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Journal articles on the topic 'Speech development stages'
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Avakyan, Naira. "On Some Peculiarities of Bilingual Children’s Speech Development." Armenian Folia Anglistika 7, no. 1 (8) (2011): 77–80. http://dx.doi.org/10.46991/afa/2011.7.1.077.
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The article examines the stages and characteristics of speech development among bilingual children. Such phenomena as late speech and mixture of languages can be observed in the process of the speech development of bilingual children. The examples provided demonstrate the important role of the family in the development of bilingual children’s speech.
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Albenda Shahvaladli Gadimova, Turan. "Maın condıtıons and stages of development of oral speech ın chıldren wıth hearıng dısorders." SCIENTIFIC WORK 56, no. 07 (2020): 81–84. http://dx.doi.org/10.36719/2663-4619/56/81-84.
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In children with hearing impairment, the pronunciation aspect of speech is highly dependent on the degree of hearing impairment. For deaf children, visual perception of words is the first step in learning a language. The study of oral speech is very much based on visual perception, the motor components of speech. In speech training with deaf children, students should be able to consistently pronounce sounds, read aloud, write, and observe. Children should acquire knowledge of grammar by improving their reading and writing skills and clear pronunciation. These are some of the most important conditions for the development of their speech. Key words: Oral speech, pronunciation, grammar, visual perception, mental development
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Radzig, E. Y., Y. E. Bulynko, and O. S. Orlova. "VOCAL DISORDERS IN CHILDREN AT DIFFERENT STAGES OF SPEECH DEVELOPMENT." Pediatria. Journal named after G.N. Speransky 97, no. 2 (2018): 109–12. http://dx.doi.org/10.24110/0031-403x-2018-97-2-109-112.
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de Guerrero, Maria C. M. "Early stages of L2 inner speech development: what verbal reports suggest1." International Journal of Applied Linguistics 14, no. 1 (2004): 90–112. http://dx.doi.org/10.1111/j.1473-4192.2004.00055.x.
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Yuan, Boping, and Lulu Zhang. "An incremental model of second language speech production mechanisms: Developmental evidence from object ellipsis in second language Chinese speech production." International Journal of Bilingualism 24, no. 4 (2019): 783–810. http://dx.doi.org/10.1177/1367006919886666.
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Aims: This study investigates object ellipsis in English and Korean speakers’ second language (L2) Chinese speech production and the effects of first language (L1) influence in L2 Chinese speech production. Design: 59 English speakers and 64 Korean speakers at various Chinese proficiency levels, as well as 16 native speakers of Chinese, participated in the study. In addition to an acceptability judgement test, an utterance-recall task was employed in the study to prime participants for relevant structures. Findings: There are early stages where derivations, such as move, deletion, etc., are not implemented in L2 speech production, although at later stages L2 speech production mechanisms can converge with that of native speakers. No evidence of L1 influence is found, and L2 learners are found to behave differently in the utterance-recall task and the sentence acceptability judgement task. Originality: The study includes data from L2 Chinese learners from beginner to advanced levels and provides a comprehensive picture of structural priming effects on the development of L2 speech production. Implications: There is a discontinuity in the development of L2 speech production mechanisms, and the development of the mechanisms is incremental in nature. Mechanisms for L2 language comprehension are different from those for L2 speech production, at least as far as L2 at the early stages is concerned.
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Egamberdieva, Dilobar Mamarajab kizi. "DEVELOPMENT OF THE MEDIA VOCABULARY IN IRAN." Journal of Central Asian Social Studies 02, no. 03 (2021): 8–13. http://dx.doi.org/10.37547/jcass/volume02issue03-a2.
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The research is aimed at determining the relationship between the scientific and oral discourse of various Iranian television programs and the development of Persian vocabulary in the media before and after the revolution. Colloquial vocabulary (spoken language and sometimes slang) makes up a significant part of the general vocabulary of Iranian television. It differs from oral literature at all linguistic stages. Professor of Moscow State University V. At the 3rd International Symposium of Teachers of Persian Language and Literature Ivanov noted the absence of recommendations for the study of Persian oral speech (2002). He also talked about the importance of Persian language scholars watching Iranian films. But there is a problem: even students studying Persian for 3 years could not understand the speech on the screen. This suggests that you should pay attention to the Persian spoken language, as well as its vocabulary and phraseology.
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Capirci, Olga, and Virginia Volterra. "Gesture and speech." Dimensions of gesture 8, no. 1 (2008): 22–44. http://dx.doi.org/10.1075/gest.8.1.04cap.
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The present paper focuses on early stages of development exploring the emergence of the gesture language system in infancy and its evolution toward the adult system. Old and recent studies carried on mainly in our Laboratory are described and discussed. According to the perspective that emerged in the late 1970s the findings on the role of gesture in the acquisition and development of language did not raise any particular interest in a wider audience. In more recent years a new theoretical framework emerging from different disciplines and perspectives (evolutionary, neuro-physiological, linguistic) made this approach to the ontogeny of language extremely relevant. Findings on the tight link between actions, gestures, and spoken words in young children support some hypotheses put forward by these different perspectives and are in accordance with this new theoretical framework.
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Tinsley, Elizabeth. "At a glance: Speech and language development in 0–3 year olds." Journal of Health Visiting 7, no. 11 (2019): 524–26. http://dx.doi.org/10.12968/johv.2019.7.11.524.
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Children learn and develop at different stages, but there are expected milestones that they should reach and activities that parents and caregivers can do to encourage their child's speech and language development. This article will look at the expected milestones for speech and language development from 0–3 years and explore ways of supporting children's development.
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Babić, Iva. "Uzvici u dječjem govoru i dječjoj književnosti." Magistra Iadertina 15, no. 2 (2021): 57–88. http://dx.doi.org/10.15291/magistra.3378.
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This paper deals with the use of interjections in early language development and children’s literature with special emphasis on the syntactic role and meaning of interjections in statements and/or verses. In communication with children, children’s poetry and picture books, as well as children’s speech, interjections replace nouns, verbs and adverbs, i.e., they have a different syntactic function which is proven by the examples. Special emphasis is also being placed on the interjections’ function as exclamations in children’s statements and poetry which goes beyond sentence structure. The paper presents different development stages in acquiring first language, i.e., development stages in children’s speech production, and the frequency of using interjections in different sentence functions while mastering speech. Furthermore, it analyzes and provides examples of the use of interjections in children’s poetry from folk oral poetry to contemporary picture books as well as picture books for speech therapy. It emphasizes the influence of a child’s motor development on speech development, as well as the influence of motherese, parentese, i.e., speech which parents or guardians use with their children (baby-talk), and applying games and picture books for speech therapy in reading routines with children. Examples provided in the paper prove the polyfunctionality of interjections in children’s speech and children’s literature.
