Speech Production Measurement
Speech Perception
Speech Disorders
Phonetics
Speech Therapy
Speech Articulation Tests
Aphasia, Broca
Stuttering
Dysarthria
Audiometry, Speech
Articulation Disorders
Voice Quality
Voice
Linguistics
Sound Spectrography
Psycholinguistics
Feedback, Sensory
Phonation
Language Development
Cochlear Implants
Language Tests
Speech Discrimination Tests
Cochlear Implantation
Velopharyngeal Sphincter
Vocabulary
Larynx
Auditory Perception
Tongue
Child Language
Brain Mapping
Speech Recognition Software
Magnetic Resonance Imaging
Aphasia
Mouth
Hearing
Speech Reception Threshold Test
Aphasia, Wernicke
Functional Laterality
Frontal Lobe
Vocal Cords
Speech, Esophageal
Biomechanical Phenomena
Speech, Alaryngeal
Brain
Image Processing, Computer-Assisted
Interarticulator programming in VCV sequences: lip and tongue movements. (1/422)
This study examined the temporal phasing of tongue and lip movements in vowel-consonant-vowel sequences where the consonant is a bilabial stop consonant /p, b/ and the vowels one of /i, a, u/; only asymmetrical vowel contexts were included in the analysis. Four subjects participated. Articulatory movements were recorded using a magnetometer system. The onset of the tongue movement from the first to the second vowel almost always occurred before the oral closure. Most of the tongue movement trajectory from the first to the second vowel took place during the oral closure for the stop. For all subjects, the onset of the tongue movement occurred earlier with respect to the onset of the lip closing movement as the tongue movement trajectory increased. The influence of consonant voicing and vowel context on interarticulator timing and tongue movement kinematics varied across subjects. Overall, the results are compatible with the hypothesis that there is a temporal window before the oral closure for the stop during which the tongue movement can start. A very early onset of the tongue movement relative to the stop closure together with an extensive movement before the closure would most likely produce an extra vowel sound before the closure. (+info)Training Japanese listeners to identify English /r/ and /l/: long-term retention of learning in perception and production. (2/422)
Previous work from our laboratories has shown that monolingual Japanese adults who were given intensive high-variability perceptual training improved in both perception and production of English /r/-/l/ minimal pairs. In this study, we extended those findings by investigating the long-term retention of learning in both perception and production of this difficult non-native contrast. Results showed that 3 months after completion of the perceptual training procedure, the Japanese trainees maintained their improved levels of performance of the perceptual identification task. Furthermore, perceptual evaluations by native American English listeners of the Japanese trainees' pretest, posttest, and 3-month follow-up speech productions showed that the trainees retained their long-term improvements in the general quality, identifiability, and overall intelligibility of their English/r/-/l/ word productions. Taken together, the results provide further support for the efficacy of high-variability laboratory speech sound training procedures, and suggest an optimistic outlook for the application of such procedures for a wide range of "special populations." (+info)Interarticulator phasing, locus equations, and degree of coarticulation. (3/422)
A locus equation plots the frequency of the second formant at vowel onset against the target frequency of the same formant for the vowel in a consonant-vowel sequence, across different vowel contexts. It has generally been assumed that the slope of the locus equation reflects the degree of coarticulation between the consonant and the vowel, with a steeper slope showing more coarticulation. This study examined the articulatory basis for this assumption. Four subjects participated and produced VCV sequences of the consonants /b, d, g/ and the vowels /i, a, u/. The movements of the tongue and the lips were recorded using a magnetometer system. One articulatory measure was the temporal phasing between the onset of the lip closing movement for the bilabial consonant and the onset of the tongue movement from the first to the second vowel in a VCV sequence. A second measure was the magnitude of the tongue movement during the oral stop closure, averaged across four receivers on the tongue. A third measure was the magnitude of the tongue movement from the onset of the second vowel to the tongue position for that vowel. When compared with the corresponding locus equations, no measure showed any support for the assumption that the slope serves as an index of the degree of coarticulation between the consonant and the vowel. (+info)The physiologic development of speech motor control: lip and jaw coordination. (4/422)
