lead to self-repair, Levelt (1983) for the different forms of repair, and Schegloff et al. (1977) for the different phases of repair organisation. The data to be qualitatively analysed are retrieved from the corpus CORLEC. The study shows that the different forms of repair are more easily to be detected than the different types of speech error. The reason is that the influences of an earlier segment or of a following one are sometimes not clear. Additionally, the influences on the troublesome item are not always phonological in nature but cognitively motivated.

The Effect of Alcohol on Speech Production

The present study investigates the effect of acute alcohol consumption on speech in Hungarian subjects. The measures used to reveal these effects were tongue-twisters, which were grouped according to their linguistic features. The number and type of speech errors while uttering the tongue-twisters were compared between intoxicated and sober conditions. The results showed that subjects made more speech errors in alcohol influenced than in sober states in all types of the tongue-twisters except for those using foreign words. Changes in the articulation rate, number of pauses and fundamental frequency were investigated as well. In the intoxicated state, no changes were observed in fundamental frequency and articulation rate, while the number of pauses increased.

Phonological awareness, reading accuracy and spelling ability of children with inconsistent phonological disorder

Although children with speech disorder are at increased risk of literacy impairments, many learn to read and spell without difficulty. They are also a heterogeneous population in terms of the number and type of speech errors and their identified speech processing deficits. One problem lies in determining which preschool children with speech disorder will have difficulties acquiring literacy skills. Two studies are presented that investigate the relationship between speech disorders and literacy. The first examined the phonological awareness abilities of children with different types of speech difficulties. The second study investigated the literacy skills of children with a history of inconsistent speech disorder. Experiment 1 measured the syllable segmentation, rhyme awareness and alliteration awareness of 61 preschool children: 46 with speech disorder (14 with delayed development, 17 who made consistent non-developmental errors, and 15 who made inconsistent errors) and 15 typically developing controls. Experiment 2 assessed the reading accuracy, spelling and phonological awareness abilities of nine 7-year-old children with a history of inconsistent phonological errors. The first study indicated unexpected patterns of performance. While the Delayed group performed less well than controls on all tasks, the Consistent group showed poor performance on rhyme and alliteration but appropriate performance on syllable segmentation. The Inconsistent group performed most poorly on syllable segmentation but no differently from controls on the other two tasks. The second study indicated that children with a history of inconsistent phonological disorder performed no differently from controls on measures of phonological awareness and reading, but less well on measures of spelling ability. The results support classification of speech disorders and show a differentiation of phonological awareness skills across groups. Children with consistent atypical speech errors have poor phonological awareness and are most at risk for literacy difficulties. Those with inconsistent phonological disorder are at increased risk of spelling difficulties. The findings indicate that phonological awareness and spelling skill are distinct processing systems and highlight the role of phonological assembly skills (i.e. storing and/or retrieving phonological output plans) in spelling output. The interactive processes between reading and spelling are discussed.

Characteristics of Speech Errors Produced by Children With and Without Delayed Phonological Awareness Skills

The purpose of this study was to examine the relationship between the types of speech errors that are produced by children with speech-sound disorders and the children's phonological awareness skills during their prekindergarten and kindergarten years. Fifty-eight children with speech-sound disorders were assessed during the spring of their prekindergarten year and then again at the end of their kindergarten year. The children's responses on the Goldman-Fristoe Test of Articulation (R. Goldman & M. Fristoe, 2000) were described in terms of match ratios for the features of each target sound and the type of error produced. Match ratios and error type frequencies were then examined as a function of the child's performance on a test of phonological awareness. Lower match ratios for +distributed and higher frequencies of typical syllable structure errors and atypical segment errors were associated with poorer phonological awareness test performance. However, no aspect of the children's error patterns proved to be a reliable indicator of which individual child would pass or fail the test. The best predictor of test performance at the end of the kindergarten year was test performance 1 year earlier. Children who achieved age-appropriate articulation skills by the end of kindergarten also achieved age-appropriate phonological awareness skills. Children who enter kindergarten with delayed articulation skills should be monitored to ensure age-appropriate acquisition of phonological awareness and literacy skills.

Issues Relating to Automatic Speech Recognition and Spatial Auditory Displays in High Noise, Stressful Tank Environments

The purpose of this study was to determine the extent to which automatic speech recognition (ASR) systems and human speech output to ASR systems are affected when users perform complex tasks in a noisy, stressful simulated tank environment. A second objective was to determine whether the type of auditory information input (monaural or spatial) affected user task performance, including the output of speech to ASR systems. Subjects performed simultaneous radio communication and tank driving tasks. Independent variables included auditory display configuration, driving speed, and subject type (soldier or civilian). Dependent variables included 1) the proportion of radio channel changes correctly recognized by the ASR; 2) the proportion and types of speech errors in radio channel changes; 3) the number of accurate responses to the radio messages; and 4) subject ratings of stress and workload. Subjects were six male U.S. Army personnel and six male civilians. Results indicated that ASR and human speech output were not significantly affected by any of the independent variables. A mean of 95.5% of all subject verbal commands was recognized by the ASR system. Spatialized radio messages significantly enhanced the ability of the user to understand speech communications from multiple channels. However, spatial audio information input had no significant effect on user speech output or on ASR performance. In general, ASR and spatial audio displays have potential as technologies of interest in high noise, stressful tank environments in which complex, concurrent tasks are performed.