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Gultekin, Yasemin B., David G. C. Hildebrand, Kurt Hammerschmidt, and Steffen R. Hage. "High plasticity in marmoset monkey vocal development from infancy to adulthood." Science Advances 7, no. 27 (2021): eabf2938. http://dx.doi.org/10.1126/sciadv.abf2938.
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The vocal behavior of human infants undergoes marked changes across their first year while becoming increasingly speech-like. Conversely, vocal development in nonhuman primates has been assumed to be largely predetermined and completed within the first postnatal months. Contradicting this assumption, we found a dichotomy between the development of call features and vocal sequences in marmoset monkeys, suggestive of a role for experience. While changes in call features were related to physical maturation, sequences of and transitions between calls remained flexible until adulthood. As in humans, marmoset vocal behavior developed in stages correlated with motor and social development stages. These findings are evidence for a prolonged phase of plasticity during marmoset vocal development, a crucial primate evolutionary preadaptation for the emergence of vocal learning and speech.
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Tiustina, Gulnara, Tatiana Snegireva, and Anastasia Stepanenko. "Non-situational personal communication of preschool children during performance activities as a psychological condition for dialogical speech development." SHS Web of Conferences 69 (2019): 00120. http://dx.doi.org/10.1051/shsconf/20196900120.
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The article presents the results of a study of psychological and pedagogical conditions for the development of dialogical speech in senior preschool children during performances. Adequacy of using non-situational-personal communication is justified. Possibilities of performance activities as conditions for the development of dialogical speech are described. The results are represented as development criteria and indicators for dialogical speech and comparison of their dynamics at the ascertaining and control stages of the experiment.
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Nikonova, N. A., and U. B. Pavlova. "The Speech Comprehension Skill Development in Children with ASD of Preschool and Primary School Age." Autism and Developmental Disorders 16, no. 1 (2018): 18–21. http://dx.doi.org/10.17759/autdd.2018160103.
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Children with autism spectrum disorders frequently have speech problems. Reasons of speech understanding disorders of children are listed. The experience of correction work of teachers on the understanding of the speech and reading in children of the junior, senior preschool and junior school age is described. Presented correctional experience approbated in the school of the Federal Resource Center for the Organization of Comprehensive Support for Children with Autism Spectrum Disorders. The stages of work and methodological recommendations for employment are offered.
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Egorova, U. G. "WORKING WITH PARENTS TO DEVELOP COHERENT SPEECH IN OLDER PRESCHOOLERS." Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 22, no. 74 (2020): 21–25. http://dx.doi.org/10.37313/2413-9645-2020-22-74-21-25.
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The article substantiates the relevance of the development of coherent speech in senior preschool age in the context of family education. In this regard, the basic concepts to which the author refers to "coherent speech", "monologue and dialogical speech" are defined. The author focuses on the principles of organizing speech therapy work on the development of coherent speech. The article states the need for step-by-step work, including preparatory, main and final stages. The author insists on the development of coherent speech in older preschoolers through the formation of skills in composing a story based on a series of plot pictures. The article assesses the conditions for the effectiveness of speech therapy support of the family. In the conclusion, it is concluded that speech therapy work is included in the integral process of psychological and pedagogical preparation of a child for school. Key words: speech therapy work, speech therapist work with parents, coherent speech, development of coherent speech, monologue and dialogue, senior preschool age.
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O'BRIEN, IRENA, NORMAN SEGALOWITZ, JOE COLLENTINE, and BARBARA FREED. "Phonological memory and lexical, narrative, and grammatical skills in second language oral production by adult learners." Applied Psycholinguistics 27, no. 3 (2006): 377–402. http://dx.doi.org/10.1017/s0142716406060322.
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This study investigated the role of phonological memory (PM) in second language (L2) speech production by English-speaking adults who were learning Spanish. PM, operationalized as serial nonword recognition, and L2 lexical, narrative, and grammatical abilities from speech samples were assessed 13 weeks apart. After controlling for the amount of speech output, PM contributed significantly to the development of L2 narrative skills for less proficient participants (17.5% of variance explained) and to gains in correct use of function words for more proficient participants (15.7% of variance explained). These findings suggest that PM plays an important role in narrative development at earlier stages of L2 learning and in the acquisition of grammatical competence at later stages.
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STOLL, SABINE, and STEFAN TH GRIES. "How to measure development in corpora? An association strength approach." Journal of Child Language 36, no. 5 (2009): 1075–90. http://dx.doi.org/10.1017/s0305000909009337.
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ABSTRACTIn this paper we propose a method for characterizing development in large longitudinal corpora. The method has the following three features: (i) it suggests how to represent development without assuming predefined stages; (ii) it includes caregiver speech/child-directed speech; (iii) it uses statistical association measures for investigating co-occurrence data. We exemplify the implementation of these proposals with data on the acquisition of the patterning of tense and grammatical aspect of four Russian children. The method, however, is suitable for a wide range of other acquisition questions as well.
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Tsymbal-Slatvinska, Svitlana. "Stages of professional preparation for future speech therapists in the special education system." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 334–40. http://dx.doi.org/10.33310/2518-7813-2019-65-2-334-340.
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The article covers the history of the formation and development of the domestic system of speech therapy. It is disclosed that the development of speech therapy education in all historical periods is connected with the socioeconomic structure of the country, the value orientations of the state and society, the policy of children with deviations in development, the legislation in the field of education in general, the world historical-pedagogical process, the level of development of defectological science as an integrated field of knowledge at the junction of medicine, psychology, pedagogy. Some general conditions of the initial stage of logopedic education modernization have been revealed, which confirm that it is possible on the basis of in-depth study of the content and essence of the problem of formation of professionalism and professional competence of future speech therapists, development of organizational and methodological support for their development and implementation in educational, in accordance with the social order, the national-regional needs of modern society. According to the analysis, four stages have been identified in the formation of the future vocabulary specialists training in the system of special education: Phase I – the formation of the logopedic system (logopedic education was a defectological education) (the process of professional training of specialists was limited to the field of school education, which for many years determined exclusively pedagogical directional defectological (logopedic) education) – the end of the XIX – the beginning of XX century; II – intensive development of the problems of higher education in the field of special pedagogy (organization of a short course of practical speech therapy for preschool workers, the opening of the first department of childhood deficiency in Petrograd at the Institute of preschool education, development of the concept of higher defectological education, qualification characteristics, problems of pedagogical practice) – since 1918 in the 70’s of the XX century; ІІІ – the crisis of the system of defectological (logopedic) education (the transformation of the system of higher education, the subsystem of vocational education of different specialists, the development of appropriate requirements for the socio-professional activities of the speech therapist) – 70-ies – the beginning of 90-ies of XX century; IV – modern stage (reorganization of the content and organizational foundations of special education, reorganization of the relationship between mass and special education, distinguishing speech therapy from the special one) – 1997 – to this day.
