The relationships between morphological and phonological errors in aphasic speech: data from a word repetition task

2004 ◽  
Vol 42 (3) ◽  
pp. 273-287 ◽  
Author(s):  
Gabriele Miceli ◽  
Rita Capasso ◽  
Alfonso Caramazza
Keyword(s):  
Word Repetition ◽  
Speech Data ◽  
Phonological Errors ◽  
Repetition Task

scholarly journals A lexical advantage in four-year-old children's word repetition

2020 ◽  
pp. 1-24
Author(s):  
Margaret CYCHOSZ ◽  
Michelle ERSKINE ◽  
Benjamin MUNSON ◽  
Jan EDWARDS
Keyword(s):  
Language Development ◽  
Speech Production ◽  
Initial Position ◽  
Nonword Repetition ◽  
Real Word ◽  
Vocabulary Size ◽  
Word Repetition ◽  
Early Speech ◽  
Repetition Task

Abstract This study examined a potential lexicality advantage in young children's early speech production: do children produce sound sequences less accurately in nonwords than real words? Children aged 3;3-4;4 completed two tasks: a real word repetition task and a corresponding nonword repetition task. Each of the 23 real words had a paired consonant-vowel sequence in the nonword in word-initial position (e.g., ‘su’ in [ˈsutkes] ‘suitcase’ and [ˈsudrɑs]). The word-initial consonant-vowel sequences were kept constant between the paired words. Previous work on this topic compared different sequences of paired sounds, making it hard to determine if those results were due to a lexical or phonetic effect. Our results show that children reliably produced consonant-vowel sequences in real words more accurately than nonwords. The effect was most pronounced in children with smaller receptive vocabularies. Together, these results reinforce theories arguing for interactions between vocabulary size and phonology in language development.

scholarly journals Effects of orthographic forms on pronunciation in experienced instructed second language learners

2015 ◽  
Vol 36 (1) ◽  
pp. 67-91 ◽  
Author(s):  
BENE BASSETTI ◽  
NATHAN ATKINSON
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Word Reading ◽  
Past Tense ◽  
Vowel Duration ◽  
Writing System ◽  
The Past ◽  
Word Repetition ◽  
Repetition Task

ABSTRACTIn spite of burgeoning evidence that the orthographic forms (“spellings”) of second language (L2) words affect L2 learners’ pronunciation, little is known about the pronunciation of known words in experienced learners. In a series of four studies, we investigated various orthographic effects on the pronunciation of L2 English words in instructed learners with 10 years’ experience of learning English. Participants were native users of the phonologically transparent Italian writing system. Study 1 investigated the pronunciation of “silent letters,” using a word-reading task and a word-repetition task. Study 2 examined the effects of vowel spelling on vowel duration, namely, whether L2 speakers produce the same target vowel as longer when it is spelled with a vowel digraph than with a singleton letter. Study 3 explored the effects of the morphemic spelling of the past tense marker <ed> using a verb paradigm-production task. Study 4 tested whether L2 speakers produce homophonic words differently when they are spelled differently. Results confirmed that orthographic forms affect experienced instructed learners’ pronunciation of known words, albeit less so in immediate word repetition than in reading-aloud tasks.

scholarly journals Short-term phonological memory in preschool children

CoDAS ◽  
2013 ◽  
Vol 25 (5) ◽  
pp. 422-428 ◽  
Author(s):  
Amalia Rodrigues ◽  
Debora Maria Befi-Lopes
Keyword(s):  
Short Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Word Repetition ◽  
Measure Methods ◽  
Quantitative Performance ◽  
Age Range ◽  
The Relationship ◽  
Effect Of Age ◽  
Repetition Task

PURPOSE: The purpose of this study was to design a short-term memory test, to describe quantitative performance in typically language developing children and to verify the relationship between the non-words repetition and oral phonological measure. METHODS: The participants included 136 typically language developing children aged from 3 years to 6 years and 11 months old in this study, who were evaluated. The test consisted of 40 non-words of one, two, three, and four syllables. The subjects' repetitions were transcribed and the number of right answers was calculated for each age range. RESULTS: The effect of age was observed in the test, as well as the effect of length, only for disyllabic non-words. The performance in the non-word repetition task showed correlation with the oral phonology measure. CONCLUSION: The test designed in this research was able to verify the short-term memory in typically language developing children and the results showed correlation between this memory and phonological performance.

