Lexical access in children with hearing loss or specific language impairment,using the cross-modal picture–word interference paradigm

In this study we compared lexical access to spoken words in 25 deaf children with cochlear implants (CIs), 13 hard-of-hearing (HoH) children and 20 children with specific language impairment (SLI). Twenty-one age-matched typically developing children served as controls. The children with CIs and the HoH children in the present study had good speech perception abilities. We used a cross-modal picture–word interference paradigm to examine lexical access. Results showed that children with SLI revealed overall slower reaction times and produced more errors than the children with CIs, the HoH children, and the control children. Reaction times of children with CIs and the HoH children did not differ from those of the control children. Thus, problems with spoken language processing, as is the case in children with SLI, seem to affect lexical access more than limitations in auditory perception, as is the fundamental problem in children with hearing loss. We recommend that improvement of lexical access in children with SLI deserves specific attention in therapy and education.     

Auditory and verbal memory predictors of spoken language skills in children with cochlear implants

BackgroundLarge variability in individual spoken language outcomes remains a persistent finding in the group of children with cochlear implants (CIs), particularly in their grammatical development.AimsIn the present study, we examined the extent of delay in lexical and morphosyntactic spoken language levels of children with CIs as compared to those of a normative sample of age-matched children with normal hearing. Furthermore, the predictive value of auditory and verbal memory factors in the spoken language performance of implanted children was analyzed.Methods & proceduresThirty-nine profoundly deaf children with CIs were assessed using a test battery including measures of lexical, grammatical, auditory and verbal memory tests. Furthermore, child-related demographic characteristics were taken into account.Outcomes & resultsThe majority of the children with CIs did not reach age-equivalent lexical and morphosyntactic language skills. Multiple linear regression analyses revealed that lexical spoken language performance in children with CIs was best predicted by age at testing, phoneme perception, and auditory word closure. The morphosyntactic language outcomes of the CI group were best predicted by lexicon, auditory word closure, and auditory memory for words.ConclusionsQualitatively good speech perception skills appear to be crucial for lexical and grammatical development in children with CIs. Furthermore, strongly developed vocabulary skills and verbal memory abilities predict morphosyntactic language skills.     

Effects of phonological neighbourhood on the treatment of naming in aphasia

Background: Phonological treatments to improve naming ability in aphasia focus on re-strengthening connections within the phonological system. Nonetheless, the efficacy of phonological treatments is still being explored with particular consideration of cognitive neuropsychological perspectives. Clinicians may also need to consider lexical factors that interact with the word retrieval process. Researchers have shown that phonological neighbourhood density influences normal language recognition and production, but limited evidence exists for how phonological neighbourhoods may affect the treatment of word retrieval deficits in individuals with aphasia.

Aims: The present study explored if manipulating the emphasis on phonological neighbourhood during treatment has an effect on naming ability, particularly in an individual with predominantly phonologically based deficits. We hypothesised that training front- and end-matched words in a condition that emphasised phonological neighbourhood would result in greater naming improvements than training front- and end-matched words in a condition that does not emphasise neighbourhood.

Methods & Procedures: In this case study, participant AH had a moderate phonologically based word naming deficit following a stroke. He produced phonemic paraphasias and neologisms in spontaneous speech and other spoken word production tasks. In treatment, AH was asked to name triplets of pictures of items that were phonologically related, sharing initial or final phonemes, or unrelated. Items were from either high- or low-density phonological neighbourhoods. High-density items were trained largely in the context of neighbours, therefore emphasising neighbourhood. Low-density items were not trained within a condition that emphasise neighbourhood. The treatment was administered for 9 weeks (27 sessions), with each condition, front-matched, end-matched and unrelated, trained for 8 consecutive sessions. AH’s naming accuracy on training words was assessed using a basic withdrawal design with three probe naming tests during the treatment phase and at 1-month post-therapy. Naming accuracy was also recorded during treatment sessions.

