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Vývoj řeči / Speech developmentBeránková, Eva January 2017 (has links)
My thesis is focused on children's speech development, agend 3 - 4. The aim of my work was to research on which basis children learn to speak nowadays and compare my results with the research evidence of Prof. Václav Příhoda. In the theoretical part of my work, there are some important definitions, description of speech development by Václav Příhoda and also some other authors. There are also another factors which have an impact on speech development. The practical part was being realized by collecting data by the electronical questionaire to parents and also through the observation of 10 chosen children. The collected data were sorted by the PC programme. The results conclude in chat age the different developmental speech stages happening and it also shows the differences with the research of Prof. Václav Příhoda. In the research part there are some differences being discovered between mine and Příhoda's results. Many children nowadays start to use correct inferior sentences between 3 - 4 years, unlike the children who were the part of Příhoda's research. A few children from my research sample start to use the conjecture sentences after the age of 3. KEYWORDS speech, speech development, communication, different development of speech, speech development stages
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Logopedická intervence realizovaná u dětí předškolního věku v mateřských školách v podmínkách okresního města / Logopaedic intervention implemented in preschool facilities in the conditions of a district townStará, Dana January 2016 (has links)
NAME: Logopaedic intervention implemented in preschool facilities in the conditions of a district town. AUTHOR: Bc. Dana Stará DEPARTMENT (INSTITUTE): Department of Special Education WORK SUPERVISOR: doc. PaedDr. Jiřina Klenková, Ph.D. ABSTRACT THESIS: The aim of this diploma work was to analyse the issues relating to logopaedic intervention implemented in preschool facilities in the conditions of a district town. The diploma work was focused on determining the situation with training of educational workers involved in logopaedic care among children of preschool age, what cooperation is like with professional institutions in this area, what teaching methods preschool educators use in work with children and what kind of care kindergartens provide in relation to the development of speech skills. Professional literature relating to psychomotoric development of children of preschool age was analysed, along with communication, communication skills, speech development in children of preschool age and disruption of communication skills in children of preschool age. Legislation relating to education in kindergartens and logopaedic intervention in the Czech Republic was also examined. The practical part of the work presents a confrontation of theory and findings obtained during research investigation. The basis of...
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The patterns of development in generated narratives of a group of typically developing South African children aged 5 to 9 yearsAcker, Twanette 03 1900 (has links)
Thesis (M Speech Path)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Narrative skills have found to be a predictor of academic success with clear correlations to later
reading and writing abilities in children. The quality of narratives and the language disorders
displayed in specific clinical populations has also been correlated, making narratives a useful
diagnostic tool. To be able to know what is atypical, one has to know what is normal. Normative
based assessment materials are very limited in South Africa. Commercially available
assessments are often inappropriate because of the complex nature of narratives and the
influence of socio-economic, linguistic and cultural factors. There is therefore a need not only to
develop appropriate assessment materials but also to obtain normative data for use in the South
African context.
The main research question this study attempted to answer is: What are the patterns of narrative
development in normally developing children? A total of 62 typically developing children from
schools in a middle class residential area was selected. Three different age groups were
identified: Grade R (5 to 6 years), Grade 1 (6 to 7 years) and Grade 3 (8 years 6 months to 9
years 6 months) based on their different exposure to literate language. It was assumed that they
would display distinct patterns of narrative development, with an increase in the complexity of
narrative features with age. A wordless picture book, regarded as appropriate for the South
African context, was developed and used to elicit a narrative from each participant. Narratives
were analysed using a comprehensive narrative assessment protocol. Assessment areas
included macrostructure, microstructure, use of literate language and the use of abstraction.
Results were compared in terms of group differences and developmental trajectories.
The assessment protocol showed similar story lengths in all age groups, suggesting that when
the developed wordless picture book was used as elicitation stimulus, any significant differences
between groups could be of diagnostic value. Results showed clear developmental trajectories
in terms of macrostructural measures. The group differences between Grade R and Grade 1 in
terms of microstructural measures were not significant. There was, however, a significant
increase in terms of syntactic complexity and lexical diversity from Grade R to Grade 3. No
significant development was observed in terms of the use of literate language features across
the year groups and a group effect was offered as a possible explanation. In contrast to concrete
statements, children as young as 5 years old used mainly abstractions in their generated
narratives. / AFRIKAANSE OPSOMMING: Narratiefvaardighede is nie net ‘n voorvereiste vir akademiese sukses nie, maar korreleer ook
met lees- en skryfvaardighede in kinders. Weens die korrelasie tussen die kwaliteit van
narratiewe en die taal van kinders met spesifieke taalgestremdhede, het narratiewe ook
diagnostiese waarde. Om te weet wat atipies is, moet ‘n mens weet wat normaal is. Normatiewe
evaluasiemateriaal is baie beperk in Suid-Afrika. Die evaluasies wat kommersieël beskikbaar is,
is dikwels ontoepaslik weens die kompleksiteit van narratiewe en die invloed van sosioekonomiese,
linguistiese en kulturele faktore. Dit is daarom belangrik om geskikte evaluasie
materiaal te ontwikkel en normatiewe data te bepaal vir gebruik in die Suid-Afrikaanse konteks.
