Lexical stress contrast marking in fluent and non-fluent aphasia in Spanish: The relationship between acoustic cues and compensatory strategies

Baqué, Lorraine

doi:10.1080/02699206.2017.1305449

Cited by 4 publications

(2 citation statements)

References 93 publications

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“…However, though compensation has been mentioned in relation with atypical stress cues (e.g. Odell, McNeil, Rosenbek, & Hunter, 1991)-and in fact we ourselves have argued in a previous preliminary study (Baqué, 2017) that such compensatory strategies may account for some of the characteristics of stress patterns in several patients suffering from non-fluent aphasia and concomitant AOS-to our best knowledge no specific studies have focused on compensation for stress contrast marking difficulties in AOS.…”

Section: Introductionmentioning

confidence: 81%

How do persons with apraxia of speech deal with morphological stress in Spanish? A preliminary study

Baqué

2019

Clinical Linguistics & Phonetics

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Equal stress across adjacent syllables and extended syllable durations are amongst the most salient features of acquired Apraxia of Speech (AOS). Most studies conclude that there is a deficit in durational cue processing, whereas the other acoustic stress correlates remain relatively unimpaired. Spanish is a free-stress language in which stress patterns are contrastive, especially in verbal forms (e.g. lavo /ˈlabo/ '[I] wash' vs lavó /laˈbo/ '[He/she] washed'). The aim of this preliminary study is to determine whether persons with AOS are able to make the intended stress pattern identifiable and, if so, to determine which acoustic cues they use to avoid the 'equal stress' phenomenon. The results show that, for each parameter considered (duration, intensity, fundamental frequency), apraxic participants' productions differed from those of controls to varying degrees depending on the task. However, 91.7% of the apraxic participants' realisations were perceived as corresponding to the intended tense and person. These results are interpreted as deriving from a motoric deficit affecting morphological stress processing by subjects with AOS combined with an idiosyncratic compensatory use of the stress cues in order to avoid 'equal stress'.

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Section: Introductionmentioning

confidence: 81%

How do persons with apraxia of speech deal with morphological stress in Spanish? A preliminary study

Baqué

2019

Clinical Linguistics & Phonetics

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“…However, these research results seem to largely neglect or even ignore the understanding of the essence of ethnic fine arts education, lack of a systematic and in-depth study of the problems of ethnic fine arts education. Therefore, the special research on the aphasia of ethnic fine arts education can not only reveal the essence of the problem, but also play a practical guiding role in the development of ethnic fine arts education [2,3].…”

Section: Introductionmentioning

confidence: 99%

Construction of Characteristic Discourse System of Ethnic Fine Arts Education in Ethnic Universities and Colleges

Zhang¹

2018

Proceedings of the 2018 5th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 201

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In order to promote the construction and reform of the characteristic discourse system of ethnic fine arts education in ethnic colleges and universities, and to strengthen the initiative of the education system itself, the phenomenon of "aphasia" of ethnic minority culture in the national fine arts education system in Chinese colleges and universities was investigated and analyzed. It is found that the "imbalance" of discourse standpoint and "loss of position" of the choice of educational value are the causes of aphasia in the development of art education for ethnic minorities in colleges. The position choice of "discourse" standpoint in national art education is closely related to the value orientation and the "context" of its educational value at the macroscopic social level. The choice of "discourse" in ethnic fine arts education is a choice of discourse position. In fact, the construction of "discourse" in ethnic fine arts education in ethnic colleges is a process of choosing whether to be "dissident" or "oneself", which is closely related to the "grammar" of the construction of educational value at the micro level. The construction and continuation of the "self" characteristics of ethnic fine arts education discourse need to clearly identify the attributes of the subject of the discourse on the "subjective" and adhere to the value standpoint of "self" of education. It is also necessary to construct the ecological "coordinate" of the continuation of "self" characteristics in the realistic fetters and contradictions of multiple value choices.

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A targeted review of prosodic production in agrammatic aphasia

Zipse,

Gallée,

Shattuck-Hufnagel

2024

Neuropsychological Rehabilitation

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Lexical stress contrast marking in fluent and non-fluent aphasia in Spanish: The relationship between acoustic cues and compensatory strategies

Cited by 4 publications

References 93 publications

How do persons with apraxia of speech deal with morphological stress in Spanish? A preliminary study

How do persons with apraxia of speech deal with morphological stress in Spanish? A preliminary study

Construction of Characteristic Discourse System of Ethnic Fine Arts Education in Ethnic Universities and Colleges

A targeted review of prosodic production in agrammatic aphasia

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