Outcomes & Results: Front-matched words, in a condition that emphasises phonological neighbourhoods, had the greatest treatment effects, with a medium effect size when comparing pre- versus post-measures. A small treatment effect was observed for front-matched items where neighbourhood was not emphasised.

Conclusions: Results suggest that front-matched triplets trained within a condition that emphasises phonological neighbourhoods may lead to the greatest treatment effect. Clinicians should be aware that stimulus parameters, such as phonological neighbourhood, may interact with the effectiveness of treatment protocols.     

South African English Speech Development: Preliminary Data from Typically Developing Preschool Children in Cape Town

ABSTRACT

English is one of eleven official languages in South Africa, but there is limited information on children’s acquisition of English and other languages in this context. This paper describes speech development in 308 children aged 3;0–5;11 acquiring South African English in Cape Town. The study focused on English speech acquisition, although children were grouped by language background into monolingual, isiXhosa bilingual, Afrikaans bilingual and trilingual groups. The primary objective was to describe phonetic and phonological acquisition (percentage consonants and vowels correct (PCC and PVC); phonetic inventory and phonological processes) by children’s age and language background. As a secondary objective we described the prevalence of speech disorders in the sample using Dodd’s (2005) framework. The Diagnostic Evaluation of Articulation and Phonology was used to assess participants with modified scoring criteria appropriate for the context. Phonological processes and inventories were broadly comparable to normative data for English speech acquisition documented in the literature, and a progression was observed with increasing age. PCC and PVC were similar for children within age bands despite different language backgrounds. Bilingual children showed aspects of English phonological development linked to their L1, and some differences in phonological processes were observed. Approximately 9% of children (n = 28) had speech difficulties, with 75% of this group having a speech delay. The study highlights the importance of adapting speech assessments for use with populations that differ from the originally intended audience. This work contributes to knowledge of typical speech development in South Africa and in multilingual contexts more generally.     

Book review

The present investigation addresses mazes in Swedish pre-school children with specific language impairment (SLI). Spontaneous speech samples from 10 Swedish children were collected and analysed with respect to amount of mazes and their distributional patterns. The subjects consisted of five children with SLI and five MLU (mean length of utterance) matched controls with normal grammatical development but with a phonological impairment. Mazes were classified as pauses, repetitions and revisions. The children with SLI were found to have significantly more mazes, in particular repetitions and pauses, than the controls. The repetitions were significantly more often of part-word length in the children with SLI compared to the control group. Finally the repetitions of the children with SLI tended to affect lexical and function words equally, whereas they affected mainly function words in the controls. The results imply that an analysis of mazes could supplement traditional language testing of children with SLI, and increase our understanding of their speech processing.     

Comparability of lexical corpora: word frequency in phonological generalization

Statistical regularities in language have been examined for new insight to the language acquisition process. This line of study has aided theory advancement, but it also has raised methodological concerns about the applicability of corpora data to child populations. One issue is whether it is appropriate to extend the regularities observed in the speech of adults to developing linguistic systems. The purpose of this paper is to establish the comparability of lexical corpora in accounting for behavioural effects of word frequency on children's phonological generalization. Four word frequency corpora were evaluated in comparison of child/adult and written/spoken sources. These were applied post-hoc to generalization data previously reported for two preschool children. Results showed that the interpretation of phonological generalization was the same within and across children, regardless of the corpus being used. Phonological gains were more evident in low than high frequency words. The findings have implications for the design of probabilistic studies of language acquisition and clinical treatment programmes.     