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FAMILY, NEILOUFAR, and SHANLEY E. M. ALLEN. "The development of the causative construction in Persian child language." Journal of Child Language 42, no. 6 (2015): 1337–78. http://dx.doi.org/10.1017/s0305000915000057.
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AbstractThe acquisition of systematic patterns and exceptions in different languages can be readily examined using the causative construction. Persian allows four types of causative structures, including one productive multiword structure (i.e. the light verb construction). In this study, we examine the development of all four structures in Persian child speech between the ages of 1;11 and 6;7, in correspondence with their caregivers’ speech. We define developmental stages based on dendrograms derived from variability clustering (Gries & Stoll, 2009). These stages are further substantiated by qualitative data, including overgeneralization errors and alternating structures. We find that Persian-speaking children learn to exploit two (i.e. lexical and light verb construction causatives) of the four constructions. They go from relying on lexical causatives to forming progressively constrained templates for the more complex light verb construction. This first study of the development of Persian causatives supports a usage-based account of verb-by-verb learning in child language development.
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Ménard, Lucie, Jean-Luc Schwartz, and Louis-Jean Boë. "Role of Vocal Tract Morphology in Speech Development." Journal of Speech, Language, and Hearing Research 47, no. 5 (2004): 1059–80. http://dx.doi.org/10.1044/1092-4388(2004/079).
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The development of speech from infancy to adulthood results from the interaction of neurocognitive factors, by which phonological representations and motor control abilities are gradually acquired, and physical factors, involving the complex changes in the morphology of the articulatory system. In this article, an articulatory-to-acoustic model, integrating nonuniform vocal tract growth, is used to describe the effect of morphology in the acoustic and perceptual domains. While simulating mature control abilities of the articulators (freezing neurocognitive factors), the size and shape of the vocal apparatus are varied, to represent typical values of speakers from birth to adulthood. The results show that anatomy does not prevent even the youngest speaker from producing vowels perceived as the 10 French oral vowels /i y u e ø o ε œ a/. However, the specific configuration of the vocal tract for the newborn seems to favor the production of those vowels perceived as low and front. An examination of the acoustic effects of articulatory variation for different growth stages led to the proposed variable sensorimotor maps for newbornlike, childlike, and adultlike vocal tracts. These maps could be used by transcribers of infant speech, to complete existing systems and to provide some hints about underlying articulatory gestures recruited during growth to reach perceptual vowel targets in French.
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Vintoni, Aridem. "Early Speech Acts in Child Language." ENGLISH FRANCA : Academic Journal of English Language and Education 1, no. 2 (2017): 195. http://dx.doi.org/10.29240/ef.v1i2.170.
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Abstract
 Each utterance is designed to serve a specific function. It may be meant to inform the listeners, warn them, order them to do something, question them about the fact, or thank them for a gift or act of kindness. All of these speech acts are called as the communicative functions of language or the functions of speech acts. Therefore, in communicating, people do not just “say things”, but also perform certain “actions”.In the process of language development in children, the development of the language functions or speech acts (i.e. illocutionary speech acts) occur simultaneously with the development of linguistics aspects of language (phonemes or sounds, morpheme, words, and sentences) in each stages of language development. The development began early from infants start to babble, produce single-word utterances, until they produced more complex sentences. However, how is the process of the evolution at the early stage of child language development? How do children use their language at the early stage of the development?In this short paper, the writer describes thesome forms of speech acts produced by children.
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Hoffman, Paul R. "Spelling, Phonology, and the Speech-Language Pathologist." Language, Speech, and Hearing Services in Schools 21, no. 4 (1990): 238–43. http://dx.doi.org/10.1044/0161-1461.2104.238.
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Assumptions basic to the whole language philosophy of education are enumerated and exemplified with regard to facilitation of spelling and phonological abilities. It is suggested that development of spelling and phonological knowledge progress through similar stages and are enhanced by whole language experiences. Inasmuch as speech-language pathologists are the school-based professionals who are most knowledgeable regarding phonological development, they are encouraged to: (a) serve as a resource to teachers in the instruction of spelling, (b) be aware of potential problems in spelling development in phonologically delayed children, and (c) utilize whole language strategies that relate speech production to reading and writing within their phonological therapy.
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Lo, Eric Siu-Chung, Andus Wing-Kuen Wong, Andy Choi-Yeung Tse, Estella Pui-Man Ma, Tara L. Whitehill, and Rich S. W. Masters. "Development of a Psychometric Measure of the Propensity to Consciously Control and Monitor Speech Production." Journal of Speech, Language, and Hearing Research 63, no. 4 (2020): 963–82. http://dx.doi.org/10.1044/2020_jslhr-19-00365.
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Purpose A speech-specific reinvestment scale (SSRS) is a psychometric measure of the propensity to consciously control and monitor speech production. This study develops and validates an SSRS as well as examines its relationship with speech performance with the moderating effects of trait social anxieties (i.e., social interaction anxiety, public speaking anxiety, and social phobia). Method Scale development involves the following stages: (a) initial item generation based on relevant literature, (b) item evaluation through cognitive interviews with 24 healthy respondents, (c) scale reliability and validity tests using cross-sectional survey data from 498 healthy respondents, and (d) test–retest reliability assessment using longitudinal survey data from 185 healthy respondents. Respondents' speech performance is quantified using speech examination scores. Hierarchical moderated regression analyses are conducted to examine the moderating effects of trait social anxieties. Results The validated SSRS comprises 35 items, which can be categorized into four subdimensions, namely, speech movement self-consciousness, public consciousness of speech content, speech manner, and speech movement. Results show that respondents with low trait social anxieties indicate a generally positive relationship between public consciousness of speech movement and speech performance, whereas respondents with high trait social anxieties exhibit a nonsignificant relationship. Conclusions SSRS offers a reliable and valid method for assessing the predisposition for conscious speech control and monitoring, which plays a role in speech performance and is moderated by an individual's level of trait social anxiety. SSRS is a potential assessment tool for speech-language pathologists to evaluate the impacts of conscious speech control and monitoring on individuals with speech impairment.