Met hierdie studie is daar gepoog om die volgende navorsingsvraag te beantwoord: Hoe
ontwikkel narratiewe in normaal ontwikkelende kinders? ‘n Totaal van 62 tipies-ontwikkelende
kinders is geselekteer uit hoofstroomskole in ‘n middelklas residensiële omgewing. Drie
verskillende ouderdomsgroepe is geteiken op grond van hulle blootstelling aan
geletterdheidstaal: Graad R (5 – 6 jaar), Graad 1 (6 – 7 jaar) en Graad 3 (8 jaar 6 maande – 9
jaar 6 maande). Daar is aangeneem dat die groepe baie spesifieke patrone in
narratiefontwikkeling sou toon, met ‘n toename in die kompleksiteit van narratiewe met toename
in ouderdom. ‘n Woordlose prenteboek, wat beskou is as toepaslik binne die Suid-Afrikaanse
konteks, is ontwikkel en gebruik om ‘n narratief van elke deelnemer te ontlok. Narratiewe is
ontleed met behulp van ‘n omvattende evaluasieprotokol. Areas vir ontleding het makrostruktuur,
mikrostruktuur, gebruik van geletterdheidstaal en die gebruik van abstraksie ingesluit. Resultate
is vergelyk ten opsigte van groepsverskille en ontwikkelingspatrone.
Die storielengte van die verkillende ouderdomsgroepe het ooreengestem en suggereer dat
wanneer die woordlose prenteboek as ontlokkingstimulus gebruik word, enige beduidende
verskille tussen groepe van diagnostiese waarde is. Die resultate het duidelike
ontwikkelingspatrone getoon ten opsigte van makrostrukturele meetings. Groepsverskille tussen
Graad R en Graad 1 was onbeduidend ten opsigte van mikrostrukturele metings. Daar was egter
‘n beduidende toename ten opsigte van sintaktiese kompleksiteit en leksikale diversiteit van
Graad R tot Graad 3. Geen beduidende ontwikkeling is waargeneem ten opsigte van die gebruik
van geletterdheidstaal oor die jaargroepe nie en ‘n groepseffek is as moontlike verduideliking
gegee. Kinders so jonk as 5 jaar oud het hoofsaaklik abstrakte taal teenoor konkrete taal in hul
narratiewe gebruik.
Kliniese implikasies vir spraak- en taalterapeute is bespreek.
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Prologue: Perspectives in the Assessment of Children's SpeechWilliams, A. Lynn 01 August 2002 (has links)
The pragmatic challenge posed by the forum of completing an assessment within a 60 to 90 minute time limit challenges us to think about the theoretical perspectives that underlie our evaluation procedures. Hopefully, it will lead us to question some of our procedures in light of new theories and clinical advances and to develop stronger rationales for and greater understanding of "tried and true" procedures.
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Epilogue: Perspectives in the Assessment of Children's SpeechWilliams, A. Lynn 01 August 2002 (has links)
No description available.
