Speech Sound Discrimination and Articulation Skill

1967 ◽  
Vol 10 (2) ◽  
pp. 277-280 ◽  
Author(s):  
Dorothy Sherman ◽  
Annette Geith
Keyword(s):  
Speech Sound ◽  
Kindergarten Children ◽  
The Other ◽  
Discrimination Test ◽  
The Difference ◽  
Sound Discrimination

A 50-item speech sound discrimination test was administered to 529 kindergarten children. Selected from this group were 18 children with high speech sound discrimination scores and 18 children with low speech sound discrimination scores. These two groups were given a 176-item picture articulation test. The children with high speech sound discrimination scores were superior to the other group in articulation skill. The difference was highly significant.

Relationship Between Speech Sound Discrimination Skills and Language Abilities of Kindergarten Children

1971 ◽  
Vol 14 (2) ◽  
pp. 382-390 ◽  
Author(s):  
Joseph A. Perozzi ◽  
LuVern H. Kunze
Keyword(s):  
Language Skills ◽  
Speech Sound ◽  
Kindergarten Children ◽  
The Other ◽  
Language Abilities ◽  
Word Test ◽  
Primary Difference ◽  
Sound Discrimination ◽  
Language Measures ◽  
Very High

Thirty normal-hearing kindergarten youngsters were administered two speech-sound discrimination (SSD) tests and the revised edition of the Illinois Test of Psycholinguistic Abilities (ITPA). The primary difference between the two SSD tests was the context of the stimuli. On one test the discriminating sound elements were imbedded in words (Word Test), and on the other test the same sound elements were imbedded in nonsense syllables (Syllable Test). Pearson-Product correlations between the two SSD tests and each ITPA subtest and the ITPA total score were all positive. One SSD test did not appear to be significantly more or less related to any of the language measures than did the other SSD test. The very high correlation (0.873) between the two SSD tests indicated that the two tests were measuring the same skill. It was suggested that a subject’s performance on any paired-syllable test would predict his performance on a paired-word test that contained the same sound elements. The significant correlations between the SSD tests and two ITPA subtests measuring expressive language skills and the insignificant correlations between the two SSD tests and subtests measuring receptive and associative language skills indicated that the ability to discriminate among speech sounds is more closely related to speaking than to the understanding or association of linguistic expressions. These findings were interpreted as support for the motor theory of speech perception.

Spatial Orientation and Visual Discrimination

1970 ◽  
Vol 31 (3) ◽  
pp. 943-946 ◽  
Author(s):  
John T. Becker
Keyword(s):  
Spatial Orientation ◽  
Visual Discrimination ◽  
Kindergarten Children ◽  
The Other ◽  
Chronological Age ◽  
Experimental Task ◽  
Discrimination Test ◽  
Visual Motor

An experimental Visual Discrimination Test of Words was administered to two groups of 32 kindergarten children each, matched for chronological age, intelligence, and sex. One group was identified as having visual perceptual problems in spatial orientation on the Bender Visual-motor Gestalt Test; the other group displayed adequate spatial orientation on the Bender. The data indicated that the experimental task discriminated between Ss with adequate spatial orientation and Ss with poor spatial orientation on the Bender. Ss with developmental lag or deficits in spatial orientation tended to do poorly on both the word-related and non-word-related tasks.

“Same” and “Different” Concepts and Children’s Performance on Speech Sound Discrimination

1973 ◽  
Vol 16 (3) ◽  
pp. 513-517 ◽  
Author(s):  
Barbara Beving ◽  
Roy E. Eblen
Keyword(s):  
Speech Sound ◽  
The Other ◽  
Older Children ◽  
Sound Discrimination ◽  
Nonsense Syllables

Thirty children four to eight years of age were tested with two speech-sound discrimination tasks. In one, they were asked to identify a pair of nonsense syllables as “same” or “different,” and in the other they were asked to repeat the syllable pair. The youngest children (mean age four years, seven months) scored better on the imitation task than on the “same-different” task, while the other groups (mean ages six years, seven months and eight years, six months) did not differ in their ability to perform either task. The youngest group differed from the two older groups in their score on the same-different task but not on the imitation task. Thus, the preschoolage subjects were thought to be unable to make the cognitive judgment “same” or “different,” although they were able to discriminate as well as the older children.

A Picture-Type Speech Sound Discrimination Test

1953 ◽  
Vol 18 (3) ◽  
pp. 258-266 ◽  
Author(s):  
Wilbert Pronovost ◽  
Charles Dumbleton
Keyword(s):  
Speech Sound ◽  
Discrimination Test ◽  
Sound Discrimination ◽  
Picture Type

Administration and Socioeconomic Level Effects on Auditory Discrimination of Elementary School Children

1981 ◽  
Vol 14 (10) ◽  
pp. 591-593 ◽  
Author(s):  
Andrew S. Kerr ◽  
Clement P. Meunier
Keyword(s):  
Socioeconomic Status ◽  
Elementary School Children ◽  
Speech Sound ◽  
Age Effect ◽  
Auditory Discrimination ◽  
Socioeconomic Level ◽  
Discrimination Test ◽  
Low Socioeconomic ◽  
Discrimination Ability ◽  
Sound Discrimination

A 40-item speech sound discrimination test was administered to 158 children to assess the effects of socioeconomic level and administrative mode, oral or tape, on auditory discrimination ability. Results indicated a model of administration effect, age effect, and an interaction between age and socioeconomic level. Individual oral administration produced substantially fewer errors than a standardized tape. Low socioeconomic-level children made significantly fewer error scores as age increased, while mid-socioeconomic status children did not. All results were consistent across oral and tape administration.