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Nurhasanah, Youllia Indrawaty, Irma Amelia Dewi, and Bagus Ade Saputro. "Iqro Reading Learning System through Speech Recognition Using Mel Frequency Cepstral Coefficient (MFCC) and Vector Quantization (VQ) Method." IJAIT (International Journal of Applied Information Technology) 2, no. 01 (2018): 29. http://dx.doi.org/10.25124/ijait.v2i01.1173.
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Historically, the study of Qur'an in Indonesia evolved along with the spread of Islam. Learning methods of reading the Qur'an have been found ranging from al-Baghdadi, al-Barqi, Qiraati, Iqro', Human, Tartila, and others, which can make it easier to learn to read the Qur'an. Currently, the development of speech recognition technology can be used for the detection of Iqro vol 3 reading pronunciations. Speech recognition consists of two general stages of feature extraction and speech matching. The feature extraction step is used to derive speech-feature and speech-matching stages to compare compatibility between test sound and train voice. The speech recognition method used to recognize Iqro readings is extracting speech signal features using Mel Frequency Cepstral Coefficient (MFCC) and classifying them using Vector Quantization (VQ) to get the appropriate speech results. The result of testing for speech recognition system of Iqro reading has been tested for 30 peoples as a sample of data and there are 6 utterances indicating the information failed, so the system has a success rate of 80%.
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Moon, Il Joon, Eun Yeon Kim, Hosuk Chu, Won-Ho Chung, Yang-Sun Cho, and Sung Hwa Hong. "A new measurement tool for speech development based on Ling's stages of speech acquisition in pediatric cochlear implant recipients." International Journal of Pediatric Otorhinolaryngology 75, no. 4 (2011): 495–99. http://dx.doi.org/10.1016/j.ijporl.2011.01.003.
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Skebo, Crysten M., Barbara A. Lewis, Lisa A. Freebairn, Jessica Tag, Allison Avrich Ciesla, and Catherine M. Stein. "Reading Skills of Students With Speech Sound Disorders at Three Stages of Literacy Development." Language, Speech, and Hearing Services in Schools 44, no. 4 (2013): 360–73. http://dx.doi.org/10.1044/0161-1461(2013/12-0015).
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PurposeThe relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with and without language impairment (LI) were compared to students without histories of SSD or LI (typical language; TL).MethodIn a cross-sectional design, students ages 7;0 (years;months) to 17;9 completed tests that measured reading, language, and nonlinguistic cognitive skills.ResultsFor the TL group, phonological awareness predicted decoding at early elementary school, and overall language predicted reading comprehension at early elementary school and both decoding and reading comprehension at middle school and high school. For the SSD-only group, vocabulary predicted both decoding and reading comprehension at early elementary school, and overall language predicted both decoding and reading comprehension at middle school and decoding at high school. For the SSD and LI group, overall language predicted decoding at all 3 literacy stages and reading comprehension at early elementary school and middle school, and vocabulary predicted reading comprehension at high school.ConclusionAlthough similar skills contribute to reading across the age span, the relative importance of these skills changes with children's literacy stages.
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Skuratovskaya, Marina, and Elena Romanova. "Development model of communicative ULA in primary school children with learning difficulties." E3S Web of Conferences 273 (2021): 12094. http://dx.doi.org/10.1051/e3sconf/202127312094.
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The article presents the model of the formation of communicative (universal learning actions) ULA, which includes the principles and stages of remedial and pedagogical activities of speech and socio-psychological development. Each stage is supposed to work on communicative ULA development in primary school students with learning difficulties. There are three main directions of the communicative ULA development: the development of cognitive processes, the development of speech skills, and the development of socio-psychological skills. This article also presents the content of remedial and pedagogical work, including various types of activities in the curricular and extracurricular types of organizing educational activities.
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Aksu-Koç, Ayhan, Treysi Terziyan, and Eser Erguvanlı Taylan. "Input offers and child uptakes." Role of input on early first language morphosyntactic development 5, no. 1 (2014): 62–81. http://dx.doi.org/10.1075/lia.5.1.03aks.
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The present study examines input–output relations in the emergence of verbal affixes that mark modal distinctions in Turkish, a morphologically rich language. Longitudinal naturalistic speech data were analyzed from two girls between ages 1;3–2;6 and their caregivers. Four stages of development were identified. Significant associations between verb inflection and modal notion, observed to be stable across the stages in the input, were noted to develop gradually in the children’s speech. Order of emergence of modal inflections was found to be related to input frequency and transparency of inflectional types, whereas development of inflectional paradigms was observed to be related to inflectional diversity. Conceptual accessibility and pragmatic relevance of the modal notions were considered as child-related factors in this development.
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Matveieva, Nataliia. "Corrective and Development Work of Teachers with Young Children With Disorders of Speech in the Process of Forming their Communicative Skills." Journal of Vasyl Stefanyk Precarpathian National University 7, no. 1 (2020): 64–70. http://dx.doi.org/10.15330/jpnu.7.1.64-70.
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The article describes the peculiarities of the teacher's activity in the process of correction of speech disorders of younger students and their overall development. Various approaches of scientists to the content of communicative activity of a person are described, its components are defined, the stages and components of the process of formation of communicative skills of younger students with speech disorders are outlined. Emphasis is placed on the need to differentiate the concepts of “communicative competence”. The author states that the development of communication skills of younger students with speech impairment is the main task not only of speech therapist, school psychologist, but also of the team of specialists of the educational institution. It is substantiated that the development of communication, speaking and communication skills is one of the prerequisites for comprehensive personality development.
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Suprun, Daria, and Maryna Fedorenko. "Psychological Linguodidactics of Speech Development Activity of Senior School Age Children with Autistic Abnormalities." PSYCHOLINGUISTICS 25, no. 1 (2019): 281–99. http://dx.doi.org/10.31470/2309-1797-2019-25-1-281-299.
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Children of senior preschool age with autistic problems have a predominantly low level of speech activity, therefore, the aim of the article is to theoretically substantiate and develop a phased correctional developmental psycholinguodidactic technology of forming speech activity of children determined age by using theoretical (study, analysis and generalization of the theoretical and methodological foundations of the research for determining the state of development of the problem and perspective directions of its study) and empirical (psychological and pedagogical experiment to study the state and features of the development of speech activity of children of senior preschool age with autistic disorders) research methods.
 The experimental psycholinguodidactic technology contained three stages of work on the problem of speech activity: research-diagnostic, correctional-activity and functional-speech.