Speech-language pathologists’ practices regarding assessment,analysis, target selection,intervention, and service delivery for children with speech sound disorders

A survey of 231 Australian speech-language pathologists (SLPs) was undertaken to describe practices regarding assessment, analysis, target selection, intervention, and service delivery for children with speech sound disorders (SSD). The participants typically worked in private practice, education, or community health settings and 67.6% had a waiting list for services. For each child, most of the SLPs spent 10–40 min in pre-assessment activities, 30–60 min undertaking face-to-face assessments, and 30–60 min completing paperwork after assessments. During an assessment SLPs typically conducted a parent interview, single-word speech sampling, collected a connected speech sample, and used informal tests. They also determined children’s stimulability and estimated intelligibility. With multilingual children, informal assessment procedures and English-only tests were commonly used and SLPs relied on family members or interpreters to assist. Common analysis techniques included determination of phonological processes, substitutions–omissions–distortions–additions (SODA), and phonetic inventory. Participants placed high priority on selecting target sounds that were stimulable, early developing, and in error across all word positions and 60.3% felt very confident or confident selecting an appropriate intervention approach. Eight intervention approaches were frequently used: auditory discrimination, minimal pairs, cued articulation, phonological awareness, traditional articulation therapy, auditory bombardment, Nuffield Centre Dyspraxia Programme, and core vocabulary. Children typically received individual therapy with an SLP in a clinic setting. Parents often observed and participated in sessions and SLPs typically included siblings and grandparents in intervention sessions. Parent training and home programs were more frequently used than the group therapy. Two-thirds kept up-to-date by reading journal articles monthly or every 6 months. There were many similarities with previously reported practices for children with SSD in the US, UK, and the Netherlands, with some (but not all) practices aligning with current research evidence.     

Word discrimination therapy: A new technique for the treatment of a phonologically based word‐finding impairment

Background: The majority of cognitive neuropsychological treatments for impairments in phonological encoding utilise some form of phonological cueing or support. Most commonly, the participant is provided with supporting information about the phonological form of a particular word (either partial or complete, auditory or written), and must then generate the word orally. The provision of target phonology facilitates initial production of the word, which can then be repeatedly trained in order to induce relearning of the appropriate lexical–phonological associations.

Aims: The aim of the current case study was to examine the effectiveness of an indirect cueing technique for the treatment of mild impairments in phonological encoding. In this treatment the participant must name pictures without assistance, but the picture names themselves share a phonological relationship (e.g., magnet, mattress, macaroni). These phonologically similar triplets incorporate a form of phonological cueing; however, the cues do not involve the direct provision of the word form.

Methods & Procedures: The case reported here, patient TV, suffers from a mild phonological encoding impairment: he produces phonemic paraphasias and other form‐related errors on longer and/or less frequent words in spontaneous speech and other spoken word production tasks. In the treatment, TV was asked to name triplets of pictures whose names were either phonologically related (sharing either initial or final phonemes) or unrelated. This procedure was repeated across 12 therapy sessions, all of which trained the same set of words. TV's pre‐treatment naming accuracy on the training words was assessed using a repeated baseline design, and was continuously reassessed throughout treatment, and also at 3 months post‐therapy. The key comparison was between words trained within phonologically related triplets and control words trained in unrelated triplets. The design also included multiple assessments on an untrained set of words to assess generalisation.

Outcomes & Results: For this mild case, naming accuracy for all words trained improved significantly. However, gains were significantly faster for the words that were trained within phonologically related triplets than those trained in unrelated triplets. Significant generalisation to untreated items was also observed, and gains on both treatment items and generalisation effects were maintained at 3 months post therapy.

Conclusion: Results from this case study suggest that this type of indirect cueing technique may be a particularly efficient method for treating mild impairments in phonological coding.     

Children’s perception of their synthetically corrected speech production

We explore children’s perception of their own speech – in its online form, in its recorded form, and in synthetically modified forms. Children with phonological disorder (PD) and children with typical speech and language development (TD) performed tasks of evaluating accuracy of the different types of speech stimuli, either immediately after having produced the utterance or after a delay. In addition, they performed a task designed to assess their ability to detect synthetic modification. Both groups showed high performance in tasks involving evaluation of other children’s speech, whereas in tasks of evaluating one’s own speech, the children with PD were less accurate than their TD peers. The children with PD were less sensitive to misproductions in immediate conjunction with their production of an utterance, and more accurate after a delay. Within-category modification often passed undetected, indicating a satisfactory quality of the generated speech. Potential clinical benefits of using corrective re-synthesis are discussed.     