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The acquisition of contrast : a longitudinal investigation of initial s+plosive cluster development in Swedish childrenKarlsson, Fredrik January 2006 (has links)
<p>This Thesis explores the development of word-initial s+plosive consonant clusters in the speech of Swedish children between the ages of 1;6 and 4;6. Development in the word-initial consonant clusters is viewed as being determined by 1) the children’s ability to articulate the target sequence of consonants, 2) the level of understanding of which acoustic features in the adult model production are significant for the signalling of the intended distinction, and 3) the children’s ability to apply established production patterns only to productions where the acquired feature agrees with the adult target, to achieve a contrast between rival output forms. This Thesis employs a method where output forms are contrasted with attempted productions of potential homonym target words. Thus, development is quantified as an increase in the manifestations of phonetic features where it agrees with the adult norm, coupled by a decrease in the same feature in output forms where it is inappropriate according to the specifications of the phonological system of the ambient language. Acoustic investigations of cues of voicing, aspiration, place of articulation and syllable onset complexity, and auditory investigations of place, manner and syllable onset complexity were conducted. The Thesis has four outcomes. One, a description of the perceptual quality of the productions in terms of place, manner, voicing and syllable onset complexity is presented. Two, a developmental sequence of stable acquisition of these features is proposed; manner is shown to be acquired first, followed by syllable onset complexity and place of articulation. Evidence is provided that the voiced/aspirated distinction is still being acquired at the end of the investigated age period. Three, the developmental use of acoustic cues of place and voicing are described. Voice Onset Time and Spectral Skewness are shown to be used by children in order to increase the likeness to the adult target in terms of voicing and place of articulation. Aspiration Amplitude is shown to be used as an auxiliary cue to Voice Onset Time. The place cues Spectral Tilt Change, F2, Spectral Mean and Spectral Variance were shown to be used in order to refine already produced consonants rather than approach the adult target model. Four, the Thesis provides evidence of periods of confusions in the output of children. With the reductions of these patterns of confusion, evidence is provided of children’s re-organisation of their internal representation of the consonant to be produced.</p> / <p>Denna avhandling undersöker utvecklingen av ordinitiala konsonantkluster av formen s+klusil i talet hos svenska barn mellan åldrarna 1;6 och 4;6. Utvecklingen av de ordinitiala klustren betraktas som bestämd av 1) barnets förmåga att artikulera den konsonantsekvens som utgör målet, 2) barnets förståelse för vilka akustiska särdrag i den vuxna målproduktionen som är signifikanta för att signalera en viss distinktion och 3) barnets förmåga att tillämpa ett etablerat produktionsmönster endast på de produktioner där det tillägnade draget överensstämmer med den vuxna målproduktionen, så att en kontrast uppnås mellan konkurrerande utformer. Avhandlingen tillämpar en metod där producerade utformer kontrasteras med produktioner av målord som utgör potentiella homonymer till dessa. Utvecklingen kan då kvantifieras som en ökning av antalet förekomster av ett fonetiskt drag som överensstämmer med den vuxna normen för den relevanta kontexten, kopplad till en minskning av antalet förekomster av samma drag i kontext där draget är inkorrekt givet det fonologiska systemet i det språk som tillägnas. De drag som undersöktes var de akustiska korrelaten till stämbandston, aspiration, artikulationsställe och komplexitet i stavelseansatsen, och vidare de auditiva korrelaten till artikulationsställe, artikulationssätt och komplexitet i stavelseansatsen. Fyra resultat redovisas. För det första presenteras en beskrivning av den perceptuella kvaliteten hos barnens produktioner i termer av artikulationsställe, artikulationssätt och komplexitet. För det andra föreslås en utvecklingssekvens för stabilt tillägnande av dessa drag: artikulationssätt tillägnas först, följt av komplexitet hos stavelseansatsen och artikulationsställe. Sist tillägnas distinktionen mellan tonande och aspirerad klusil, där data visar att draget inte tillägnats till fullo vid slutet av det undersökta åldersintervallet. För det tredje ger avhandlingen en beskrivning av hur barnen utvecklar sitt bruk av akustiska korrelat till artikulationsställe och ton. Voice Onset Time och snedhet i spektrum används för att närma sig det vuxna målet gällande aspiration och artikulationsställe. Aspirationsamplitud används som ett hjälpkorrelat till VOT vad gäller fonetisk aspiration. Andra korrelat för artikulationsställe, som förändring i spektral lutning, F2, spektralt medelvärde och spektral varians, används för att förfina de egna produktionerna snarare än för att få produktionen att närma sig det vuxna målet. För det fjärde ges i avhandlingen evidens för perioder då barnens produktion uppvisar förväxlingar vad avser distributionen hos vissa fonetiska drag. Minskade förekomster av sådana förväxlingar visar på en omstrukturering av barnens underliggande representation för den konsonant som ska produceras.</p>