This investigation was designed to describe the development of lip and jaw coordination during speech and to evaluate the potential influence of speech motor development on phonologic development. Productions of syllables containing bilabial consonants were observed from speakers in four age groups (i.e., 1-year-olds, 2-year-olds, 6-year-olds, and young adults). A video-based movement tracking system was used to transduce movement of the upper lip, lower lip, and jaw. The coordinative organization of these articulatory gestures was shown to change dramatically during the first several years of life and to continue to undergo refinement past age 6. The present results are consistent with three primary phases in the development of lip and jaw coordination for speech: integration, differentiation, and refinement. Each of these developmental processes entails the existence of distinct coordinative constraints on early articulatory movement. It is suggested that these constraints will have predictable consequences for the sequence of phonologic development. (+info)Phonological grouping is specifically affected in cerebellar patients: a verbal fluency study. (5/422)
OBJECTIVES: Recent clinical and functional neuroimaging evidence points towards a cerebellar role in verbal production. At present it is not clear how the cerebellum participates in language production. The aim was to investigate the influence of cerebellar lesions on verbal fluency abilities with specific focus on the verbal searching strategies employed by patients with cerebellar damage. METHODS: Twenty five patients with focal or degenerative cerebellar disease and 14 control subjects were tested in a timed verbal fluency task requiring word production under forced (phonemic or semantic) conditions. To analyse the verbal searching strategy employed, semantic and phonemic cluster analyses were also performed. RESULTS: Performances of cerebellar patients were comparable with those of controls in the semantic task; conversely their performances were significantly impaired when tested in the letter task. Cluster analysis results showed that the verbal fluency impairment is linked to specific damage of phonemically related retrieval strategies. CONCLUSION: Cerebellar damage impairs verbal fluency by specifically affecting phonemic rule performances while sparing semantic rule ones. These findings underline the importance of the cerebellar computing properties in strategy development in the linguistic domain. (+info)Modeling and perception of 'gesture reduction'. (6/422)
The phenomenon of vowel reduction is investigated by modeling 'gesture reduction' with the use of the Distinctive Region Model (DRM). First, a definition is proposed for the term gesture, i.e. an acoustically efficient command aimed at deforming, in the time domain, the area function of the vocal tract. Second, tests are reported on the perception of vowel-to-vowel transitions obtained with reduced gestures. These tests show that a dual representation of formant transitions is required to explain the reduction phenomenon: the trajectory in the F(1)-F(2) plane and the time course of the formant changes. The results also suggest that time-domain integration of the trajectories constitutes an integral part of the auditory processing of transitions. Perceptual results are also discussed in terms of the acoustic traces of DRM gestures. (+info)The influence of phonological similarity neighborhoods on speech production. (7/422)
The influence of phonological similarity neighborhoods on the speed and accuracy of speech production was investigated with speech-error elicitation and picture-naming tasks. The results from 2 speech-error elicitation techniques-the spoonerisms of laboratory induced predisposition technique (B. J. Baars, 1992; B. J. Baars & M. T. Motley, 1974; M. T. Motley & B. J. Baars, 1976) and tongue twisters-showed that more errors were elicited for words with few similar sounding words (i.e., a sparse neighborhood) than for words with many similar sounding words (i.e., a dense neighborhood). The results from 3 picture-naming tasks showed that words with sparse neighborhoods were also named more slowly than words with dense neighborhoods. These findings demonstrate that multiple word forms are activated simultaneously and influence the speed and accuracy of speech production. The implications of these findings for current models of speech production are discussed. (+info)Central bottleneck influences on the processing stages of word production. (8/422)
Does producing a word slow performance of a concurrent, unrelated task? In 2 experiments, 108 participants named pictures and discriminated tones. In Experiment 1, pictures were named after cloze sentences; the durations of the word-production stages of lemma and phonological word-form selection were manipulated with high- and low-constraint cloze sentences and high- and low-frequency-name pictures, respectively. In Experiment 2, pictures were presented with simultaneous distractor words; the durations of lemma and phoneme selection were manipulated with conceptually and phonologically related distractors. All manipulations, except the phoneme-selection manipulation, delayed tone-discrimination responses as much as picture-naming responses. These results suggest that early word-production stages--lemma and phonological word-form selection--are subject to a central processing bottleneck, whereas the later stage--phoneme selection--is not. (+info)1. Articulation Disorders: Difficulty articulating sounds or words due to poor pronunciation, misplaced sounds, or distortion of sounds.
