scholarly journals Dutch speech intelligibility in bilingual Turkish-Dutch children in Flanders

2021 ◽  
Author(s):  
Ellen Simon ◽  
Evelien D’haeseleer ◽  
Feyza Altinkamis ◽  
Koen Plevoets
Keyword(s):  
Speech Intelligibility ◽  
Significant Interaction ◽  
Sentence Production ◽  
Bilingual Children ◽  
Production Task ◽  
Task Effects ◽  
Intelligibility Test ◽  
Dutch Children ◽  
Or Task ◽  
And Task

Abstract This study examines the Dutch intelligibility of a group of monolingual Dutch and bilingual Turkish-Dutch preschool children in Flanders, as rated by native Dutch listeners and measured by a Dutch intelligibility test. The intelligibility of the bilingual children is compared to that of the monolingual Dutch children, in order to examine whether age and/or task effects are similar or different in the two groups. The results revealed that intelligibility was affected by age, but showed no significant interaction between age and group. However, we found a significant interaction between age and task: children’s intelligibility increased with age for a word production as well as a sentence production task, but much more so for the latter than for the former. We discuss the results in relation to the children’s developing phonological systems, the age of exposure to Dutch and the nature of the test.

Wh-questions in child bilingual acquisition of French: Derivational complexity and cross-linguistic influence

2012 ◽  
Vol 57 (1) ◽  
pp. 133-151 ◽  
Author(s):  
Nelleke Strik
Keyword(s):  
Bilingual Children ◽  
Production Task ◽  
Wh Questions ◽  
Developmental Course ◽  
Dutch Children

AbstractThis study investigates the development ofwh-questions in French in a group of bilingual French-Dutch children. Fifteen children (aged 4 to 8, mean age 6;03, first exposure to French under age 4 for most of the children) participated in an elicited production task. Their results were compared to those of 4-year-old and 6-year-old monolingual children from a previous study. In order to examine possible influence from Dutch, two main hypotheses with contrasting predictions are proposed: structural overlap and derivational complexity. The results show that the bilingual children exhibited the same developmental course forwh-questions as their monolingual peers. The majority of responses involvedwh-fronting without inversion, whereaswh-fronting with inversion, the only possible structure in Dutch, was not frequent. Therefore, the results do not provide clear evidence for influence from Dutch. Instead, they confirm that derivational complexity constrains the development ofwh-questions in French.

Jij doe wat girafe?

2011 ◽  
Vol 1 (2) ◽  
pp. 175-205 ◽  
Author(s):  
Nelleke Strik ◽  
Ana T. Pérez-Leroux
Keyword(s):  
Bilingual Children ◽  
Production Task ◽  
Control Groups ◽  
The One ◽  
Dutch Children

In this study we consider the role of cross-linguistic influence in the domain of wh-movement and subject-verb inversion in children simultaneously acquiring Dutch and French, two typologically different languages. Wh-questions were elicited in Dutch by means of an elicited production task. The participants consisted of 5- and 7-year-old Dutch-French bilingual children, and two control groups of monolingual Dutch children and adults (N = 46). Target-like wh-fronted questions with subject-verb inversion formed the majority of responses. However, two qualitatively different structures were produced as a result of transfer from French: wh-in-situ questions and wh-fronted questions without inversion. Structural overlap approaches to transfer can predict cross-linguistic influence from the language with more structural options (French) to the one with only one interrogative construction (Dutch). However, we argue that a complexity-based theory of transfer provides a better account for the presence of the attested structures than a structural overlap approach.

Cognitive Load Affects Speech Motor Performance Differently in Older and Younger Adults

2019 ◽  
Vol 62 (5) ◽  
pp. 1258-1277 ◽  
Author(s):  
Megan K. MacPherson
Keyword(s):  
Older Adults ◽  
Cognitive Load ◽  
Motor Performance ◽  
Age Groups ◽  
Incongruent Condition ◽  
Sentence Production ◽  
Movement Duration ◽  
Production Task ◽  
Younger Adults ◽  
Speech Motor

PurposeThe aim of this study was to determine the impact of cognitive load imposed by a speech production task on the speech motor performance of healthy older and younger adults. Response inhibition, selective attention, and working memory were the primary cognitive processes of interest.MethodTwelve healthy older and 12 healthy younger adults produced multiple repetitions of 4 sentences containing an embedded Stroop task in 2 cognitive load conditions: congruent and incongruent. The incongruent condition, which required participants to suppress orthographic information to say the font colors in which color words were written, represented an increase in cognitive load relative to the congruent condition in which word text and font color matched. Kinematic measures of articulatory coordination variability and movement duration as well as a behavioral measure of sentence production accuracy were compared between groups and conditions and across 3 sentence segments (pre-, during-, and post-Stroop).ResultsIncreased cognitive load in the incongruent condition was associated with increased articulatory coordination variability and movement duration, compared to the congruent Stroop condition, for both age groups. Overall, the effect of increased cognitive load was greater for older adults than younger adults and was greatest in the portion of the sentence in which cognitive load was manipulated (during-Stroop), followed by the pre-Stroop segment. Sentence production accuracy was reduced for older adults in the incongruent condition.ConclusionsIncreased cognitive load involving response inhibition, selective attention, and working memory processes within a speech production task disrupted both the stability and timing with which speech was produced by both age groups. Older adults' speech motor performance may have been more affected due to age-related changes in cognitive and motoric functions that result in altered motor cognition.