A verbal strength in children with Tourette syndrome? Evidence from a non-word repetition task

2016 ◽  
Vol 160 ◽  
pp. 61-70 ◽  
Author(s):  
Cristina D. Dye ◽  
Matthew Walenski ◽  
Stewart H. Mostofsky ◽  
Michael T. Ullman
Keyword(s):  
Tourette Syndrome ◽  
Word Repetition ◽  
Repetition Task

Quantification and Systematic Characterization of Stuttering-Like Disfluencies in Acquired Apraxia of Speech

2017 ◽  
Vol 26 (2S) ◽  
pp. 641-648 ◽  
Author(s):  
Dallin J. Bailey ◽  
Michael Blomgren ◽  
Catharine DeLong ◽  
Kiera Berggren ◽  
Julie L. Wambaugh
Keyword(s):  
Repeated Measurements ◽  
Sample Type ◽  
Speech Sample ◽  
Apraxia Of Speech ◽  
Connected Speech ◽  
Speech Task ◽  
Word Repetition ◽  
Initial Sampling ◽  
Test Retest Reliability ◽  
Repetition Task

Purpose The purpose of this article is to quantify and describe stuttering-like disfluencies in speakers with acquired apraxia of speech (AOS), utilizing the Lidcombe Behavioural Data Language (LBDL). Additional purposes include measuring test–retest reliability and examining the effect of speech sample type on disfluency rates. Method Two types of speech samples were elicited from 20 persons with AOS and aphasia: repetition of mono- and multisyllabic words from a protocol for assessing AOS (Duffy, 2013), and connected speech tasks (Nicholas & Brookshire, 1993). Sampling was repeated at 1 and 4 weeks following initial sampling. Stuttering-like disfluencies were coded using the LBDL, which is a taxonomy that focuses on motoric aspects of stuttering. Results Disfluency rates ranged from 0% to 13.1% for the connected speech task and from 0% to 17% for the word repetition task. There was no significant effect of speech sampling time on disfluency rate in the connected speech task, but there was a significant effect of time for the word repetition task. There was no significant effect of speech sample type. Conclusions Speakers demonstrated both major types of stuttering-like disfluencies as categorized by the LBDL (fixed postures and repeated movements). Connected speech samples yielded more reliable tallies over repeated measurements. Suggestions are made for modifying the LBDL for use in AOS in order to further add to systematic descriptions of motoric disfluencies in this disorder.

Phonological representations of adult poor readers: An investigation of specificity and stability

2001 ◽  
Vol 22 (3) ◽  
pp. 383-418 ◽  
Author(s):  
JEAN A. DIETRICH ◽  
SUSAN A. BRADY
Keyword(s):  
Poor Readers ◽  
Control Groups ◽  
Adolescent Reading ◽  
Phonological Representations ◽  
Skilled Readers ◽  
New Words ◽  
Spelling Test ◽  
Confrontation Naming ◽  
Phonological Errors ◽  
Repetition Task

The phonological representations of adult less skilled readers (n = 25) were studied in comparison to those of adult skilled readers (n = 25) and adolescent reading-age controls (n = 25). Participants were tested on a paired confrontation naming and spelling test, given two times to evaluate consistency of performance, and a pseudoword repetition task. On confrontation naming, less skilled readers were less accurate and less consistent, and they made more phonological errors. Likewise, their spellings were less accurate and consistent than those of the control groups; inaccurate naming influenced their spelling significantly more often than it did the spelling of adult skilled readers. They also had fewer correct responses on the pseudoword repetition task. The results confirm that there are weaknesses in the phonological representations of known and new words for adult less skilled readers, with observable consequences for spelling.

Vocabulary as a Central Link between Phonological Working Memory and Narrative Competence: Evidence from Monolingual and Bilingual Four-Year-Olds from Different Socioeconomic Backgrounds

2018 ◽  
Vol 62 (3) ◽  
pp. 546-569 ◽  
Author(s):  
Katharina Korecky-Kröll ◽  
Neriman Dobek ◽  
Verena Blaschitz ◽  
Sabine Sommer-Lolei ◽  
Monika Boniecki ◽  
...  
Keyword(s):  
Working Memory ◽  
Test Performance ◽  
Receptive Vocabulary ◽  
Kindergarten Children ◽  
Narrative Competence ◽  
Phonological Working Memory ◽  
Language Background ◽  
Word Repetition ◽  
L1 And L2 ◽  
Repetition Task