2. Stuttering: A disorder characterized by the repetition or prolongation of sounds, syllables, or words, as well as the interruption or blocking of speech.
3. Voice Disorders: Abnormalities in voice quality, pitch, or volume due to overuse, misuse, or structural changes in the vocal cords.
4. Language Disorders: Difficulty with understanding, using, or interpreting spoken language, including grammar, vocabulary, and sentence structure.
5. Apraxia of Speech: A neurological disorder that affects the ability to plan and execute voluntary movements of the articulatory organs for speech production.
6. Dysarthria: A condition characterized by slurred or distorted speech due to weakness, paralysis, or incoordination of the articulatory muscles.
7. Cerebral Palsy: A group of disorders that affect movement, balance, and posture, often including speech and language difficulties.
8. Aphasia: A condition that results from brain damage and affects an individual's ability to understand, speak, read, and write language.
9. Dyslexia: A learning disorder that affects an individual's ability to read and spell words correctly.
10. Hearing Loss: Loss of hearing in one or both ears can impact speech development and language acquisition.
Speech disorders can be diagnosed by a speech-language pathologist (SLP) through a comprehensive evaluation, including speech and language samples, medical history, and behavioral observations. Treatment options vary depending on the specific disorder and may include therapy exercises, technology assistance, and counseling. With appropriate support and intervention, individuals with speech disorders can improve their communication skills and lead fulfilling lives.
Broca's aphasia is characterized by difficulty speaking in complete sentences, using correct grammar, and articulating words clearly. Individuals with Broca's aphasia may also experience difficulty understanding spoken language, although comprehension of written language may be relatively preserved.
Common symptoms of Broca's aphasia include:
1. Difficulty speaking in complete sentences or using correct grammar.
2. Slurred or slow speech.
3. Difficulty articulating words clearly.
4. Difficulty understanding spoken language.
5. Preservation of comprehension of written language.
6. Word-finding difficulties.
7. Difficulty with naming objects.
8. Difficulty with sentence construction.
Broca's aphasia is often caused by damage to the brain due to stroke, traumatic brain injury, or neurodegenerative diseases such as primary progressive aphasia. Treatment for Broca's aphasia typically involves speech and language therapy to improve communication skills and cognitive rehabilitation to improve language processing abilities.
Stuttering can be classified into three main types:
1. Developmental stuttering: This type of stuttering usually begins in childhood and may persist throughout life. It is more common in boys than girls.
2. Neurogenic stuttering: This type of stuttering is caused by a brain injury or a neurological disorder such as Parkinson's disease, stroke, or cerebral palsy.
3. Psychogenic stuttering: This type of stuttering is caused by psychological factors such as anxiety, stress, or trauma.
The exact cause of stuttering is not fully understood, but research suggests that it may be related to differences in brain structure and function, particularly in areas responsible for language processing and speech production. There are several theories about the underlying mechanisms of stuttering, including:
1. Neurophysiological theory: This theory proposes that stuttering is caused by irregularities in the timing and coordination of neural activity in the brain.
2. Speech motor theory: This theory suggests that stuttering is caused by difficulties with speech articulation and the coordination of speech movements.
3. Auditory feedback theory: This theory proposes that stuttering is caused by a disruption in the normal auditory feedback loop, leading to an over-reliance on visual feedback for speech production.
There are several treatments available for stuttering, including:
1. Speech therapy: This type of therapy can help individuals with stuttering improve their speaking skills and reduce their stuttering severity. Techniques used in speech therapy may include slowing down speech, using relaxation techniques, and practicing fluency-enhancing strategies such as easy onset and smooth flow.
2. Stuttering modification therapy: This type of therapy focuses on teaching individuals with stuttering to speak more slowly and smoothly, while reducing the occurrence of stuttering.
3. Fluency shaping therapy: This type of therapy aims to improve fluency by teaching individuals to speak more slowly and smoothly, using techniques such as gentle onset and gradual release of sounds.
4. Electronic devices: There are several electronic devices available that can help reduce stuttering, such as speech-output devices that speak for the individual, or devices that provide auditory feedback to help individuals speak more fluently.
