scholarly journals Psycholinguistic Study of the Speech of Older Preschool Children: Specific Features of Understanding the Figurative Meaning of Phrases and their Use in Spontaneous Speech

2021 ◽  
Vol 7 (2) ◽  
pp. 25-37
Author(s):  
Nataliia V. Kharchenko ◽  
Inna V. Mysan
Keyword(s):  
Preschool Children ◽  
Diagnostic Technique ◽  
Spontaneous Speech ◽  
Figurative Meaning ◽  
Social Events ◽  
Oral Speech ◽  
Direct Interpretation ◽  
Interviewing Children ◽  
Four Levels ◽  
Voice Recorder

The acquisition of native language phraseology is important for the speech and mental development of preschool children, because with the help of phraseology children can expressively reproduce a variety of social events in speech, impartially characterise people, their actions and deeds. The purpose of the study was to investigate psycholinguistic features of children's development of operations of understanding figurative meaning of phraseological expressions and their verbalisation in speech. To this end, the authors used methods of assessing the understanding of figurative meaning of proverbs and metaphors, direct interpretation of a word, choosing one variant of meaning from several paraphrases, interviewing children, recording their statements on a voice recorder, and talking to children. The analysis of children's speech was carried out according to the criteria and corresponding indicators: semantic (lexical, metaphorical, conceptual), pragmatic (active use of phrases, correct reproduction, appropriateness of actualisation), expressive-stylistic (evaluative, emotional, figurative speech). Four levels of children's operations of understanding figurative meaning of phraseological expressions and their use in speech were identified: high, sufficient, average, low, each of which correlated with certain psychological and psycholinguistic characteristics. It was found that children acquire phraseology spontaneously, under the influence of the speech of others, and selectively. It has been revealed that preschool children understand the meaning of phraseological units better than they use them in oral speech; the use of phraseological units in spontaneous speech is a more complex speech operation for children than the operation of decoding the figurative meaning of a phraseological unit. However, both the operations of understanding the figurative meaning of phraseological units and the operations of verbalising phraseological units in spontaneous speech require further development. The practical value of the research lies in the development of a diagnostic technique for studying the operations of understanding figurative meaning of phraseological expressions and their use in spontaneous speech in the zone of a child's speech activity and thinking development

Acoustic modeling of spontaneous speech of Japanese preschool children

2006 ◽  
Vol 120 (5) ◽  
pp. 3043-3043
Author(s):  
Izumi Shindo ◽  
Tobias Cincarek ◽  
Tomoki Toda ◽  
Hiroshi Saruwatari ◽  
Kiyohiro Shikano
Keyword(s):  
Preschool Children ◽  
Spontaneous Speech ◽  
Acoustic Modeling

A Preliminary Investigation of Reduplication in Children with Specific Language Impairment

1985 ◽  
Vol 50 (2) ◽  
pp. 186-194 ◽  
Author(s):  
Margaret Lahey ◽  
Judy Flax ◽  
Gloria Schlisselberg
Keyword(s):  
Preschool Children ◽  
Language Development ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Preliminary Investigation ◽  
Spontaneous Speech ◽  
Single Word ◽  
Specific Language ◽  
Whole Word

The frequency of reduplication was examined in relation to syllable maintenance, final consonant production, and whole word repetitions in two preschool children with specific language impairment—one who reduplicated frequently and one who did so infrequently. Spontaneous speech was sampled for a period of 18 months. During the single-word utterance period, reduplication was associated with infrequent production of final consonants but frequent maintenance of multisyllabic structure. After the single-word utterance period the child who had frequently reduplicated during this period ceased reduplication but frequently produced whole word repetitions. Infrequent production of final consonants continued, but syllable maintenance decreased. The data are discussed in relation to hypotheses about the function of reduplication and the function of whole word repetitions in language development.

scholarly journals The French noun phrase in preschool children with SLI: morphosyntactic and error analyses

2012 ◽  
Vol 40 (5) ◽  
pp. 945-970 ◽  
Author(s):  
PHAEDRA ROYLE ◽  
ISABELLE STINE
Keyword(s):  
Preschool Children ◽  
Noun Phrase ◽  
Spontaneous Speech ◽  
Phonological Processes ◽  
Error Analyses ◽  
Data Support ◽  
French Speaking ◽  
Lexical Errors ◽  
Omission Errors ◽  
Descriptive Models

ABSTRACTWe studied spontaneous speech noun-phrase production in eight French-speaking children with SLI (aged 5 ; 0 to 5 ; 11) and controls matched on age (4 ; 10 to 5 ; 11) or MLU (aged 3 ; 2 to 4 ; 1). Results showed that children with SLI prefer simple DP structures to complex ones while producing more substitution and omission errors than controls. The three groups also showed distinct error patterns. Children with SLI appeared to have difficulty with phonological processes involved in liaison, elision, and contraction, whereas control children tended to make more lexical errors. These data support models of reduced morphosyntactic and syntactic abilities in this population, and suggest that morphophonological processes should also be integrated into descriptive models of SLI.