When two and too don't go together: a selective phonological deficit sparing number words

We report the case of an Italian speaker (GBC) with classical Wernicke’s aphasia syndrome following a vascular lesion in the left posterior middle temporal region. GBC exhibited a selective phonological deficit in spoken language production (repetition and reading) which affected all word classes irrespective of grammatical class, frequency, and length. GBC’s production of number words, in contrast, was error free. The specific pattern of phonological errors on non-number words allows us to attribute the locus of impairment at the level of phonological form retrieval of a correctly selected lexical entry. These data support the claim that number words are represented and processed differently from other word categories in language production.     

Effect of dialect on phonological analysis

It is important to understand a child’s language background, to ensure appropriate assessment, diagnosis and treatment of speech sound disorders. Singapore is home to various cultures and languages, and local speech norms are needed to provide an accurate reference for assessing phonological disorders in the local population. This study aims to establish normative data and better understand the English phonological development of English–Mandarin bilingual preschoolers in Singapore, aged 3; 6–4; 5 years. The Articulation and Phonology subtests of the Diagnostic Evaluation of Articulation and Phonology – UK were used to collect speech data from 146 preschoolers. Responses were scored against two standards – British Standard English (BSE) and Singapore English (SGE), in terms of speech sound accuracy, and the frequency and type of error patterns present. The effect of language dominance on the children’s English phonological abilities was explored. Results showed that the preschoolers’ speech sound accuracy increased significantly when scored against SGE versus BSE targets. The number of children identified to be using several error patterns was reduced when SGE targets were used instead of BSE targets. English-dominant children scored significantly higher than their Mandarin-dominant peers on measures of speech sound accuracy. The identification of error patterns also differed between the two groups. These results show that it is important to take dialectal variation and language dominance into account in assessment, to determine if speech characteristics are due to a speech sound disorder or just normal dialectal variations.     

Whole-word measures and the speech production of typically developing Dutch children

In this study, the phonological whole-word measure Phonological Mean Length of Utterance was applied to identify stages in the phonological acquisition of Dutch children. Ninety spontaneous speech samples of 47 typically developing Dutch children from a previous study were examined. Samples were distributed across nine age groups ranging between 1;3–4;0 years. Across all age groups, PMLU of word productions increased significantly with the largest increase found below age 2;0 years. PMLU of the target words showed no significant increase across age groups. Outcomes suggest that the phonological whole-word measure PMLU can be further developed for clinical purposes in Dutch-speaking children. In the future, this measure could become relevant for the diagnosis and evaluation of therapy on the basis of spontaneous language.     

The influence of psycholinguistic variables on articulatory errors in naming in progressive motor speech degeneration

We describe an analysis of speech errors on a confrontation naming task in a man with progressive speech degeneration of 10-year duration from Pick’s disease. C.S. had a progressive non-fluent aphasia together with a motor speech impairment and early assessment indicated some naming impairments. There was also an absence of significant phonological or semantic impairment. In order to examine naming difficulties and the factors that influence his speech production errors, we selected 210 words varying in frequency, age of acquisition (AoA), imageability, phonemic length and syllable length and conducted a logistic regression analysis on a range of speech production error types (phone omissions, additions, substitutions, response delays, overall errors). No significant naming errors due to lexical access were found. The only significant predictor of speech articulation errors was phonemic length, with none of the other lexical variables influencing speech production error. The only error type predicted was phone omissions. Results suggest that C.S.’s speech and naming errors indicate compromised speech programming/planning rather than lexical selection and we conclude that this pattern of findings is indicative of problems with motor speech production.     

