The Sequential Development of Jaw and Lip Control for Speech

Abstract

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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“…The age influence was also observed in English (9) indicating that maturity interferes at the ability of producing sounds once it is also dependent on the development of oral-motor control which involves the synergy between lips and jaw movements during the vocal tract constriction (28) . Maturation process of the articulators is sequential from lips to pharynx and such process is even more complex to lips and tongue movement (29) . Oral cavity is full of cutaneous and synesthetic sensors and this information is used by the speaker to control the appropriate movements for the sound production (27) .…”

“…Growth causes slow and significant changes on shape and size of the articulators which causes constant adaptation from motor control (27) . In the cases where such control is not used to produce the sounds precisely children present some approximation strategies which are expressed by distortions, omissions or substitutions indicating both the impossibility of production and a failure at the sounds' knowledge (29) . The index PCC-R was effective on differentiating subjects with from subjects without SSD and those with absent sounds.…”

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“…Ball skills, most notably in catching a ball, are highlighted by numerous reports (Ament et al, 2015;Green et al, 2009, Green, Baird et al, 2002Green, Moore, & Reilly, 2002;Hanaie et al, 2013;Papadopoulos et al, 2012;Staples & Reid, 2010;Whyatt & Craig, 2012). More fine-depth analysis of gait, for example using electronic walkways or infrared cameras and sensors placed on the body (Nobile et al, 2011), corroborate the difficulty that movement batteries report in heel-to-toe walking, and further report gait irregularities (for example greater variance in stride length and velocity), ataxia, reduced range of motion in the joints, and difficulty walking in a straight line.…”

“…Many studies addressed this question with movement assessment batteries with normative percentiles for performance and objective scoring: for example, the PANESS (Dowell et al, 2009;Dziuk et al, 2007;Floris et al, 2016;Jansiewicz et al, 2006;Mostofsky, Burgess, & Gidley Larson, 2007), the M-ABC or M-ABC2 (Ament et al, 2015;Green, Baird et al, 2002;Green, Moore, & Reilly, 2002;Green et al, 2009;Hanaie et al, 2013;Hanaie et al, 2014;Kopp, Beckung, & Gillberg, 2010;McPhillips, Finlay, Bejerot, & Hanley, 2014;Miyahara et al, 1997;Sumner et al, 2016;Whyatt & Craig, 2012), or the Bruininks-Oseretsky test (Dewey et al, 2007;Ghaziuddin & Butler, 1998;Hilton, Zhang, Whilte, Klohr, & Constantino, 2012;Pan, 2014). These measures yield total scores which were sometimes analysed alone, but they each assess a range of fine and gross motor skills, including balance and gait, hopping or jumping, repetitive sequential movements of the hands and feet, manual dexterity and ball skills (catching and throwing).…”

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“…Literature (23)(24)(25)(26)(27)(28) demonstratres that speech motor abilities in children are refined after eight years old and are much more variable in articulatory patterns until 14-16 years of age. This is an indication that children younger than eight do not present sufficient neuromuscular control to produce all the sequences of sounds and need to adopt different motor strategies to approximate to the adult speech model (28) .…”