Clinical Measurement of Esophageal Speech: I. Methodology and Curves of Skill Acquisition

1963 ◽  
Vol 28 (1) ◽  
pp. 42-51 ◽  
Author(s):  
Charles I. Berlin
Keyword(s):  
Skill Acquisition ◽  
Clinical Measurement ◽  
Esophageal Speech

Using questions to facilitate motor skill acquisition

1997 ◽  
Vol 61 (1) ◽  
pp. 56-65 ◽  
Author(s):  
GW Knight ◽  
PJ Guenzel ◽  
P Feil
Keyword(s):  
Skill Acquisition ◽  
Motor Skill ◽  
Motor Skill Acquisition

Red Flags: Barriers to Listening and Spoken Language in Children with Hearing Loss

2014 ◽  
Vol 24 (1) ◽  
pp. 11-18
Author(s):  
Andrea Bell ◽  
K. Todd Houston
Keyword(s):  
Hearing Loss ◽  
Early Diagnosis ◽  
Skill Acquisition ◽  
Dynamic Process ◽  
Spoken Language ◽  
Red Flags ◽  
Careful Monitoring ◽  
Auditory Development ◽  
Children With Hearing Loss ◽  
Family Centered

To ensure optimal auditory development for the acquisition of spoken language, children with hearing loss require early diagnosis, effective ongoing audiological management, well fit and maintained hearing technology, and appropriate family-centered early intervention. When these elements are in place, children with hearing loss can achieve developmental and communicative outcomes that are comparable to their hearing peers. However, for these outcomes to occur, clinicians—early interventionists, speech-language pathologists, and pediatric audiologists—must participate in a dynamic process that requires careful monitoring of countless variables that could impact the child's skill acquisition. This paper addresses some of these variables or “red flags,” which often are indicators of both minor and major issues that clinicians may encounter when delivering services to young children with hearing loss and their families.

Airway Resistance during Esophageal Phonation

1982 ◽  
Vol 47 (2) ◽  
pp. 194-199 ◽  
Author(s):  
Bernd Weinberg ◽  
Yoshiyuki Horii ◽  
Eric Blom ◽  
Mark Singer
Keyword(s):  
Speech Production ◽  
Airway Resistance ◽  
Voice Restoration ◽  
Esophageal Speech ◽  
Airways Resistance ◽  
Restoration Method

Prosthesis airway resistance calculations were completed for five Blom-Singer prostheses and esophageal source airway resistance estimated were made of five laryngectomized patients using the Singer-Blom voice restoration method. Airway resistance of the Blom-Singer prostheses ranged from 46 to 121 cmH 2 O/LPS, while source airways resistance in these subjects ranged from about 155 to 270 cmH 2 O/LPS. These results revealed that the opposition of the voicing sources used in esophageal speech production to airflow through them is substantial and larger than that established for the normal, laryngeal source. Findings are interpreted to highlight major advantages the Singer-Blom (1980) method of speech/voice restoration has over esophageal speech/voice produced on a conventional basis and to reveal specific reasons for the failure of may laryngectomized patients to develop consistent voice and functionally serviceable speech.

Clinical Measurement and Assessment

ASHA Leader ◽  
2006 ◽  
Vol 11 (2) ◽  
pp. 10-27
Author(s):  
Elisabeth H. Wiig ◽  
Wayne A. Secord
Keyword(s):  
Clinical Measurement

The Effect of Retest Practice on the Speed-Ability Relationship

2004 ◽  
Vol 9 (1) ◽  
pp. 24-31 ◽  
Author(s):  
Sybille Rockstroh ◽  
Karl Schweizer
Keyword(s):  
Reaction Time ◽  
Skill Acquisition ◽  
Reaction Times ◽  
Cognitive Tasks ◽  
General Intelligence ◽  
Attention Switching ◽  
Letter Comparison ◽  
Sternberg Paradigm ◽  
The Relationship ◽  
Elementary Cognitive Tasks

Effects of four retest-practice sessions separated by 2 h intervals on the relationship between general intelligence and four reaction time tasks (two memory tests: Sternberg's memory scanning, Posner's letter comparison; and two attention tests: continuous attention, attention switching) were examined in a sample of 83 male participants. Reaction times on all tasks were shortened significantly. The effects were most pronounced with respect to the Posner paradigm and smallest with respect to the Sternberg paradigm. The relationship to general intelligence changed after practice for two reaction time tasks. It increased to significance for continuous attention and decreased for the Posner paradigm. These results indicate that the relationship between psychometric intelligence and elementary cognitive tasks depends on the ability of skill acquisition. In the search for the cognitive roots of intelligence the concept of learning seems to be of importance.

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