 The emotional contact was established and improved, and the initial level of speech activity was diagnosed at the research-diagnostic stage. Correctional-activity stage consisted in the formation of speech and communication skills, the development of direct speech activity of children of senior preschool age with autistic disorders. The diagnosis and consolidation of the child’s achievements regarding speech activity was provided at the functional-speech stage, as well as the ability to use the acquired speech skills in the process of communication, filling the process of communication with broad interrelations with the environment.
 The results of the formative experiment confirmed that although children of senior preschool age with autistic disorders did not reach a high level of speech activity, but in the experimental group there were identified children with a sufficient level, the number of children with an average level increased, and the number of children with zero level of speech activity decreased, which confirms the effectiveness of experimental psycholinguodidactic correctional technology.
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Rozenfelde, Mārīte, and Olga Čapkeviča. "THE COOPERATION OF PARENTS AND SPEECH THERAPIST IN THE TREATMENT OF SPEECH IMPEDIMENTS OF CHILDREN AT PRE-SCHOOL EDUCATION INSTITUTION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2016): 138. http://dx.doi.org/10.17770/sie2016vol3.1444.
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The issue of the involvement of parents in the treatment of children with speech impediments in cooperation with speech therapists at pre-school education institutions is examined in the paper, as the correction of speech cannot be fully effective, if the family is not involved in the process. Parents' insufficient awareness on speech impediment and treatment, undervaluing the importance of speech impediments' early detection and timely actions, incorrect and sometimes harmful beliefs regarding child's speech, shows the necessity to cooperate at all the stages of treatment, provide parental education on the possibilities of children speech development. The author describes the research, carried out at a pre-school education institution, on the parents', whose children have speech impediments, perception of their role and the evaluation of their involvement in the speech impediments' correction, that proves that, estrangement occurs when children, being in specialized twenty-four hour care pre-school groups, do not receive the necessary interaction and overall development stimulating activities with their parents.
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Proctor, Adele. "Stages of normal noncry vocal development in infancy." Topics in Language Disorders 10, no. 1 (1989): 26–42. http://dx.doi.org/10.1097/00011363-198912000-00005.
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Romanova, Maria, Tatiana Fedorenko, Tatiana Savenkova, and Ekaterina Ryabova. "Development of positive socialization and dialogic speech in older preschoolers." SHS Web of Conferences 98 (2021): 01012. http://dx.doi.org/10.1051/shsconf/20219801012.
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The article deals with the problem of positive socialization of children in the course of dialogic speech development. At the early stages, the effectiveness of the socialization process of the individual largely depends on the development of skills and abilities of oral speech, in particular dialogic speech. The study aimed to develop the content, organization form, personal enhancement methods, and methodology of dialogic speech advancing as a factor of positive socialization of the child’s personality during preschool age. Based on the purpose of the study, a methodology has been developed which proves that the level of positive socialization depends on the development of skills and abilities of dialogic speech. The proposed program and methodology focus not only on the ability to build a dialogue in question-and-answer form but also on the ability of optimal listening (to hear the interlocutor, to make replicas-responses according to what was heard, to change the course of the conversation without deviating from its main topic), as well as etiquette and behavioral skills. During classes on the “Program on positive socialization and development of dialogic speech in older preschool children” developed based on the proposed methodology, along with dialogic speech, children develop important components of emotional intelligence: the ability to adequately express their own emotions; understand the emotions and motives of other people’s behavior; improve the skills of using nonverbal means (facial expressions, gestures, etc.) of communication in the course of dialogue; as well as to enhance the parameters that characterize positive socialization, such as self-esteem, independence, and successfulness. The program has passed an empirical test, which confirmed its effectiveness.
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Poul, Valentyna, and Ostap Bodyk. "Regulatory and Planning Speech Functions Influence on the Senior Preschoolers’ and Junior Schoolchildren’s Voluntary Development." PSYCHOLINGUISTICS 25, no. 1 (2019): 256–80. http://dx.doi.org/10.31470/2309-1797-2019-25-1-256-280.
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The article is based on the idea of studying the growth of the regulatory role of child’s speech in the activity organization and feasance and the conduct of child’s behavior. According to this idea, the child’s volitional behavior arises with the skills appearance to build speech utterances, when youngster begins to draw up a plan of his/her activity and regulate the process of his/her implementation with their help, i.e., the development of planning and regulatory speech functions is in progress.
 Emphasis is placed just on the problem of forming in children the ability to build utterances on their own in connection with the development of speech functions and their volitional development. It’s given the proof of the interconnection of the stages development of planning and regulatory speech functions in preschool and junior schoolchildren and the conditionality of the volitional development of children by the development of their speech skills and functions.
 The paper presents a functional-structural model of the development process optimization of planning and regulatory speech functions by children in forming their speech skills. It’s illustrated the structure of the program forming preschoolers’ and first graders’ skills to model speech utterances for their development of planning and regulatory speech functions, the formation of which is considered as one of the their volitional behavior development mechanisms. The effectiveness of this program has been experimentally proved. The results show the substantial children’s speech development changes, the positive will development dynamics, the time history in an interrelation between children’s will and speech development, namely: volitional development was connected with all connected speech indicators at the same time, in preschoolers – mainly with their utterances completeness and logic, in first-graders – with the understanding of the meaning of their own speech in activity.
 On the basis of the scientists’ theoretical and experimental works and presented empirical research results analysis it’s suggested to assume the senior preschool age as a sensitive for the regulatory speech function development and the junior school age – planning one.
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Pisoni, David B., and Howard C. Nusbaum. "Developing Methods for Assessing the Performance of Speech Synthesis and Recognition Systems." Proceedings of the Human Factors Society Annual Meeting 30, no. 13 (1986): 1344–48. http://dx.doi.org/10.1177/154193128603001324.
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As speech I/O technology develops and improves, there is an increased need for standardized methods to systematically assess the performance of these systems. At the present time, speech synthesis and speech recognition technologies are at different levels of maturation and, accordingly, the procedures for testing the performance of these systems are at different stages of development. In the present paper, we describe the results of testing several text-to-speech systems using traditional intelligibility measures. In addition, we outline the design and philosophy of an automated testing procedure for measuring the performance of isolated utterance speaker-dependent speech recognition systems.
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Vasil-Dilaj, Kristin, and Diane Brackett. "Considerations in Mapping Young Children With Simultaneous/Sequential Bilateral CIs: Case Studies." Perspectives on Aural Rehabilitation and Its Instrumentation 20, no. 1 (2013): 4–13. http://dx.doi.org/10.1044/arii20.1.4.