Disfluent Speech Behavior of Preschool Children, High School Seniors, and Geriatric Persons

1972 ◽  
Vol 15 (4) ◽  
pp. 714-719 ◽  
Author(s):  
Ehud Yairi ◽  
Noel F. Clifton
Keyword(s):  
High School ◽  
Preschool Children ◽  
High School Seniors ◽  
Spontaneous Speech ◽  
Frequency Of Occurrence ◽  
School Group

This investigation ascertained the types and frequency of disfluencies exhibited in the spontaneous speech of three groups of 15 nonstuttering subjects: preschool children, high school seniors, and geriatric persons. Occurrences of types of disfluencies were identified from tape recordings of subjects' responses to CAT cards. The results indicated not only that geriatric and preschool subjects exhibited similar disfluency patterns, but that frequency of occurrence of disfluencies was significantly greater in these two groups than in the high school group.

scholarly journals Features of inflection skills of preschoolers with general speech underdevelopment

2020 ◽  
Vol 8 (2) ◽  
pp. 7
Author(s):  
Yu. A. Bazhenova ◽  
Yu. S. Mokhova
Keyword(s):  
Preschool Children ◽  
Speech Therapy ◽  
Speech Disorders ◽  
Speech Development ◽  
Grammatical Structure ◽  
Leading Role ◽  
Oral Speech ◽  
And Gender ◽  
High Level ◽  
Normal Speech

Introduction. The article is devoted to the study of the features of inflection skills of the preschoolers with a general speech disorders. The problem of studying the grammatical structure of speech plays a leading role in modern scientific and practical research, and the question of the mechanisms of the formation of grammatical patterns of language of children having general speech underdevelopment and the development of recommendations for speech therapy effects on this basis is especially relevant. Taking this factor into consideration, it is important to study the characteristics of inflection skills of preschoolers with a general speech disorders, as one of the categories of the grammatical structure. Accordingly, the purpose of the study was to investigate the characteristics of inflection skills of preschoolers with general speech underdevelopment. In accordance with the purpose, the course of the study is described, its results are analyzed, and conclusions are formulated. Accordingly, recommendations for speech therapy have been developed.Materials and methods. The study of the features of inflection skills of preschoolers with a general underdevelopment of speech was carried out in several stages. At the stage of analysis, synthesis, generalization and comparison of scientific literature data, the main theoretical and practical works of leading specialists were studied, dealing with the problem of formation and development of inflection skills in both normal and impaired speech development process. At the stage of the ascertaining experiment, preschoolers were offered a test aimed at determining the level of formation of inflection skills. At the final stage, empirical methods for processing empirical data (quantitative and qualitative analysis) were used.Results. As a result of the study, it was found that the inflection skills  of preschool children with general speech disorders are mainly formed at a lower-than-average level, while their peers with normal speech development are formed at a high level. The hypothesis of the study, which suggested that the word-modification skills of preschoolers with General speech disorders, in contrast to preschoolers with normal speech development, are characterized by inconsistencies in gender, number, case of nouns and adjectives, errors in the use of forms of number and gender of verbs, was confirmed.Discussion and Conclusions. Taking into consideration the results of the study, we concluded that there is a need for speech therapy to compensate for the underdevelopment of inflection skills, as a result, logopedic recommendations were developed for developing inflection skills of preschool children with general speech disorders, which are part of a comprehensive speech therapy on the development of oral speech.

scholarly journals Dialogical speech development among senior preschool children in the process of productive activities using workshop technologies

2020 ◽  
Vol 47 (5) ◽  
pp. 186-198
Author(s):  
Tatiana P. Bashlacheva ◽  
◽  
Svetlana V. Savinova ◽  
Lyudmila N. Vakhrusheva ◽  
◽  
...  
Keyword(s):  
Preschool Children ◽  
Communication Skills ◽  
Educational Institution ◽  
Effective Means ◽  
Speech Development ◽  
Educational Process ◽  
Preschool Age ◽  
Joint Activities ◽  
Education Group ◽  
Oral Speech

