Two studies concerning preschool misarticulating children are reported. The first study was concerned with direct effects of two varieties of parent-administered listening training. The second study focused on the influence of that same training on children's responses to sound-production training. Subjects were assigned to one of three conditions: listening, reading-talking, and control. Children in the first group were provided training by their parents that was intended to focus the child's attention on consonants in syllables or words and to teach discrimination between correctly and incorrectly articulated consonants. Parents of children in the second group read to and talked with them about the material. Neither treatment group surpassed the control group in gains made on any auditory processing or articulatory measure employed, and some parents found the listening training frustrating. In the second study, a subset of the children in each of the three groups was given sound-production training. The data obtained did not show any effect from earlier listening experiences on sound-production performance.
Intraoral pressures and oral flows were measured as normal talkers produced /p/ and /si/ under experimental conditions that perturbed the usual aeromechanical production characteristics of the consonants. A translabial pressure-release device was used to bleed off intraoral pressure during /p/. Bite—blocks were used to open the anterior bite artificially during /s/. For /p/, intraoral pressure decreased and translabial air leakage increased as bleed orifice area increased. For /s/, flow increased as the area of sibilant constriction increased, but differential pressure across the /s/ oral constriction did not vary systematically with changes in its area. Flow on postconsonantal vowels // and /i/ did not vary systematically across experimental conditions. The data imply that maintenance of perturbed intraoral pressure was more effective when compensatory options included opportunity for increased respiratory drive and structural adjustments at the place of consonant articulation rather than increased respiratory drive alone.
Children misarticulating the /r/ or /s/ speech sounds or both were identified, and assigned randomly to one of two groups. Each group received speech lessons that were similar. However, during response acquisition training, Group 1 was requested to plan articulatory movements mentally, produce the target sound, and assess the production. Group 2 practiced the training units without using the planning and assessment procedures. Group 1 exceeded Group 2 on generalization measures when the planning and assessment training was in effect.
The effect of cervical extension, cervical flexion, mandible displacement, tongue displacement, and effortful increase in intrathoracic pressure on the pharyngeal airway of ten normal adults is described from radiographic observations. Maintenance of the airway is viewed as being effected by interaction between cervical postural and pharyngeal muscles. Identification of the function of these mechanisms might provide new criteria for evaluation of pharyngeal impairment. The performance of extension was especially remarkable because of the consistency of the subjects' postural and pharyngeal responses to spoken command. The pharyngeal airway of each subject was distinctively expanded. The relationship between postural and pharyngeal structures has procedural implications for speech investigations. Submitted on August 14, 1961
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