Text compression and expansion by school pupils with major speech disorders from cognitive linguistics perspective

2021 ◽  
pp. 247-255
Author(s):  
Galina V. Babina ◽  
Marina M. Lyubimova
Keyword(s):  
Cognitive Linguistics ◽  
Speech Disorders ◽  
Text Compression ◽  
Compression And Expansion

scholarly journals Determination of Cognitive and Emotional Components of Speech of Children of Older Preschool Age

2021 ◽  
Vol 2 (1 (339)) ◽  
pp. 170-182
Author(s):  
Olena Bielova ◽  
Keyword(s):  
Theoretical Analysis ◽  
Cognitive Linguistics ◽  
Cognitive Activity ◽  
Speech Disorders ◽  
Preschool Age ◽  
Learning Activity ◽  
Word Meanings ◽  
Main Research ◽  
Speech Activity ◽  
Expression Of Emotions

The purpose of the study is to carry out a theoretical analysis of the cognitive and emotional components of speech in older preschool children. The main research methods are theoretical analysis of psychological and pedagogical literature. Analysis of research materials proved that the cognitive sphere is a multifaceted mechanism, the work of which is provided by intellectual components: sensation, perception, thinking, memory, attention, imagination and speech in particular. In cognitive linguistics, the functioning of language is considered through cognitive activity, and its processes are studied through language phenomena: awareness of speech constructions, understanding of word meanings (semantic competence),grammatically correct speech, expression of one's own opinion, improvement of speech abilities. Each speech action has an emotional accompaniment, the concept of emotions is realized through verbalized (structural-semantic, lexical) and no verbalized (facial expressions, gestures, actions) sign system. Understanding cognitive interaction with the functional speech system makes it possible to understand the more complex mechanisms of speech ontogenesis. This is especially true if there is a need to learn the language and speech of children with typical psychophysical development and speech disorders. The study of scientific statement on the issues of our study indicates the leading components of speech readiness for school, namely: cognitive (intellectual-speech) – covers the idea of semantic constructive significance of language and speech, the formation of speech components; motivational (learning motive) – understanding of social and cognitive motives of learning, their arbitrariness in the organization of behavior and during learning; activity (speech activity) – active participation in various types of speech activity, manifestation of independence, creativity, initiative, cooperation with children and teachers; emotional (verbalization of emotions and feelings) – awareness and control of their emotional state, adequate expression of emotions indifferent life situations, the ability to explain and recognize them in other people.

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

The Effect of Nonlinear Amplitude Growth on the Speech Perception Benefits Provided by a Single-Sided Vocoder

2019 ◽  
Vol 62 (3) ◽  
pp. 745-757 ◽  
Author(s):  
Jessica M. Wess ◽  
Joshua G. W. Bernstein
Keyword(s):  
Transfer Functions ◽  
Spatial Configuration ◽  
Free Field ◽  
Spatial Separation ◽  
Compression And Expansion ◽  
Interaural Difference ◽  
Interaural Differences ◽  
Single Sided Deafness ◽  
Perceptual Separation ◽  
Loudness Growth

PurposeFor listeners with single-sided deafness, a cochlear implant (CI) can improve speech understanding by giving the listener access to the ear with the better target-to-masker ratio (TMR; head shadow) or by providing interaural difference cues to facilitate the perceptual separation of concurrent talkers (squelch). CI simulations presented to listeners with normal hearing examined how these benefits could be affected by interaural differences in loudness growth in a speech-on-speech masking task.MethodExperiment 1 examined a target–masker spatial configuration where the vocoded ear had a poorer TMR than the nonvocoded ear. Experiment 2 examined the reverse configuration. Generic head-related transfer functions simulated free-field listening. Compression or expansion was applied independently to each vocoder channel (power-law exponents: 0.25, 0.5, 1, 1.5, or 2).ResultsCompression reduced the benefit provided by the vocoder ear in both experiments. There was some evidence that expansion increased squelch in Experiment 1 but reduced the benefit in Experiment 2 where the vocoder ear provided a combination of head-shadow and squelch benefits.ConclusionsThe effects of compression and expansion are interpreted in terms of envelope distortion and changes in the vocoded-ear TMR (for head shadow) or changes in perceived target–masker spatial separation (for squelch). The compression parameter is a candidate for clinical optimization to improve single-sided deafness CI outcomes.