The development of coherent dialogical speech is most effectively carried out in preschool age, since this period is favorable for the development of the ability to master oral speech. However, this problem is not always given due attention within the framework of the educational process of preschool institutions, the work is carried out mainly in special classes on speech development. Besides, in various types of organized educational activities, there are great opportunities for teaching dialogue to children, one of which may be a workshop. The empirical part of the work was carried out on a sample of 50 children from the pre-primary education group, at the age of 6-7 years attending the preschool educational institution "Kindergarten No. 26" in the city of Kirov (Kirov region, Russian Federation). For diagnosing their level of dialogic speech development, the methodology for identifying the level of development of dialogical communication skills by M.M. Alekseeva, V.I. Yashina; diagnostics of dialogical speech development in preschool children by A.V. Chulkova. The statistical analysis was carried out through mathematical statistics – Pearson’s test. On the basis of the data obtained, it was concluded that productive activity is an effective means of developing the dialogical speech of senior preschool children; speech skills and abilities include the ability to make contact; the ability to make a request for information; replication; possession of speech etiquette; communication emotionality; the ability to compose a dialogue. The effectiveness of workshops as a means of developing the dialogical speech of 6-7-year-old children can be ensured by creating the following conditions: providing children with the opportunity to conduct dialogues at all technological stages of the workshop; implementation of various forms of organizing children’s joint activities; providing children with the opportunity to organize exhibitions, presentations and playing around hand-made crafts. In the process of applying the technology, the possibilities of each stage of developing children’s speech skills should be taken into account. According to the results of the experimental group χ2emp=31.922, which exceeds the critical value, therefore, the discrepancies between the distributions are statistically valid. The prospect of the study is to study the development of children’s communication skills during the workshop.

Articulation Rate in 3- and 5-Year-Old Children

1992 ◽  
Vol 35 (1) ◽  
pp. 4-13 ◽  
Author(s):  
Jean F. Walker ◽  
Lisa M. D. Archibald ◽  
Sharon R. Cherniak ◽  
Valerie G. Fish
Keyword(s):  
Gender Differences ◽  
Preschool Children ◽  
Normative Data ◽  
Spontaneous Speech ◽  
Articulation Rate ◽  
Utterance Length ◽  
Highly Correlated

The major purposes of this study were to provide normative data on articulation rate in preschool children and to examine the influence on articulation rate of age, gender, context, and utterance length. The subjects were twenty 3-year-old children and twenty 5-year-old children, equally balanced for gender. Durational measures of utterances were analyzed in syllables and phones per second in both spontaneous and imitated speech contexts. The articulation rate of the 5-year-old subjects was significantly faster than that of the 3-year-olds. Spontaneous speech was significantly faster and more variable than imitated speech. Some gender differences were found. Measures in syllables per second and phones per second, although not always yielding identical results, were found to be highly correlated.

An Analysis of Elicited Imitation as a Language Evaluation Procedure

1982 ◽  
Vol 47 (4) ◽  
pp. 390-396 ◽  
Author(s):  
Phil J. Connell ◽  
Catherine Myles-Zitzer
Keyword(s):  
Preschool Children ◽  
Spontaneous Speech ◽  
Evaluation Procedure ◽  
Elicited Imitation ◽  
Clinical Procedures ◽  
Speech Performance ◽  
Context Cues ◽  
The Relationship

Two aspects of elicited imitation procedures, the relationship between imitation and spontaneous performance and the effect of nonlinguistic context, were examined using seven normal preschool children. The children performed two tasks: (a) they participated in a conversation with an adult and (b) they imitated 80 sentences controlled for length and structure while viewing a videotape depicting four types of nonlinguistic contexts. The results indicated that elicited imitation performance did not accurately predict spontaneous speech performance and that the addition of nonlinguistic context cues did not significantly effect the accuracy of imitation. The implications of these findings to clinical procedures are discussed.

scholarly journals Past tense marking in the spontaneous speech of preschool children who do and do not stutter

2012 ◽  
Vol 37 (4) ◽  
pp. 314-324 ◽  
Author(s):  
Jessica Bauman ◽  
Nancy E. Hall ◽  
Stacy A. Wagovich ◽  
Christine M. Weber-Fox ◽  
Nan Bernstein Ratner
Keyword(s):  
Preschool Children ◽  
Spontaneous Speech ◽  
Past Tense

The Relationship between Memory Span and Measures of Imitative and Spontaneous Language Complexity in Preschool Children

1994 ◽  
Vol 17 (1) ◽  
pp. 91-107 ◽  
Author(s):  
Joanna Blake ◽  
Wendy Austin ◽  
Marsha Cannon ◽  
Amanda Lisus ◽  
Annabel Vaughan
Keyword(s):  
Preschool Children ◽  
Memory Span ◽  
Memory Task ◽  
Spontaneous Speech ◽  
Preschool Age ◽  
Spontaneous Language ◽  
Linguistic Rules ◽  
Sentence Imitation ◽  
Animal Names ◽  
The Relationship

Preschool children, aged 2 to 5 years, were given a memory task that required them to repeat a list of animal names and a sentence imitation task. A sample of their spontaneous speech was also recorded. Word span was found to predict sentence imitation scores across the whole preschool age range. Word span and chronological age (CA), together, also predicted the mean length of utterance in spontaneous speech in younger preschool children. In a replication with children aged 2 to 3 years, word span predicted mean length or utterance (MLU) better than both CA and mental age (MA). These results extend previous findings regarding the relationship between word span and language imitation to younger preschool children. They also support the notion of a memory constraint on early spontaneous language. Increasing mastery of linguistic rules appears to obviate a memory constraint on spontaneous language, at least with these measures.

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