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In this article, we present three case studies of young children with profound sensorineural hearing loss who received bilateral cochlear implants. In each of these cases, specialists suspected interference between the ears. The audiologist and speech-language pathologist determined that the children had better auditory function and speech and language production when wearing 1 speech processor as opposed to 2 speech processors. In many pediatric implantation cases, experts verify the device fitting in the bilateral condition because infants and toddlers at the prelanguage level are unable to provide specific input during mapping sessions. The cases we describe herein highlight the need for individual ear verification at early stages of speech and language development. In addition, based on these cases, we propose mapping changes that can be made to optimize binaural listening for speech and language development.
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Zhumadilova, G. "INTELLECTUAL-SPEECH DEVELOPMENT OF STUDENTS AS A PROCESS OF ACQUIRING OF CULTURAL COGNITIVE PRACTISES." BULLETIN Series of Pedagogical Sciences 66, no. 2 (2020): 272–77. http://dx.doi.org/10.51889/2020-2.1728-5496.45.
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In the modern educational process, in connection with the accelerated expansion of multilingual information and the need for its correct and agile use in training, the problem of forming a culture of cognitive activity in students related to the production, acquirement of new knowledge and operating it in all the languages studied is of particular relevance. The article reveals the essence of cognitive activity as an activity of intellectuality and speech. The goal of intellectuality-speech activity is defined as an understanding of the subject matter set out in the academic scientific text. A means of mastering this content is considered linguistic and semantic analysis of the text, receding of the text, as well as the production of the text, which are both methods of forming intellectual and speech skills, and idiomatic stages of learning the material regardless of the academic discipline and language of instruction. The definition of intellectual and speech development of students as a process of acquiring the culture of cognitive activity is given. A model of the intellectual and speech development of schoolchildren when teaching Russian as a second language, based on the integration of academic disciplines, is presented.
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Karskanova, Svitlana, and Olena Biluk. "Development of social intelligence of future speech pathologist." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Psychological Sciences, no. 1(20) (2020): 5–10. http://dx.doi.org/10.33310/2078-2128-2020-20-1-5-10.
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The problem of development of social intelligence of the future speech pathologist is in the sphere of the person professional growth with an emphasis on development of the parties of social intelligence. The article is devoted to the analysis of psychological determinants of development of the intellect for the students who will be speech pathologists. Influence of the socially-psychological factors on a social intellect is examined here. At different age stages of the individual the knowledge of the specifics of social intelligence from preschool to adulthood, makes it possible to predict the understanding of social reality. Theoretical generalization of the data obtained in our research provide an opportunity to determine the basic psychological qualities that is necessary for the successful performance of the functions of a speech pathologists. The well-known periodization of R. Selman shows that social intelligence develops throughout all person’s life. Learning the skills to solve complex social problems can be an essential area for improving the developing personality and adult personality. If this is not taught purposefully, the vast majority of society will not be able to realize its potential in situations of social interaction in full. Features of preparation of the speech pathologists for professional activity are caused by philosophy of a modern society development. The culture of building high human relations, teaching students this - is an indisputable value of modern society. Revealing the specifics of social intelligence at each stage of the ontogenetic development of the personality of each student who will be defectologist determines for himself his potential and resources. The principle of parity in the process of professional development of future special educators requires subjective interaction in tandem “teacher-student”, where the teacher not so much teaches, but helps the student to learn independently, as a result of which the student receives not only knowledge but also skills. The leading principles of professional development of the future pathologist should also include the principle of dialogue.
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Green, Jordan R., Christopher A. Moore, and Kevin J. Reilly. "The Sequential Development of Jaw and Lip Control for Speech." Journal of Speech, Language, and Hearing Research 45, no. 1 (2002): 66–79. http://dx.doi.org/10.1044/1092-4388(2002/005).
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Vertical displacements of the upper lip, lower lip, and jaw during speech were recorded for groups of 1-, 2-, and 6-year-olds and adults to examine if control over these articulators develops sequentially. All movement traces were amplitudeand time-normalized. The developmental course of upper lip, lower lip, and jaw control was examined by quantifying age-related changes in the similarity of each articulator's movement patterns to those produced by adult subjects and by same-age peers. In addition, differences in token-to-token stability of articulatory movement were assessed among the different age groups. The experimental findings revealed that 1- and 2-year-old children's jaw movements were significantly more adult-like than their upper and lower lip movements, which were more variable. In contrast, upper and lower lip movement patterns became more adult-like with maturation. These findings suggest that the earliest stages of speech motor development are constrained by the nonuniform development of articulatory control, with the jaw preceding the lips. The observed developmental patterns suggest that the properties of the oral motor control system significantly influence the pattern of speech sound acquisition.
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Yang, Li, Ying Li, Jin Wang, and Zhuo Tang. "Post Text Processing of Chinese Speech Recognition Based on Bidirectional LSTM Networks and CRF." Electronics 8, no. 11 (2019): 1248. http://dx.doi.org/10.3390/electronics8111248.
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With the rapid development of Internet of Things Technology, speech recognition has been applied more and more widely. Chinese Speech Recognition is a complex process. In the process of speech-to-text conversion, due to the influence of dialect, environmental noise, and context, the accuracy of speech-to-text in multi-round dialogues and specific contexts is still not high. After the general speech recognition technology, the text after speech recognition can be detected and corrected in the specific context, which is helpful to improve the robustness of text comprehension and is a beneficial supplement to the speech recognition technology. In this paper, a text processing model after Chinese Speech Recognition is proposed, which combines a bidirectional long short-term memory (LSTM) network with a conditional random field (CRF) model. The task is divided into two stages: text error detection and text error correction. In this paper, a bidirectional long short-term memory (Bi-LSTM) network and conditional random field are used in two stages of text error detection and text error correction respectively. Through verification and system test on the SIGHAN 2013 Chinese Spelling Check (CSC) dataset, the experimental results show that the model can effectively improve the accuracy of text after speech recognition.
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Demske, Ulrike. "Zur Autonomie indirekter Redewiedergabe – Eine diachrone Perspektive." Zeitschrift für germanistische Linguistik 47, no. 1 (2019): 70–101. http://dx.doi.org/10.1515/zgl-2019-0003.
