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|Title:||Identification and Discrimination of Synthetic Sonorants by Children: The Influence of Disordered Articulation (Perception)|
|Author(s):||Bukowski, Judith Ann|
|Department / Program:||Speech and Hearing Science|
|Discipline:||Speech and Hearing Science|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Health Sciences, Speech Pathology|
|Abstract:||Auditory-discrimination training is a major component of speech-therapy programs designed to improve speech-articulation skills. Training in the identification and discrimination of correct and incor- rect speech-sound production is based on the premise that there is a causal relation between speech perception and production. The purpose of this study was to determine whether there were differ- ences in the discrimination and identification abilities of children with disordered articulation and normal articulation.
The subjects of this study were twelve, six-year old children, six of whom had normal articulation and six of whom had articulation disorders. Three sets of stimuli (/waem-raem/, /laem-jaem/, /raem-laem/), were synthesized and formed the basis for the experimental task. The identification task involved the labeling of seven represen- tations of the stimuli for the three continua. A cued, three-interval, forced-choice procedure was employed for the discrimination phase of testing. The order of task presentation varied so that three of the subjects from each group completed the discrimination task first and the other three subjects did the discrimination task first.
The data were analyzed utilizing a log-linear method. Expected cell frequencies for each model were generated by the likelihood- ratio statistic. "Best fit" and expanded models were examined for each data set. Predicted models based upon the identification data also were established. Results of the statistical analysis indicated that there were no differences in the ability of children with normal articulation and children with disordered articulation to discrimi- nate and identify synthetically generated speech stimuli. Subjects in both groups were able to discriminate stimuli that were within a category boundary. The extensiveness of training was an important factor associated with the subjects' success in completing the discrimination task.
The hypothesis that children with articulation errors would experi- ence difficulty discriminating auditory stimuli was not supported. The results of this study are to be interpreted carefully. In this study, the subjects were in a carefully controlled environment and were asked to identify and discriminate sets of synthetic stimuli. These results, therefore, cannot be applied directly to "every day" communication situations. Further research is needed to clarify the salient percep- tual factors, if any, that contribute to articulation disorders.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1986.
|Date Available in IDEALS:||2014-12-16|
This item appears in the following Collection(s)
Dissertations and Theses - Speech and Hearing Science
Graduate Dissertations and Theses at Illinois
Graduate Theses and Dissertations at Illinois