5. Surgery: In some cases, surgery may be recommended to treat stuttering. For example, surgery may be used to correct physical abnormalities in the brain or speech mechanisms that are contributing to the stuttering.
It is important to note that no single treatment is effective for everyone who stutters, and the most effective treatment approach will depend on the individual's specific needs and circumstances. A healthcare professional, such as a speech-language pathologist, should be consulted to determine the best course of treatment for each individual.
Dysarthria can affect both children and adults, and the symptoms can vary in severity depending on the underlying cause of the condition. Some common symptoms of dysarthria include:
* Slurred or slow speech
* Difficulty articulating words
* Poor enunciation
* Stuttering or hesitation while speaking
* Difficulty with word-finding and language processing
* Limited range of speech sounds
* Difficulty with loudness and volume control
Dysarthria can be diagnosed by a speech-language pathologist (SLP), who will typically conduct a comprehensive evaluation of the individual's speech and language abilities. This may include a series of tests to assess the individual's articulation, fluency, voice quality, and other aspects of their speech.
There are several types of dysarthria, including:
* Hypokinetic dysarthria: characterized by reduced muscle tone and slow movement of the articulatory organs, resulting in slurred or slow speech.
* Hyperkinetic dysarthria: characterized by increased muscle tone and rapid movement of the articulatory organs, resulting in fast but imprecise speech.
* Mixed dysarthria: a combination of hypokinetic and hyperkinetic features.
* Dystonic dysarthria: characterized by involuntary movements and postures of the tongue and lips, resulting in distorted speech.
Treatment for dysarthria typically involves speech therapy with an SLP, who will work with the individual to improve their speech clarity, fluency, and overall communication skills. Treatment may include exercises to strengthen the muscles used in speech production, as well as strategies to improve articulation, pronunciation, and language processing. In some cases, technology such as speech-generating devices may be used to support communication.
In addition to speech therapy, treatment for dysarthria may also involve other healthcare professionals, such as neurologists, physical therapists, or occupational therapists, depending on the underlying cause of the condition.
Overall, dysarthria is a speech disorder that can significantly impact an individual's ability to communicate effectively. However, with the right treatment and support from healthcare professionals and SLPs, many people with dysarthria are able to improve their communication skills and lead fulfilling lives.
Articulation disorders can be classified into different types based on the severity and nature of the speech difficulties. Some common types of articulation disorders include:
1. Articulation errors: These occur when individuals produce speech sounds differently than the expected norm, such as pronouncing "k" and "s" sounds as "t" or "z."
2. Speech sound distortions: This type of disorder involves the exaggeration or alteration of speech sounds, such as speaking with a lisp or a nasal tone.
3. Speech articulation anomalies: These are abnormalities in the production of speech sounds that do not fit into any specific category, such as difficulty pronouncing certain words or sounds.
4. Apraxia of speech: This is a neurological disorder that affects the ability to plan and execute voluntary movements of the articulators (lips, tongue, jaw), resulting in distorted or slurred speech.
5. Dysarthria: This is a speech disorder characterized by weakness, slowness, or incoordination of the muscles used for speaking, often caused by a neurological condition such as a stroke or cerebral palsy.
Articulation disorders can be diagnosed by a speech-language pathologist (SLP) through a comprehensive evaluation of an individual's speech and language skills. The SLP may use standardized assessments, clinical observations, and interviews with the individual and their family to determine the nature and severity of the articulation disorder.
Treatment for articulation disorders typically involves speech therapy with an SLP, who will work with the individual to improve their speech skills through a series of exercises and activities tailored to their specific needs. Treatment may focus on improving the accuracy and clarity of speech sounds, increasing speech rate and fluency, and enhancing communication skills.
In addition to speech therapy, other interventions that may be helpful for individuals with articulation disorders include:
1. Augmentative and alternative communication (AAC) systems: For individuals with severe articulation disorders or those who have difficulty using speech to communicate, AAC systems such as picture communication symbols or electronic devices can provide an alternative means of communication.
2. Supportive technology: Assistive devices such as speech-generating devices, text-to-speech software, and other technology can help individuals with articulation disorders to communicate more effectively.