Content without a frame? The role of vocabulary biases in speech errors

Constraints on the types of speech errors observed can be accounted for by a frame/content distinction, but connectionist modeling shows that they do not require this distinction. The constraints may arise instead from the statistical properties of our language, in particular, the sequential biases observed in the vocabulary. Nevertheless, there might still be a role for the frame/content distinction in syntactic planning.

Effect of Speech Errors on Observers′ Judgments of Anxious and Defensive Individuals

This study represents a follow-up to an earlier series of studies which showed that individuals′ state anxiety and defensiveness were more accurately detected from audio-only compared with video-only cues. Encoding studies also have shown that changes in speech patterns (increased speech errors) occurred when state anxiety increased. In the present study (and its replication), judges evaluated speaker state anxiety from brief transcripts with and without speech errors. Judges correctly identified the level of state anxiety, and two types of speech errors seemed to be influential (speech disturbances and silent pauses). These same speech errors also occur more frequently in encoding studies of speaker anxiety. The predicted linear relationship for speaker coping style was revealed: repressors were judged as most anxious followed by defensive high trait anxious, high trait anxious, and the true low trait anxious. Predictions for two specific coping style groups showed that repressors were evaluated as more anxious than the true low trait anxious. Repressors were shown to emit more speech errors than the true low trait anxious.

Lexical and conceptual factors in the naming of relations

Recent models of language production distinguish three main stages, the generation of a preverbal (or conceptual) message level representation, the stage of linguistic formulation processes (which access lexical items and generate the syntactic frames in which these items are inserted), and the stage of articulation. This means that at least two sources of difficulty in producing a lexical item must be distinguished. First, the difficulty can be due to properties of the message representation. So, for example, several concepts may compete for expression. Second, a given lexical item might be more difficult to access than another item because of differences in the complexity of the processes translating from conceptual to lexical representations. The present study presents evidence for these two sources of difficulty in producing lexical items for the domain of semantically unmarked versus marked dimensional adjectives (e.g., big versus small). The first set of experiments establishes an effect of semantic markedness in language production which is due to a difference in the difficulty of accessing unmarked versus marked lexical items. The second set of experiments shows that competition between concepts for expression can lead to incorrect selection of an (unintended) lexical item (as reflected in certain types of speech errors), or to a higher processing load for producing the correct (intended) lexical item. Together, these experiments support the distinction between a preverbal conceptual and a lexical level of representation in language production, and show that both levels contribute to the relative difficulty of producing lexical items.

Delayed auditory feedback with delayed sounds varying in duration.

Speakers frequently report using strategies to circumvent the disruptive effects of delayed speech feedback. Often the strategies adopted are inconsistent with the traditional account, which main­ tains that the disruption occurs because speakers try to use the delayed speech for feedback con­ trol, even though it is now delayed and therefore is inappropriate for this control purpose. One strategy that subjects report using is to wait for the delayed sound to stop before proceeding with more speech. A prediction that follows is that disruption at a particular delay will depend upon the length of the delayed sound. We tested and confirmed this prediction by truncating the delayed speech and assessing the disruption this caused. The same effect occurred when a nonspeech sound was substituted for the delayed speech. The implications of adopting this strategy for coping with the effects of delayed auditory feedback, and the equivalent results obtained with speech and nonspeech, are discussed with respect to alternative accounts about why such disruption might occur. Speech control suffers if auditory feedback ofthe voice is delayed. The effects of delayed feedback include a reduction in speech rate and an increase in all types of speech errors. The time to read a set passage increases up to a delay ofabout 200 rnsec and then decreases some­ what. Thus, the disturbance function across delays is in the shape of an inverted V. This U-shaped disturbance function also occurs with speech errors: error rate in­ creases to a maximum at a delay of 200 rnsec and then drops off. The pitch and level of the voice are affected, too, but behave somewhat differently: these measures in­ crease up to a delay of 200 rnsec, but then the function levels off rather than decreases. Such disturbances would occur if speakers normally listen to their speech to check that it is being produced correctly and continue to control speech in this manner even when the speech is delayed experimentally. In the latter case, the speech would not provide appropriate feed­ back to the speaker about hislher present articulatory ac­ tions, resulting in the observed disruption of speech control. Black (1951) adopted this account to explain the dis­ turbance noted with reading time and error rate: if a se­ quence of instructions corresponding to syllables is sent to the peripheral articulators, maximum disruption will occur when the delay is equal to the length of the sylla­ ble. At this delay, the speaker would be issuing instruc

The nature of segments in the lexicon: Evidence from speech errors

Phonological theory provides two hypotheses about the nature of segments in the lexicon. The Feature-Segment Hypothesis (FSH) holds that segments are bundles of features. The Indivisible-Segment Hypothesis (ISH) maintains that segments in the lexicon are unanalyzable, and that features are obtained from a segmental lexicon. Under FSH, putting archisegments and fine phonetic detail into the lexicon constitutes a simplification, while these add complexity under ISH. Evidence is presented from three types of speech errors that are problems of lexical access: word blends, noncontextually-related phonological errors, and within-word phonological sequencing errors. Mechanisms involved in accessing segments from the lexicon under both hypotheses are discussed in detail. In all cases, FSH makes incorrect predictions about the types of errors that can occur, while ISH is compatible with all the data. It is concluded that features cannot be present in lexical entries. Errors in aphasia and child language support this conclusion.