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Abstract Regarding verbal mood and complementation patterns of reporting verbs, the distinction between direct and indirect reported speech is well established in present-day German. This paper looks into the history of German: Common knowledge has it that both the use of verbal mood as well as the quality of clause linkage undergo considerable changes giving rise to the question how these changes affect the manifestations of indirect reported speech in earlier stages of German. The historical record of the 16th century (with an outlook on the 17th century) shows that the distinction between direct and indirect reported speech is not yet grammaticalized in historical sources at the time. In particular with respect to dependent (in)direct reported speech, both types prefer V2-complements with only verbal mood differentiating between the types. Although present and past subjunctive have a much wider distribution in earlier stages of German, the occurrence of free indirect speech likewise testifies to its increasing use as a marker of indirect reported speech. The growing conventionalization of patterns of indirect reported speech in the course of Early Modern German may be considered as an example for an increase of subjectification in its development.
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Chirsheva, Galina, and Marina Houston. "Interlingual duplicating in the speech of bilingual children." SHS Web of Conferences 88 (2020): 01011. http://dx.doi.org/10.1051/shsconf/20208801011.
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Bilinguals of every age sometimes double units of one language with those of the other, especially in the situations where they have to interact with speakers of different languages. Bilingual communication stimulates code-switches, various in their structure and pragmatics. Among them, researchers observe the following phenomena in bilingual children’s speech: a) double morphology, b) translation/interpreting equivalents combinations, and c) self-interpreting. However, the interrelation between structural and semantic/pragmatic aspects, on the one hand, and the developmental characteristics of childhood bilingualism, on the other hand, have been underresearched. The authors of the paper argue that various cases of interlingual duplicating can indicate the balance between the competences of children in their two languages at different stages of their bilingual development. The purpose of the study is to describe structural, semantic, and pragmatic aspects of interlingual duplicating combinations in the speech of two children who acquire Russian and English simultaneously, as well as to find the correlation between their duplications and the development of their bilingualism. The results of the study can be used for the description of childhood bilingualism and the evaluation of bilingual children’s communicative competence in each of their languages and their interpreting abilities at various age stages.
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Bazyma, Nataliia, Oksana Koropatova, Yuliia Bondarenko, Olga Forostian, Hanna Sokolova, and Veronika Kovylina. "Characteristics of Language Behavior and Speech Activity in Children with Autistic Disorders: Theoretical Aspect." BRAIN. BROAD RESEARCH IN ARTIFICIAL INTELLIGENCE AND NEUROSCIENCE 12, no. 1 (2021): 01–18. http://dx.doi.org/10.18662/brain/12.1/167.
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Speech development of a child with autism does not always take place at the appropriate age and does not always obey the laws of development of speech functions. According to the analysis of literature sources, the direct study of speech activity of children with autistic disorders requires a more detailed study. According to our predictions, a child with autistic disorders of older preschool age due to the peculiarities of communicative and behavioral spheres will show a low level of speech activity, which can be explained directly by the specificity of speech development along with limited language experience and insufficient knowledge of language and its use in communication. Language behavior consists of two complementary and interrelated processes: psychological formation (generation) of speech utterance and perception of the expanded speech of the interlocutor. The model of speech utterance generation includes five consecutive, interconnected stages (phases) identified by O.O. Leontiev (1967): the motive of utterance; the idea of expression; internal programming; lexical and grammatical development of the utterance; implementation of speech expression in external speech. Speech activity is one of the many forms of general activity, a reflection of the needs that arise in accordance with specific communication situations, a prerequisite and an important component of language behavior. The term "speech activity" is considered by us in the sense of the presence of a motive for speech utterance and direct speech utterance, which may occur as a reaction-response to the interlocutor's remark or as a desire to inform the interlocutor of their own thoughts, experiences, emotions, needs.
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Satake, Tsuneo, Hiromi Toyama, Hiromi Chinen, and Masaki Hisano. "Characteristics and Stages of Question-Answer Interaction Development in Normal Children." Japan Journal of Logopedics and Phoniatrics 35, no. 4 (1994): 349–58. http://dx.doi.org/10.5112/jjlp.35.349.
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Dmitriev, V. Ya, T. A. Ignat'eva, and V. P. Pilyavskiy. "Development of Artificial Intelligence and Prospects for Its Application." Economics and Management 27, no. 2 (2021): 132–38. http://dx.doi.org/10.35854/1998-1627-2021-2-132-138.
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Aim. To analyze the concept of “artificial intelligence”, to justify the effectiveness of using artificial intelligence technologies.Tasks. To study the conceptual apparatus; to propose and justify the author’s definition of the “artificial intelligence” concept; to describe the technology of speech recognition using artificial intelligence.Methodology. The authors used such general scientific methods of cognition as comparison, deduction and induction, analysis, generalization and systematization.Results. Based on a comparative analysis of the existing conceptual apparatus, it is concluded that there is no single concept of “artificial intelligence”. Each author puts his own vision into it. In this regard, the author’s definition of the “artificial intelligence” concept is formulated. It is determined that an important area of applying artificial intelligence technologies in various fields of activity is speech recognition technology. It is shown that the first commercially successful speech recognition prototypes appeared already by the 1990s, and since the beginning of the 21st century. The great interest in “end-to-end” automatic speech recognition has become obvious. While traditional phonetic approaches have requested pronunciation, acoustic, and language model data, end-to-end models simultaneously consider all components of speech recognition, thereby facilitating the stages of self-learning and development. It is established that a significant increase in the” mental “ capabilities of computer technology and the development of new algorithms have led to new achievements in this direction. These advances are driven by the growing demand for speech recognition.Conclusions. According to the authors, artificial intelligence is a complex of computer programs that duplicate the functions of the human brain, opening up the possibility of informal learning based on big data processing, allowing to solve the problems of pattern recognition (text, image, speech) and the formation of management decisions. Currently, the active development of information and communication technologies and artificial intelligence concepts has led to a wide practical application of intelligent technologies, especially in control systems. The impact of these systems can be found in the work of mobile phones and expert systems, in forecasting and other areas. Among the obstacles to the development of this technology is the lack of accuracy in speech and voice recognition systems in the conditions of sound interference, which is always present in the external environment. However, the recent advances overcome this disadvantage.
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Kucharczyk, Izabella. "Wybrane cechy rozwoju języka u dzieci z niepełnosprawnością wzroku." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 14 (May 28, 2018): 89–113. http://dx.doi.org/10.14746/ikps.2016.14.06.
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This review of research literature presents the difficulties encountered by blind children at individual developmental stages of speech. This report aims to appraise recent peer reviewed literature relating to communication and language development in children with VI. The language and communication developmental characteristics may assist speech-language therapists to build a knowledge base for parti- cipation in early intervention for young children with visual impairment.