3. Parent-child interaction therapy (PCIT): This type of therapy focuses on improving the communication skills of young children with articulation disorders by training parents to use play-based activities and strategies to enhance their child's speech and language development.
4. Social skills training: For individuals with articulation disorders who also have difficulty with social interactions, social skills training can help them develop better communication and social skills.
5. Cognitive communication therapy: This type of therapy focuses on improving the cognitive processes that underlie communication, such as attention, memory, and problem-solving skills.
6. Articulation therapy: This type of therapy focuses specifically on improving articulation skills, and may involve exercises and activities to strengthen the muscles used for speech production.
7. Stuttering modification therapy: For individuals who stutter, this type of therapy can help them learn to speak more fluently and with less effort.
8. Voice therapy: This type of therapy can help individuals with voice disorders to improve their vocal quality and communication skills.
9. Counseling and psychotherapy: For individuals with articulation disorders who are experiencing emotional or psychological distress, counseling and psychotherapy can be helpful in addressing these issues and improving overall well-being.
It's important to note that the most effective treatment approach will depend on the specific needs and goals of the individual with an articulation disorder, as well as their age, severity of symptoms, and other factors. A speech-language pathologist can work with the individual and their family to develop a personalized treatment plan that addresses their unique needs and helps them achieve their communication goals.
There are several types of deafness, including:
1. Conductive hearing loss: This type of deafness is caused by problems with the middle ear, including the eardrum or the bones of the middle ear. It can be treated with hearing aids or surgery.
2. Sensorineural hearing loss: This type of deafness is caused by damage to the inner ear or auditory nerve. It is typically permanent and cannot be treated with medication or surgery.
3. Mixed hearing loss: This type of deafness is a combination of conductive and sensorineural hearing loss.
4. Auditory processing disorder (APD): This is a condition in which the brain has difficulty processing sounds, even though the ears are functioning normally.
5. Tinnitus: This is a condition characterized by ringing or other sounds in the ears when there is no external source of sound. It can be a symptom of deafness or a separate condition.
There are several ways to diagnose deafness, including:
1. Hearing tests: These can be done in a doctor's office or at a hearing aid center. They involve listening to sounds through headphones and responding to them.
2. Imaging tests: These can include X-rays, CT scans, or MRI scans to look for any physical abnormalities in the ear or brain.
3. Auditory brainstem response (ABR) testing: This is a test that measures the electrical activity of the brain in response to sound. It can be used to diagnose hearing loss in infants and young children.
4. Otoacoustic emissions (OAE) testing: This is a test that measures the sounds produced by the inner ear in response to sound. It can be used to diagnose hearing loss in infants and young children.
There are several ways to treat deafness, including:
1. Hearing aids: These are devices that amplify sound and can be worn in or behind the ear. They can help improve hearing for people with mild to severe hearing loss.
2. Cochlear implants: These are devices that are implanted in the inner ear and can bypass damaged hair cells to directly stimulate the auditory nerve. They can help restore hearing for people with severe to profound hearing loss.
3. Speech therapy: This can help people with hearing loss improve their communication skills, such as speaking and listening.
4. Assistive technology: This can include devices such as captioned phones, alerting systems, and assistive listening devices that can help people with hearing loss communicate more effectively.
5. Medications: There are several medications available that can help treat deafness, such as antibiotics for bacterial infections or steroids to reduce inflammation.
6. Surgery: In some cases, surgery may be necessary to treat deafness, such as when there is a blockage in the ear or when a tumor is present.
7. Stem cell therapy: This is a relatively new area of research that involves using stem cells to repair damaged hair cells in the inner ear. It has shown promising results in some studies.
8. Gene therapy: This involves using genes to repair or replace damaged or missing genes that can cause deafness. It is still an experimental area of research, but it has shown promise in some studies.
9. Implantable devices: These are devices that are implanted in the inner ear and can help restore hearing by bypassing damaged hair cells. Examples include cochlear implants and auditory brainstem implants.
10. Binaural hearing: This involves using a combination of hearing aids and technology to improve hearing in both ears, which can help improve speech recognition and reduce the risk of falls.
It's important to note that the best treatment for deafness will depend on the underlying cause of the condition, as well as the individual's age, overall health, and personal preferences. It's important to work with a healthcare professional to determine the best course of treatment.
