Chapter 17. Prosodic development in atypical populations

Peppé, Sue

doi:10.1075/tilar.23.17pep

Cited by 9 publications

(7 citation statements)

References 73 publications

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“…From the point of view of clinical evaluation, assessment tools have also tended to include a narrow list of pragmatic functions of prosody. Such tools are primarily designed for clinical use or for research in diverse clinical populations (see Peppé, 2018) and mainly focus either on receptive prosodic skills, or on basic expressive prosodic skills. The PEPS-C (Peppé and McCann, 2003) is the only instrument that takes into account some pragmatic functions of prosody, as it assesses the production of questions and statements, the ability to place contrastive stress and the ability to express affective stances (two feelings: liking and disliking) (Wells et al, 2004, for British English;Martínez-Castilla and Peppé, 2008, for Spanish; see Filipe et al, 2017, for European Portuguese, andFilipe et al, 2018, for children with autism).…”

Section: An Overview Of Research On Children's Prosodic Developmentmentioning

confidence: 99%

Bridging the Gap Between Prosody and Pragmatics: The Acquisition of Pragmatic Prosody in the Preschool Years and Its Relation With Theory of Mind

et al. 2021

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While it is well known that prosodic features are central in the conveyance of pragmatic meaning across languages, developmental research has assessed a narrow set of pragmatic functions of prosody. Research on prosodic development has focused on early infancy, with the subsequent preschool ages and beyond having received less attention. This study sets out to explore how young preschoolers develop the ability to use prosody to express pragmatic meanings while taking into account children’s Theory of Mind (ToM) development. Though ToM has been suggested to be linked to the development of receptive prosody, little is known about its relationship with expressive prosodic skills. A total of 102 3- to 4-year-old Catalan-speaking children were assessed for their pragmatic prosody skills using 35 picture-supported prompts revolving around a variety of social scenarios, as well as for their ToM skills. The responses were analyzed for prosodic appropriateness. The analyses revealed that 3- to 4-year-olds successfully produced prosody to encode basic expressive acts and unbiased speech acts such as information-seeking questions. Yet they had more trouble with complex expressive acts and biased speech acts such as the ones that convey speakers’ beliefs. Further analyses showed that ToM alone is not sufficient to explain children’s prosodic score, but the prosodic performance in some pragmatic areas (unbiased pragmatic meanings) was predicted by the interaction between ToM and age. Overall, this evidence for the acquisition of pragmatic prosody by young preschoolers demonstrates the importance of bridging the gap between prosody and pragmatics when accounting for prosodic developmental profiles, as well as taking into account the potential influence of ToM and other socio-cognitive and language skills in this development.

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Section: An Overview Of Research On Children's Prosodic Developmentmentioning

confidence: 99%

Bridging the Gap Between Prosody and Pragmatics: The Acquisition of Pragmatic Prosody in the Preschool Years and Its Relation With Theory of Mind

et al. 2021

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“…En effet, nombreuses sont les pathologies dans le cadre desquelles des troubles prosodiques sont observables. Il s'agit en particulier des syndromes de Williams et de Down, des troubles du spectre de l'autisme, des pathologies consécutives à des lésions cérébrales acquises, des troubles développementaux du langage, de la surdité, de la dyspraxie verbale et du bégaiement (Peppé 2018). Les troubles prosodiques, dans le cadre de ces pathologies, peuvent se manifester sur les versants réceptif comme expressif.…”

Section: Introductionunclassified

“…L'élaboration de protocoles de traitement est difficile du fait de l'importante hétérogénéité des individus atteints et des divers aspects de la prosodie, de la voix, de la parole et du langage qui peuvent être conjointement altérés chez un même enfant (Bellon-Harn 2011). Ces études de traitement portent le plus souvent sur la prosodie expressive; peu d'approches réceptives sont proposées (pour une revue, voir Peppé 2018). L'une des approches assez fréquemment utilisées auprès d'enfants sourds s'intitule la méthode verbo-tonale (Guberina 1963;Padilla García 2018).…”

Section: Introductionunclassified

L'importance de la prosodie dans les interactions orthophoniste-enfant

Patin¹,

Macchi²

2021

TRANEL

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Most of the work that has been d edicated to the role of prosody in interactions between speech and language therapists and children has focused on patients' prosodic disorders and their treatment, rarely on the prosody of speech and language therapists. This study aims to partly fill this gap by qualitatively examining a corpus of video recordings of the interactions that occur in two speech therapist-child dyads in a therapeutic situation. The examination of the data revealed that the speech and language therapist spontaneously exploited her prosody to indicate to the children the nature of the activity in progress (e.g., informal exchange, planned language task), to point out to the children the erroneous nature of some of their productions and to help correct them. The review of the data also highlighted occasions when prosody was under-exploited. When prosody was used, its use was carried out unconsciously by the speech and language therapist, and appeared to be the result of her professional experience rather than a prior sensitization to the im portance of this tool. The results of this exploratory study tend to support a developed integration of prosody as a therapeutic goal and device during the initial and continuing education of speech and language therapists.

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“…Protocols used by most SLTs, include an evaluation of roughness, breathiness, aesthenia, strain, instability and nasality [1][2][3][4]. The Buffalo II Voice Screening Profile [5] and the Vocal Profile Analysis Protocol (VPA) [6,7] have perceptual parameters that are also often used by SLTs. To assess more functional aspects, SLTs also use protocols such as The Boone Voice Program for Adults [8] or the Voice Assessment Protocol [9].…”

Section: Introductionmentioning

confidence: 99%