Effects of Presentation Mode on Discrimination Skills of Articulatory Disordered Children

1987 ◽  
Vol 64 (3) ◽  
pp. 775-779
Author(s):  
Lori A. Powers ◽  
Charles L. Madison
Keyword(s):  
Speech Production ◽  
Speech Sound ◽  
Presentation Mode ◽  
Kindergarten Children ◽  
Auditory Presentation ◽  
Speech Discrimination ◽  
Experimental Conditions ◽  
Sound Discrimination ◽  
Stimulation Of

The speech-sound discrimination of 30 kindergarten children with problems in speech production and speech discrimination was examined under one of three experimental conditions, auditory, bimodal, and bimodal instructed. Children's discrimination skills in the bimodal-instructed group were superior to those of bimodal- and auditory-presentation groups. Stimulation of both the auditory and visual channels improved the discrimination scores over those achieved using the auditory channel alone.

Speech-Sound Discrimination and Tactile-Kinesthetic Discrimination in Reference to Speech Production

1971 ◽  
Vol 33 (3) ◽  
pp. 831-838 ◽  
Author(s):  
Charles L. Madison ◽  
Donald J. Fucci
Keyword(s):  
Sound Production ◽  
Speech Sound ◽  
First Grade ◽  
Significant Negative Correlation ◽  
Mental Maturity ◽  
Significant Difference ◽  
The Difference ◽  
Sound Discrimination ◽  
Monitoring Modality ◽  
The Relationship

The relationship between selected sensory discrimination variables and speech-sound production was investigated. Speech-sound discrimination, oral stereognostic discrimination, and articulation were measured in a group of 100 first-grade children. Ss had to have normal hearing; understand the concept of “same and different”; be less than 7 yr., 6 mo. of age; have no obvious neurological or physical impairment; and have a Columbia Mental Maturity Scale score of at least 85. A significant negative correlation between speech-sound discrimination in oral stereognostic discrimination was established. There was a significant difference in articulation scores between high and low speech-sound discrimination groups. The difference in articulation scores between high and low oral stereognostic groups was not significant. The possibility that the result of this and other studies could be explained by an age-linked dominant monitoring modality for articulation was discussed.

Distinctive Phonetic Features as Relevant and Irrelevant Stimulus Dimensions in Speech-Sound Discrimination Learning

1974 ◽  
Vol 17 (3) ◽  
pp. 417-425
Author(s):  
Stuart I. Ritterman ◽  
Nancy C. Freeman
Keyword(s):  
College Students ◽  
Discrimination Learning ◽  
Irrelevant Dimension ◽  
Speech Sound ◽  
Irrelevant Stimulus ◽  
Relevant Dimension ◽  
Phonetic Features ◽  
Sound Discrimination ◽  
Nonsense Syllables

Thirty-two college students were required to learn the relevant dimension in each of two randomized lists of auditorily presented stimuli. The stimuli consisted of seven pairs of CV nonsense syllables differing by two relevant dimension units and from zero to seven irrelevant dimension units. Stimulus dimensions were determined according to Saporta’s units of difference. No significant differences in performance as a function of number of the irrelevant dimensions nor characteristics of the relevant dimension were observed.

Enhancement of ADP-induced Platelet Aggregation by Adrenaline in Vivo and Its Prevention

1973 ◽  
Vol 29 (02) ◽  
pp. 490-498 ◽  
Author(s):  
Hiroh Yamazaki ◽  
Itsuro Kobayashi ◽  
Tadahiro Sano ◽  
Takio Shimamoto
Keyword(s):  
Platelet Count ◽  
Platelet Aggregation ◽  
Platelet Rich Plasma ◽  
The Other ◽  
Endothelial Surface ◽  
Important Interaction ◽  
Blood Coagulability ◽  
The Difference

SummaryThe authors previously reported a transient decrease in adhesive platelet count and an enhancement of blood coagulability after administration of a small amount of adrenaline (0.1-1 µg per Kg, i. v.) in man and rabbit. In such circumstances, the sensitivity of platelets to aggregation induced by ADP was studied by an optical density method. Five minutes after i. v. injection of 1 µg per Kg of adrenaline in 10 rabbits, intensity of platelet aggregation increased to 115.1 ± 4.9% (mean ± S. E.) by 10∼5 molar, 121.8 ± 7.8% by 3 × 10-6 molar and 129.4 ± 12.8% of the value before the injection by 10”6 molar ADP. The difference was statistically significant (P<0.01-0.05). The above change was not observed in each group of rabbits injected with saline, 1 µg per Kg of 1-noradrenaline or 0.1 and 10 µg per Kg of adrenaline. Also, it was prevented by oral administration of 10 mg per Kg of phenoxybenzamine or propranolol or aspirin or pyridinolcarbamate 3 hours before the challenge. On the other hand, the enhancement of ADP-induced platelet aggregation was not observed in vitro, when 10-5 or 3 × 10-6 molar and 129.4 ± 12.8% of the value before 10∼6 molar ADP was added to citrated platelet rich plasma (CPRP) of rabbit after incubation at 37°C for 30 second with 0.01, 0.1, 1, 10 or 100 µg per ml of adrenaline or noradrenaline. These results suggest an important interaction between endothelial surface and platelets in connection with the enhancement of ADP-induced platelet aggregation by adrenaline in vivo.

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