There are several types of aphasia, including:
1. Broca's aphasia: Characterized by difficulty speaking in complete sentences and using correct grammar.
2. Wernicke's aphasia: Characterized by difficulty understanding spoken language and speaking in complete sentences.
3. Global aphasia: Characterized by a severe impairment of all language abilities.
4. Primary progressive aphasia: A rare form of aphasia that is caused by neurodegeneration and worsens over time.
Treatment for aphasia typically involves speech and language therapy, which can help individuals with aphasia improve their communication skills and regain some of their language abilities. Other forms of therapy, such as cognitive training and physical therapy, may also be helpful.
It's important to note that while aphasia can significantly impact an individual's quality of life, it does not affect their intelligence or cognitive abilities. With appropriate treatment and support, individuals with aphasia can continue to lead fulfilling lives and communicate effectively with others.
The main features of Wernicke's aphasia include:
1. Difficulty comprehending spoken language: Individuals with Wernicke's aphasia may have difficulty understanding the meaning of words, phrases, and sentences when spoken to them. They may also struggle to follow conversations or understand complex sentences.
2. Impaired speech production: People with Wernicke's aphasia may experience difficulty speaking in complete sentences or using correct grammar. Their speech may be slow, halting, or contain made-up words (neologisms). They may also have trouble initiating conversations or responding to questions.
3. Preservation of literacy skills: In contrast to other types of aphasia, individuals with Wernicke's aphasia typically retain their ability to read and write, as these skills are mediated by different areas of the brain.
4. Right hemisphere involvement: Wernicke's aphasia is often associated with damage to the right hemisphere of the brain, particularly in the area known as the anterior superior temporal gyrus (Tanenhaus et al., 2010). This can lead to difficulties with speech production and comprehension, as well as other cognitive and behavioral changes.
5. Sensory deficits: Some individuals with Wernicke's aphasia may also experience sensory deficits, such as difficulty with hearing or vision (Kertesz, 1994).
Wernicke's aphasia is often seen in individuals who have suffered a stroke or other brain injury, particularly in the left hemisphere of the brain. It is important for clinicians to recognize and diagnose Wernicke's aphasia accurately, as it can help guide treatment and rehabilitation efforts.
References:
Kertesz, A. (1994). Wernicke's aphasia: A review of the clinical and neuroanatomical features. Cortex, 30(2), 267-285.
Tanenhaus, M. K., Spivey, M. J., Eberhard, K. M., & Sedivy, J. C. (1999). Integration of visual and linguistic information in spoken language comprehension. Science, 283(5408), 1323-1326.
Tanenhaus, M. K., Bienkowski, M., & Levitan, C. A. (2010). Language and the brain: Anatomical and functional bases of Wernicke's aphasia. Annals of the New York Academy of Sciences, 1204, 235-257.
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Phonetotopy
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Vocal loading
Acoustical engineering
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Browsing Electrical Engineering and Computer Science (6) - by Issue Date
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Learning disorders1
- In addition, the fact that stuttering, like most childhood speech and learning disorders, occurs in three times as many boys as girls implies that something in addition to environment is part of the etiology. (stutteringhelp.org)
Articulatory3
- We examined the relationship between MeHg exposure and development of articulatory-phonologic speech skills in children whose mothers consumed a diet high in fish during pregnancy to determine whether any adverse associations could be detected. (nih.gov)
- No adverse associations between articulatory- phonologic speech skills and prenatal MeHg exposure were detected. (nih.gov)
- Applications related to the motoric/articulatory contribution to speech and voice production and disorders such as dysfluency, articulation disorders, stuttering, and dysphonia will be assigned to MFSR. (nih.gov)
Perception4
- Cognitive neuroscience experiments are concerned with the neural mechanisms of cognitive processes including speech, sensory perception, memory, social interactions and others. (nature.com)
- Speech Production and Perception. (usc.edu)
- Production and perception of English stops by native Spanish speakers. (pediastaff.com)
- applications related to linguistics, language characteristics (perception, production, development) and non-motoric language disorders will be assigned to LCOM. (nih.gov)
Physiological1
- Methods include but are not limited to behavioral experiments, physiological measurement, acoustic analysis, structural and functional imaging, functional stimulation, and computational modeling. (nih.gov)
Overt speech3