The Production of Gesture and Speech by People With Aphasia: Influence of Communicative Constraints

2019 ◽  
Vol 62 (12) ◽  
pp. 4417-4432 ◽  
Author(s):  
Carola de Beer ◽  
Jan P. de Ruiter ◽  
Martina Hielscher-Fastabend ◽  
Katharina Hogrefe
Keyword(s):  
Language Impairment ◽  
Daily Living ◽  
Linguistic Performance ◽  
Task Effects ◽  
Communicative Abilities ◽  
Gesture Production ◽  
And Task ◽  
Group Effects

Purpose People with aphasia (PWA) use different kinds of gesture spontaneously when they communicate. Although there is evidence that the nature of the communicative task influences the linguistic performance of PWA, so far little is known about the influence of the communicative task on the production of gestures by PWA. We aimed to investigate the influence of varying communicative constraints on the production of gesture and spoken expression by PWA in comparison to persons without language impairment. Method Twenty-six PWA with varying aphasia severities and 26 control participants (CP) without language impairment participated in the study. Spoken expression and gesture production were investigated in 2 different tasks: (a) spontaneous conversation about topics of daily living and (b) a cartoon narration task, that is, retellings of short cartoon clips. The frequencies of words and gestures as well as of different gesture types produced by the participants were analyzed and tested for potential effects of group and task. Results Main results for task effects revealed that PWA and CP used more iconic gestures and pantomimes in the cartoon narration task than in spontaneous conversation. Metaphoric gestures, deictic gestures, number gestures, and emblems were more frequently used in spontaneous conversation than in cartoon narrations by both participant groups. Group effects show that, in both tasks, PWA's gesture-to-word ratios were higher than those for the CP. Furthermore, PWA produced more interactive gestures than the CP in both tasks, as well as more number gestures and pantomimes in spontaneous conversation. Conclusions The current results suggest that PWA use gestures to compensate for their verbal limitations under varying communicative constraints. The properties of the communicative task influence the use of different gesture types in people with and without aphasia. Thus, the influence of communicative constraints needs to be considered when assessing PWA's multimodal communicative abilities.

Creativity in context: Presses and task effects in negative creativity.

2019 ◽  
Vol 13 (3) ◽  
pp. 314-321 ◽  
Author(s):  
Hansika Kapoor ◽  
Azizuddin Khan
Keyword(s):  
Task Effects ◽  
And Task

Development of a speech intelligibility test for hearing aid research

1990 ◽  
Vol 88 (S1) ◽  
pp. S175-S175
Author(s):  
Michael Nilsson ◽  
Jean Sullivan ◽  
Sigfrid D. Soli
Keyword(s):  
Speech Intelligibility ◽  
Hearing Aid ◽  
Intelligibility Test

Individual variation and task effects: Response to Inglis

Aphasiology ◽  
2009 ◽  
Vol 24 (1) ◽  
pp. 116-118
Author(s):  
Susan Edwards ◽  
Christos Salis
Keyword(s):  
Individual Variation ◽  
Task Effects ◽  
And Task

scholarly journals Avaliação das habilidades auditivas em crianças com alterações de aprendizagem

Revista CEFAC ◽  
2010 ◽  
Vol 12 (4) ◽  
pp. 662-670 ◽  
Author(s):  
Tatiane Maria Pelitero ◽  
Alessandra Kerli da Silva Manfredi ◽  
Andrea Pires Corrêa Schneck
Keyword(s):  
Speech Intelligibility ◽  
Intelligibility Test

OBJETIVO: comparar o desempenho na Avaliação Simplificada do Processamento Auditivo (ASPA) e no Pediatric Speech Intelligibility Test (PSI), de crianças com alteração de Aprendizagem da Leitura e Escrita e sem este tipo de alteração. MÉTODOS: participaram da pesquisa 28 crianças na faixa etária de 8 a 12 anos, do sexo masculino e feminino. Os participantes foram submetidos ao Teste de Desempenho Escolar (TDE) para a categorização dos grupos de estudo e controle, e, para avaliação das habilidades auditivas foram aplicados a ASPA e o Teste PSI. RESULTADOS: não foi observada associação estatisticamente significante entre o desempenho nos testes de Processamento Auditivo (PA) e o grupo com dificuldades de aprendizagem, apesar de ter sido verificada maior frequência de alterações no grupo de estudo em relação ao grupo controle, em todos os testes. Na ASPA, o teste em que se observou maior número de alterações foi o Teste de Memória Sequencial Verbal, contudo, o Teste de Memória Sequencial Não-verbal foi o que mostrou maior diferença entre os grupos. CONCLUSÃO: Não foram encontradas diferenças estatisticamente significantes no desempenho na Avaliação Simplificada do Processamento Auditivo (ASPA) e no Pediatric Speech Intelligibility Test (PSI), das crianças com alteração de Aprendizagem da Leitura e Escrita e sem alteração.

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