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The acquisition of contrast : a longitudinal investigation of initial s+plosive cluster development in Swedish childrenKarlsson, Fredrik January 2006 (has links)
This Thesis explores the development of word-initial s+plosive consonant clusters in the speech of Swedish children between the ages of 1;6 and 4;6. Development in the word-initial consonant clusters is viewed as being determined by 1) the children’s ability to articulate the target sequence of consonants, 2) the level of understanding of which acoustic features in the adult model production are significant for the signalling of the intended distinction, and 3) the children’s ability to apply established production patterns only to productions where the acquired feature agrees with the adult target, to achieve a contrast between rival output forms. This Thesis employs a method where output forms are contrasted with attempted productions of potential homonym target words. Thus, development is quantified as an increase in the manifestations of phonetic features where it agrees with the adult norm, coupled by a decrease in the same feature in output forms where it is inappropriate according to the specifications of the phonological system of the ambient language. Acoustic investigations of cues of voicing, aspiration, place of articulation and syllable onset complexity, and auditory investigations of place, manner and syllable onset complexity were conducted. The Thesis has four outcomes. One, a description of the perceptual quality of the productions in terms of place, manner, voicing and syllable onset complexity is presented. Two, a developmental sequence of stable acquisition of these features is proposed; manner is shown to be acquired first, followed by syllable onset complexity and place of articulation. Evidence is provided that the voiced/aspirated distinction is still being acquired at the end of the investigated age period. Three, the developmental use of acoustic cues of place and voicing are described. Voice Onset Time and Spectral Skewness are shown to be used by children in order to increase the likeness to the adult target in terms of voicing and place of articulation. Aspiration Amplitude is shown to be used as an auxiliary cue to Voice Onset Time. The place cues Spectral Tilt Change, F2, Spectral Mean and Spectral Variance were shown to be used in order to refine already produced consonants rather than approach the adult target model. Four, the Thesis provides evidence of periods of confusions in the output of children. With the reductions of these patterns of confusion, evidence is provided of children’s re-organisation of their internal representation of the consonant to be produced. / Denna avhandling undersöker utvecklingen av ordinitiala konsonantkluster av formen s+klusil i talet hos svenska barn mellan åldrarna 1;6 och 4;6. Utvecklingen av de ordinitiala klustren betraktas som bestämd av 1) barnets förmåga att artikulera den konsonantsekvens som utgör målet, 2) barnets förståelse för vilka akustiska särdrag i den vuxna målproduktionen som är signifikanta för att signalera en viss distinktion och 3) barnets förmåga att tillämpa ett etablerat produktionsmönster endast på de produktioner där det tillägnade draget överensstämmer med den vuxna målproduktionen, så att en kontrast uppnås mellan konkurrerande utformer. Avhandlingen tillämpar en metod där producerade utformer kontrasteras med produktioner av målord som utgör potentiella homonymer till dessa. Utvecklingen kan då kvantifieras som en ökning av antalet förekomster av ett fonetiskt drag som överensstämmer med den vuxna normen för den relevanta kontexten, kopplad till en minskning av antalet förekomster av samma drag i kontext där draget är inkorrekt givet det fonologiska systemet i det språk som tillägnas. De drag som undersöktes var de akustiska korrelaten till stämbandston, aspiration, artikulationsställe och komplexitet i stavelseansatsen, och vidare de auditiva korrelaten till artikulationsställe, artikulationssätt och komplexitet i stavelseansatsen. Fyra resultat redovisas. För det första presenteras en beskrivning av den perceptuella kvaliteten hos barnens produktioner i termer av artikulationsställe, artikulationssätt och komplexitet. För det andra föreslås en utvecklingssekvens för stabilt tillägnande av dessa drag: artikulationssätt tillägnas först, följt av komplexitet hos stavelseansatsen och artikulationsställe. Sist tillägnas distinktionen mellan tonande och aspirerad klusil, där data visar att draget inte tillägnats till fullo vid slutet av det undersökta åldersintervallet. För det tredje ger avhandlingen en beskrivning av hur barnen utvecklar sitt bruk av akustiska korrelat till artikulationsställe och ton. Voice Onset Time och snedhet i spektrum används för att närma sig det vuxna målet gällande aspiration och artikulationsställe. Aspirationsamplitud används som ett hjälpkorrelat till VOT vad gäller fonetisk aspiration. Andra korrelat för artikulationsställe, som förändring i spektral lutning, F2, spektralt medelvärde och spektral varians, används för att förfina de egna produktionerna snarare än för att få produktionen att närma sig det vuxna målet. För det fjärde ges i avhandlingen evidens för perioder då barnens produktion uppvisar förväxlingar vad avser distributionen hos vissa fonetiska drag. Minskade förekomster av sådana förväxlingar visar på en omstrukturering av barnens underliggande representation för den konsonant som ska produceras.