Phonological working memory capacity, vocabulary size, and narrative competence are important skills in children’s L1 and L2 acquisition, which may vary as a function of their language background and socioeconomic status (SES). We investigated test data of 56 typically developing 4-year-old kindergarten children from two SES and two language backgrounds: 29 children (15 higher SES, 14 lower SES) were monolingual German-speaking, and 27 children (14 higher SES, 13 lower SES) were successive Turkish–German bilinguals. The tests comprised a non-word repetition task testing phonological working memory, receptive vocabulary tests (in L1 and L2), and a narrative task. We investigated the effects of SES and language background on children’s test performance. Results indicate that SES was a highly significant factor for phonological working memory and vocabulary in the monolingual children, but not in the bilingual children. Although the items of the non-word repetition task followed German phonotactic structure, lower SES (LSES) L2 children did not differ significantly from their monolingual LSES peers, demonstrating that there was no bilingual working memory disadvantage in the LSES group. A significant effect of language background was found for German vocabulary and for all categories of narrative competence, but only two slight SES effects on narrative competence. Significant correlations were found between phonological working memory and vocabulary as well as between vocabulary and narrative competence, but not between phonological working memory and narrative competence. Results suggest that phonological working memory and narrative competence are different domains of language awareness, and that vocabulary may act as the central variable mediating between them.

scholarly journals Pronunciation simplification strategies in child language. Experimental study

2017 ◽  
pp. 46-72
Author(s):  
Eglė Krivickaitė
Keyword(s):  
Primary School ◽  
Preschool Age ◽  
School Age Children ◽  
Consonant Clusters ◽  
School Age ◽  
Older Children ◽  
Word Repetition ◽  
Preschool Age Children ◽  
Primary School Age ◽  
Repetition Task

The aim of this study is to determine the strategies of pronunciation simplification. The sample of the study consisted of 288 Lithuanian children: 96 preschool age children (4;00–4;11), 95 pre-primary school age children (6;00–6;11) and 97 junior primary school age children (8;00–8;11). The data were collected using a non-word repetition task in Lithuanian.The results of the research have shown that Lithuanian children apply universal strategies of pronunciation simplification, mostly substitution and omission; other strategies such as consonant assimilation, metathesis, sound migration to another syllable and sound addition were much less frequent. Also the results show that children possibly apply associations with real Lithuanian words or their derivational forms.The research has demonstrated that the ability to repeat different structure words is related to the rules of Lithuanian phonotactics. Consonant clusters which are typical of Lithuanian words were pronounced accurately, whereas clusters which are rare in Lithuanian words were simplified in their pronunciation. Age was an important factor in the present study: older children repeated non-words more accurately. Older children have a larger lexicon and eventually develop it further; they learn new consonant clusters, which they are capable to pronounce more accurately.

scholarly journals Acquisition of phonology in child Icelandic Sign Language: Unique findings

2020 ◽  
Vol 5 (1) ◽  
pp. 164
Author(s):  
Elena Koulidobrova ◽  
Nedelina Ivanova
Keyword(s):  
Sign Language ◽  
Hard Of Hearing ◽  
Developmental Process ◽  
Naming Task ◽  
Assessment Tools ◽  
Word Repetition ◽  
Minimal Contrast ◽  
Early Learners ◽  
Repetition Task ◽  
Similar Assessment

Research shows that acquisition of sign language phonology is a developmental process and involves multiple articulatory cues. Among these cues, handshape has been shown to be crucial and orientation has been argued to be potentially disregardable as being internal to sign production rather than encoding a minimal contrast. We administered a non-word repetition task and a picture naming task to 17 (age 3-15) deaf and hard-of-hearing signers of Icelandic Sign Language (ÍTM)—an endangered indigenous language of the Deaf community in Iceland—targeting the same articulatory features. The tasks were modeled after similar assessment tools for other languages. All of the participants use ÍTM for daily activities at school and at home; the vast majority were early learners (before 36ms). Results show an upward trajectory in the non-word repetition task scores but without a ceiling effect. Contrary to predictions, no effect of handshape was observed.  Instead, on both pseudo- and real-word tasks, the majority of errors were in orientation/mirroring. The results suggest that orientation plays a non-trivial role in acquisition of sign language phonology

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