There is a problem associated with contemporary studies of philosophy of mind, which focuses on the identification and convergence of human and machine intelligence. This is the problem of machine emulation of sense. In the present study, analysis of this problem is carried out based on concepts from structural and post-structural approaches that have been almost entirely overlooked by contemporary philosophy of mind. If we refer to the basic definitions of "sign" and "meaning" found in structuralism and post-structuralism, we see a fundamental difference between the capabilities of a machine and the human brain engaged in the processing of a sign. This research will exemplify and provide additional evidence to support distinctions between syntactic and semantic aspects of intelligence, an issue widely discussed by adepts of contemporary philosophy of mind. The research will demonstrate that some aspect of a number of ideas proposed in relation to semantics and semiosis in structuralism and post-structuralism are similar to those we find in contemporary analytical studies related to the theory and philosophy of artificial intelligence. The concluding part of the paper offers an interpretation of the problem of formalization of sense, connected to its metaphysical (transcendental) properties.
Purpose:
This study was conducted to explore the effectiveness of speech to text as a form of biofeedback intervention for speech sound production in children with articulation disorders.
Method:
A multiple-baseline across-participants design was used for this study. Speech-to-text biofeedback was implemented with three children aged 7–9 years who demonstrated consonantal articulation errors. Data regarding accuracy of target phoneme production were repeatedly collected across baseline, treatment, and probe phases.
Results:
Based on the preliminary data collected and analyzed during this study, results suggest that speech to text is an effective approach for addressing speech sound production. All three participants demonstrated improvement in the production of their target phonemes. In addition, all of the participants maintained their skills posttreatment.
Conclusions:
The results of this study provide initial support for the use of speech to text for children who demonstrate articulation disorders. Implications for future research and practice based on the results are discussed.
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