A Spanish pilot investigation for a crosslinguistic study in protracted phonological development

A crosslinguistic study is underway concerning children’s protracted phonological development (i.e. speech sound disorders). The current article reports pilot Spanish data for this study from two 4-year-old boys with protracted phonological development. The purposes of the pilot study were to: (1) develop and evaluate a word list for elicitation that could be used across Spanish dialects and that sufficiently sampled Spanish word lengths, stress patterns, word shapes and phonemes; and (2) to derive hypotheses for the larger study, based on patterns found in these children’s speech, and a review of the literature. The two speakers showed some developmental patterns reported for other languages (e.g. constraints on production of liquids and word-initial consonants in unstressed syllables) but also patterns that may reflect Spanish phonological inventories, allophony and frequencies. These data helped consolidate the Spanish word list for elicitation and led to questions for the ongoing study concerning word structure, multisyllabic words, liquids, fricatives and vowel sequences.     

The use of ultrasound in the study of articulatory properties of vowels in clear speech

Although the acoustic properties of clear speech have been extensively studied, its underlying articulatory details have not been well understood. The purpose of the present study is twofold: To examine the specific articulatory processes of clear speech using ultrasound and to investigate whether and how the type of listener (hard of hearing, normal hearing) and the lexical property of words (frequency) interact in the production of clear speech. To this end, we examined productions of /ɑ/, /æ/ and /u/ from 16 speakers of US English. Overall, our ultrasound results suggested that the tongue’s highest point moved in a direction that exaggerated the three vowels’ phonological features, resulting in an expanded articulatory vowel space for the hard-of-hearing listener and low-frequency words. No interaction was found between the listener and word frequency, suggesting that the effects of word frequency hold constant across the two types of listeners.     

Whole word measures in bilingual children with speech sound disorders

Phonological acquisition traditionally has been measured using constructs that focus on segments rather than the whole words. Findings from recent research have suggested whole-word productions be evaluated using measures such as phonological mean length of utterance (pMLU) and the proportion of whole-word proximity (PWP). These measures have been investigated mainly in typically-developing children, but their use with children with speech sound disorders has been limited. This study compares PMLU, PWP, and consonant accuracy in Spanish–English bilinguals with speech sound disorders (SSD) to age-matched monolingual peers. This study relates directly to the type of research that Adele Miccio favoured. First, it is focusing on bilingual children. For the past 5 years, she has been the principal investigator of a grant developing a comprehensive phonological assessment tool for bilingual speakers. Second, during her career, Miccio advocated using multiple analyses to gauge the phonological skills of children, especially those with speech sound disorders. Her work in stimulability is evidence of that perspective. This study examines one ‘raditional’ measure (consonant accuracy) and two newer ones (pMLU and PWP), thereby broadening the analyses of phonological skills in bilingual children with SSD and thus carrying out multiple analyses, just as Miccio recommended throughout her illustrious career.     

“Are there lexicons?” A study of lexical and semantic processing in word-meaning deafness suggests “yes”

A controversial issue in the cognitive neuroscience of language is the question whether independent lexical representations need to be included in cognitive models. Recent models claim to account for the available data without including phonological or orthographic lexicons. These models base their lexical decision (“Is it a word or not?”) either on familiarity of the input string or alternatively, on semantic information. These two alternatives were evaluated in a series of experiments with an individual suffering from word-meaning deafness. This is a rare disorder of auditory word comprehension which affects mapping of a word’s phonology to its meaning. The participant, BB, was unaffected by the ‘word-likeness’ of nonwords with comparable accuracy for plausible and abstruse nonwords. She was further able to make lexical decisions despite her severe impairment in comprehending the word’s meaning. Lexical and semantic processing were assessed on an item-specific basis providing a methodological advancement over previous studies. The comprehension tasks involved word-picture matching as well as definition tasks. The results suggest that BB’s lexical decisions are based neither on familiarity of the input string nor on semantic information, which was largely unavailable. The only alternative are lexical representations on which she could base her decisions.