- Researchers have long avoided neurophysiological experiments of overt speech production due to the suspicion that artifacts caused by muscle activity may lead to a bad signal-to-noise ratio in the measurements. (mpi.nl)
- Event-related paradigms have been used increasingly in the past few would benefit from having the subject vocalize a response since years for the localization of function in tasks involving overt speech. (nih.gov)
- Each of these techniques has its limitations in studies involving overt speech. (nih.gov)
Bilingual speech3
- We are interested in the cognitive and brain basis of the speech production process, with a special emphasis on bilingual speech production. (upf.edu)
- As bilingual speech-language pathologists, one of the more complex issues to convey to others is that bilingualism is a unique experience and that bilingual or multilingual speakers are not the sum of their two languages. (pediastaff.com)
- This applies to evaluation and treatment of bilingual speech and language. (pediastaff.com)
Phonetic2
- Children were given four goals based on their initial speech and language results (e.g., phonetic inventory, sound classes affected). (ed.gov)
- The intervention included auditory awareness activities (such as listening to word lists and books that frequently used a targeted sound), conceptual activities (contrasting and classifying sounds), production practice (drills and imitation of phonetic placement), and phonological awareness activities (rhyme, sound identification). (ed.gov)
Phonology1
- Dominance varies across speech and language domains (phonetics, phonology, morphology, semantics, pragmatics, etc.) and also seems to vary within each speech domain. (pediastaff.com)
Assessment1
- A total of 544 children from the Republic of Seychelles were given a speech assessment when they were 66 months of age. (nih.gov)
Processes3
- Experimental investigations of speech processes. (mit.edu)
- However, the need to actually produce speech may influence earlier processing and qualitatively change speech production processes and what we can infer from neurophysiological measures thereof. (mpi.nl)
- By bringing together electrophysiological and neuroimaging evidence on language production mechanisms, a more complete picture of the locus of language production processes and their temporal and neurophysiological signatures will emerge. (mpi.nl)
Therapy4
- Assessments for music therapy vary based on client goals and can include measurements of attention, memory, motor function, communication and other domains. (laurabaker.org)
- Speech therapy improves velopharyngeal function when VPD is minimal or due to articulation errors and in postoperative patients. (medscape.com)
- Compensatory articulation techniques secondary to VPD also can be corrected with speech therapy. (medscape.com)
- However, in patients with a specific anatomic deficiency that precludes adequate closure of the velopharynx, speech therapy cannot replace surgery. (medscape.com)
Interaction1
- Both playing and listening to music engages many parts of the brain and body, while simultaneously teaching skills in social communication/interaction, production of speech, processing language, expansion of vocabulary, stress relief, self-expression and creativity. (laurabaker.org)
20201
- Children and adolescents were met virtually for semi-directed interviews about their well-being at three measurement time (T1: May 2020 lockdown, T2: July 2020 progressive reopening, and T3: beginning of the second wave). (unicef-irc.org)
Investigations1
- These propositions have been studied by investigations that examine discourse production from different theoretical and methodological bases. (bvsalud.org)
Advances1
- Advances in the neurophysiological measurement of overt language production. (mpi.nl)
Theoretical1
- The aim of this Research Topic is to draw together recent research on the neurophysiological basis of language production, with the aim of developing and extending theoretical accounts of the language production process. (mpi.nl)
Resonance3
- Inadequate velopharyngeal closure (VPC) allows air to escape through the nose during the generation of consonants requiring high oral pressure, leading to inappropriate nasal resonance during speech production. (medscape.com)
- The nasal phonemes (/m/, /n/, /ng/) are produced with nasal resonance, requiring that the velopharynx be open during their production. (medscape.com)
- With so many phonemes in English requiring oral airflow, oral resonance is important to production of intelligible speech. (medscape.com)
Extent1
- Age of arrival to the country (e.g., early vs. late) and amount of first language (L1) use determined the extent to which speech production of English was influenced (vowels in this study). (pediastaff.com)
Stimulus1
- Third, the data were acquired using a rich audiovisual stimulus, for which we provide detailed speech and video annotations. (nature.com)
Frontiers1
- In this Research Topic of Frontiers in Language Sciences, we invite both experimental and review papers, as well as those about the latest methods in acquisition and analysis of overt language production data. (mpi.nl)