Selected Bibliography from Current Books and Periodicals on Speech Disorders in Time of War

1944 ◽  
Vol 9 (2) ◽  
pp. 126-151 ◽  
Author(s):  
Sara Stinchfield Hawk ◽  
Emil Fröschels ◽  
Margaret Hall ◽  
Paul Pfaff
Keyword(s):  
Speech Disorders

Social Variables and Speech Disorders

1961 ◽  
Vol 4 (1) ◽  
pp. 78-78
Author(s):  
Lonnie L. Emerick
Keyword(s):  
Speech Disorders ◽  
Social Variables

The Labeling Problem in Aphasia

1986 ◽  
Vol 51 (2) ◽  
pp. 176-180 ◽  
Author(s):  
Audrey L. Holland ◽  
Davida Fromm ◽  
Carol S. Swindell
Keyword(s):  
Speech Disorders ◽  
Case Description ◽  
Test Results ◽  
Apraxia Of Speech ◽  
Poor Agreement ◽  
Motor Speech ◽  
Motor Speech Disorders ◽  
Communication Difficulties ◽  
Token Test ◽  
Primary Problem

Twenty-five "experts" on neurogenic motor speech disorders participated in a tutorial exercise. Each was given information on M, a patient who had communication difficulties as the result of stroke, and asked to complete a questionnaire about his problem. The information included a detailed case description, an audiotape of M's speech obtained at 4, 9, 13, and 17 days post-stroke, and test results from the Western Aphasia Battery, the Token Test, and a battery for apraxia of speech. The experts were in excellent agreement on M's primary problem, although it was called by seven different names. The experts were in poor agreement on his secondary problem(s), e.g., the presence and type of aphasia and dysarthria. The results suggest that labeling is difficult, even for "experts." Furthermore, the practicing clinician needs to be sensitive to the likelihood of more than one coexisting problem.

What Have We Learned From Physiological Approaches to Characterizing Dysarthria and Other Speech Production Disorders?

2010 ◽  
Vol 20 (2) ◽  
pp. 37-46
Author(s):  
Nicole M. Etter
Keyword(s):  
Speech Production ◽  
Speech Disorders ◽  
Research Literature ◽  
Systematic Research ◽  
Physiological Measures ◽  
Validity And Reliability ◽  
Assessment Measures ◽  
Perceptual Assessment ◽  
Perceptual Characteristics ◽  
Diagnostic Resolution

Traditionally, speech-language pathologists (SLP) have been trained to develop interventions based on a select number of perceptual characteristics of speech without or through minimal use of objective instrumental and physiologic assessment measures of the underlying articulatory subsystems. While indirect physiological assumptions can be made from perceptual assessment measures, the validity and reliability of those assumptions are tenuous at best. Considering that neurological damage will result in various degrees of aberrant speech physiology, the need for physiologic assessments appears highly warranted. In this context, do existing physiological measures found in the research literature have sufficient diagnostic resolution to provide distinct and differential data within and between etiological classifications of speech disorders and versus healthy controls? The goals of this paper are (a) to describe various physiological and movement-related techniques available to objectively study various dysarthrias and speech production disorders and (b) to develop an appreciation for the need for increased systematic research to better define physiologic features of dysarthria and speech production disorders and their relation to know perceptual characteristics.

Review of Speech Disorders in Children: Recent Advances.

1984 ◽  
Vol 29 (11) ◽  
pp. 915-915
Author(s):  
Charles Clifton
Keyword(s):  
Speech Disorders ◽  
Recent Advances

The Evolving Disturbances of Language and Speech Disorders

1989 ◽  
Vol 34 (6) ◽  
pp. 606-606
Author(s):  
Jon Eisenson
Keyword(s):  
Speech Disorders
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