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Malinovska. "DEVELOPMENT OF MONOLOGICAL SPEECH OF THE PRESCHOOL AGE CHILDREN BY MEANS OF MODELING." Scientific bulletin of KRHPA, no. 12 (2020): 151–56. http://dx.doi.org/10.37835/2410-2075-2020-12-16.
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Relevance of the problem identified in the Article is determined by the need to find and implement effective technologies for formation of a child’s speech personality in educational process of the preschool institution. Goal of research is to substantiate and experimentally approbate the method of development of monological speech of preschool age children by means of modeling. Article presents the results of study of the problem of development of the preschool age children’s monological speech by means of modelling. Advantages of modelling as a pedagogical technology for developing children’s coherent speech have been highlighted. Experimentally, method provided for development of monological speech of the preschool age children through the active use of modeling. It took three interrelated stages: information and enrichment, speech-reproductive and speech-creative. The first information and enrichment) stage of experimental work was aimed at enriching the sensory-informational experience of children, familiarizing them with models. The content aspect of this stage was preparation of proposals by children with reference schemes, didactic games using symbols. Goal of the second stage of research was to stimulate children’s monological speech in speech development classes. Semantic aspect of work at this stage was the reproduction of fairy tales by children and compilation of stories using various types of models. Solution to this problem was served by schemes-models (mnemotables), with the help of which children made up stories, retold the literary text, while maintaining lexical and grammatical content. The third stage, named creative stage, was aimed at developing children’s ability to compose creative stories, use their information and content awareness to activate coherent statements of a creative nature. They used plans and schemes, and also attracted children to build them themselves. Results of research proved that the use of modeling is one of the effective ways to promote the development of monological speech, verbal and logical thinking and memory of children. Key words: monologue, modeling, schema-models, pre-school age
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Latibova, Saida Ahmedzhan Kizi, and Aygul Ayazbayevna Zhumadullaeva. "Improving The Ways Of Developing The Vocabulary Stock Of Children Through Play." American Journal of Social Science and Education Innovations 03, no. 04 (2021): 172–75. http://dx.doi.org/10.37547/tajssei/volume03issue04-25.
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A child is born without being able to speak, in the process of his development he must master the language spoken by the adults around him, learn to use first oral and then written speech. This is a very difficult task. In a few years, a child has to master all the richness of the language that has been created by the people over the millennia. In its development, children's speech goes through a number of stages that are qualitatively different from each other.
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Vlasova, L. I. "Using sculpturing during speech therapy sessions in order to involve a child with ASD in joint activities." Autism and Developmental Disorders 14, no. 2 (2016): 39–44. http://dx.doi.org/10.17759/autdd.2016140205.
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Children with autism spectrum disorders often have particular hardships in participating in joint activities with an adult. This makes interventions more problematic and draws back the achievement of planned educa¬tional goals. At the early stages of speech therapy, the important goal of individual sessions with the majority of children with autism spectrum disorders is not speech development in itself but developing motivation for joint activities. To ensure successful interaction between an educator and a child, different techniques can be used, including those that are not typical for speech therapy sessions, for example, sculpturing as a preferred activity with enjoyable sensory input. The article describes tips for developing rapport with children with autistic disorders, and a strategy for involving them in joint activities and further development of their speech.
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Jedlińska, Agnieszka, and Dorota Lipiec. "Between support and help – cooperation between a family assistant and a speech therapist." Praca Socjalna 35, no. 3 (2020): 5–23. http://dx.doi.org/10.5604/01.3001.0014.3133.
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The main purpose of the article is to draw attention to the need for cooperation between a family assistant and a speech therapist, which rarely occurs. An assistant is another profession called to work with a family in the area of support. "The main task of an assistant is to support parents in the proper fulfillment of their caring and educational functions and shaping the skills of family members in finding solutions to life difficulties" (Krasiejko, 2016, p. 5). Therefore, work in this profession requires continuous expansion of competences and their adaptation to the needs of those under their care. The article introduces one of the topics that a family assistant can meet in his work and which can be a challenge for him, mainly the topic of the correct and incorrect development of a child's speech. Stages of speech development were discussed, with particular attention to preschool children. The presented description of the course of speech development (normative - delayed - disturbed) will allow the family assistant to catch an early deviation from the norm, draw the child's guardians attention to the need for a speech therapy assessment of speech development and to help in organizing consultations with a speech therapist. As a result of the examination, the speech therapist will decide whether to start therapy and refer you to specialist examinations (e.g. audiological, ENT, orthodontic, psychological).
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Guy, Gregory R., and Sally Boyd. "The development of a morphological class." Language Variation and Change 2, no. 1 (1990): 1–18. http://dx.doi.org/10.1017/s0954394500000235.
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ABSTRACTEnglish has a class of “semiweak” verbs, which in the past tense have root-vowel ablaut as well as reflexes of the apical stop suffix, for example, kept, told. This study traces the development of this class in a sample of speakers aged 4–65. The evidence is derived from the variable rates of occurrence of the final -t,d in these words in the speech of individuals of different ages. The rate of -t,d absence in semiweak verbs systematically declines with increasing age. We identify three ontogenetic stages in the development of the class. In children's speech, these segments rarely appear, suggesting they are underlyingly absent. In young adults they appear but undergo the variable -t,d deletion process of English at the same high rate as noninflectional -t,d in words like west, old, implying that such speakers do not treat them as affixes. Finally, some adult speakers show a lowered deletion rate, suggesting that they accord the final stops separate morphemic status. The age distribution of this pattern implies that speakers only arrive at this analysis in adult life, after the age when acquisition is often assumed to be complete.
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Howell, Peter, Stevie Sackin, and Kazan Glenn. "Development of a Two-Stage Procedure for the Automatic Recognition of Dysfluencies in the Speech of Children Who Stutter." Journal of Speech, Language, and Hearing Research 40, no. 5 (1997): 1073–84. http://dx.doi.org/10.1044/jslhr.4005.1073.
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This program of work is intended to develop automatic recognition procedures to locate and assess stuttered dysfluencies. This and the following article together, develop and test recognizers for repetitions and prolongations. The automatic recognizers classify the speech in two stages: In the first, the speech is segmented, and, in the second, the segments are categorized. The units that are segmented are words. Here assessments by human judges on the speech of 12 children who stutter are described using a corresponding procedure. The accuracy of word boundary placement across judges, categorization of the words as fluent, repetition or prolongation, and duration of the different fluency categories are reported. These measures allow reliable instances of repetitions and prolongations to be selected for training and assessing the recognizers in the subsequent paper.