Communication3
- Speech Communication. (usc.edu)
- Speech Communication, 40 , 467-491. (pediastaff.com)
- An alternative account about the discourse production of older adults has been provided by the Pragmatic Change Hypothesis, which considers the impact of the speaker's intentions on communication. (bvsalud.org)
Development3
- Treatment for individuals with speech defects and disorders that involves counseling and use of various exercises and aids to help the development of new speech habits. (lookformedical.com)
- The Development of Motor Synergies in Children: Ultrasound and Acoustic Measurements. (usc.edu)
- Also included are the development and evaluation of behavioral preventive and therapeutic interventions for movement, speech, voice, and related disorders. (nih.gov)
Brain2
- In addition to the study of brain systems subserving the speaking out loud may not be psychologically or behaviorally production of speech and processing of language, many studies appropriate for the particular task being studied, for example, if the task requires the subject to receive feedback from the vocalization of the words or when it is necessary to record the subject's verbal response. (nih.gov)
- Rapid measurement of brain macromolecular proton fraction with transient saturation transfer MRI. (nih.gov)
Functional1
- The purpose of this noninvasive imaging method, such as functional MRI, to assess study is to investigate various design and analysis strategies for language production is clear. (nih.gov)
Research2
- Literature of the last decades demonstrates the controversy between research on language production of older adults, particularly in studies that investigate the presence of "off-topic verbosity" (OTV). (bvsalud.org)
- In addition to applied research, the Branch also developed and maintains operational systems for production of bibliographic records for NLM's flagship database, MEDLINE. (nih.gov)
Motor function1
- The Motor Function, Speech and Rehabilitation Study Section reviews applications on normal and disordered motor function, including speech and voice production. (nih.gov)
Memory1
- A form of frontotemporal lobar degeneration and a progressive form of dementia characterized by motor speech impairment and AGRAMMATISM, with relative sparing of single word comprehension and semantic memory. (lookformedical.com)
Management1
- High carbon stock forest : definition, identification & measurement, conservation and management. (icope-series.com)
Function1
- A number of solutions have been proposed to overcome this images acquired during the speech can help recover function in areas problem. (nih.gov)
Data2
- Focus should be placed on using the neurophysiological data to inform questions about the processing stages of language production. (mpi.nl)
- The optimization of these designs and the best way to analyze represent the complex task of language production, the need for a the acquired data has not yet been fully explored. (nih.gov)
Patterns1
- The Morphogenesis of Speech Gestures: From Local Computations to Global Patterns. (usc.edu)
Provide1
- The measured length of each joint of drillpipe or tubing is added to provide a total depth or measurement to the point of interest. (production-technology.org)
Aspects2
- We view stuttering as a multi-dimensional, multiple risks disorder that includes such aspects as social interactions, emotional reactions, auditory processing, language production and speech motor programming. (stutteringhelp.org)
- All aspects of language production are welcome: i.e., from conceptualization to articulation during native as well as multilingual language production. (mpi.nl)
Evidence1
- Evidence supported the pragmatic change hypotheses concerning the discourse production of older adults. (bvsalud.org)
Change1
- This study investigated the possible pragmatic change concerning the narrative production of older adults. (bvsalud.org)
Measures1
- There is a current lack of measures of speech and language services that would reflect quality. (nih.gov)
Industry2
- In the oil and gas industry, depth in a well is the measurement, for any point in that well, of the distance between a reference point or elevation, and that point. (production-technology.org)
- It is the most common method of reference for locations in the well, and therefore, in oil industry speech, "depth" also refers to the location itself. (production-technology.org)
Software1
- Introduces concepts and techniques relevant to the production of large software systems. (mit.edu)
Problem1
- In describing the problem of hypernasal speech, differentiation between velopharyngeal mislearning, velopharyngeal incompetency, and velopharyngeal insufficiency (VPI) is important. (medscape.com)
Technology1
- Essentially, the technology can be used from the moment the cars are capable of driving independently in production - just after the first ignition of the engine, in other words. (bmwgroup.com)
Group1
- The BMW Group is launching a unique project that will see cars manoeuvre around production without requiring a driver. (bmwgroup.com)