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A developmental profile of speech sound and syllable acquisition in Zulu speaking childrenNaidoo, Yugeshiree 02 March 2004 (has links)
This study investigated speech sound and syllable development in eighteen Zulu speaking children, between the ages of 3;0 to 6;2. In addition, the frequency of occurrence of Zulu speech sounds and syllables in this age group was investigated. To elicit a representative sample of the subjects’ natural speech, a 100-word spontaneous conversational sample was elicited from each subject. The samples were collected by a linguistically matched research assistant. All samples were transcribed phonetically by a stringent transcription procedure, and the reliability of the transcription was assessed by an external moderator. The UNIBET was used to code the transcription into computer recognisable symbols. The Phonetic Calculator Program (PCP) quantitively analysed the samples in terms of speech sound inventory, syllable inventory and the frequency of occurrence of speech sounds and syllables. The data was processed to allow for the comparison of the findings at three age levels namely, 3;0-4;0; 4;1-5;1 and 5;2-6;2. It was found that there was developmental progression between the ages of 3;0-6;2, with regard to speech sounds and syllables. It was found that much speech and syllable development occurred before the age of 3;0, and that the speech sound inventory and syllable inventory was incomplete by the age of 6;2. In addition, the nasals, plosives, approximants and fricatives were found to develop earlier than the affricates, clicks and prenasalised consonant sounds. The shorter syllable strings were found to develop earlier than the longer syllable strings. The subjects produced more speech sounds at an earlier age than their English-speaking peers. The subjects also produced longer strings of syllables at a younger age than their English-speaking peers. The findings in Group 1, Group 2 and Group 3 were similar to each other with regard to, the order of the speech sound frequency and syllable frequency. The more complex sounds and syllables were produced more frequently by the older subjects, demonstrating developmental progression. The findings have important clinical implications. Furthermore, the study can provide Speech-Language Therapists with a framework for further research, and contribute in constructing a relevant database of Zulu speech development. / Dissertation (MA (Communication Pathology))--University of Pretoria, 2005. / Speech-Language Pathology and Audiology / Unrestricted
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Speech development in toddlers at high and low risk for autismChenausky, Karen Virginia 27 October 2015 (has links)
Speech development in autism spectrum disorder (ASD) has rarely been studied, yet residual speech sound errors are over 30 times more common in children with ASD than in the general population. Two main theories could explain this. The Social Feedback Loop proposes that toddlers with ASD vocalize less often and so have fewer opportunities to benefit from adult feedback. Thus, fewer vocalizations and perceptible differences in those vocalizations should be found in toddlers with ASD. The Speech Attunement Framework proposes that while toddlers with ASD “tune in” to their native languages well enough to acquire language normally, they lack the ability to “tune up” their articulation to the same level of precision as typically-developing children. Thus, differences in the vocalizations of toddlers with ASD may be perceptible or not, and should exist irrespective of differences in vocalization rate.
This study longitudinally examines vocalization rate, consonant inventory size, and voice-onset time (VOT) in syllable-initial bilabial stops using 30-minute speech samples from toddlers in three groups: those at low risk for ASD (LRC), those at high risk for ASD with ASD themselves (HRA+), and those at high risk for ASD without ASD (HRA ) . Transient delays in consonant development were found in both HRA- and HRA+, but only HRA+ toddlers vocalized less often. Further, the relationship between vocalization rate and consonant inventory was significantly different from LRC only for HRA-. VOT development was similar across groups, except that fewer HRA+ 36-month-olds produced distinct /b/ and /p/ populations, as measured by t-test and by Cohen’s d ≥ 0.8 between mean VOTs in the two populations of stops.
Results support the Speech Attunement Framework. Consonant acquisition delays are not related to differences in vocalization rate and are not found only in toddlers who develop ASD. The finding of sub-perceptual acoustic differences in stop production in toddlers who develop ASD, with no accompanying differences in production rate, also supports the Speech Attunement Framework. This suggests that the Social Feedback Loop is not diminished in ASD by lower vocalization rate, but that toddlers with ASD may have diminished ability to monitor their own speech.
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THE EFFECT OF FOREIGN FILM ON THE PRODUCTION AND PERCEPTION OF NON-NATIVE SPEECHAmy Hutchinson (5930669) 20 April 2022 (has links)
<p>The present dissertation explores the effect of exposure to non-native speech via foreign film on non-native speech production and perception. In order to explore potential effects, two main experiments were developed, which examined French production and perception by monolingual native speakers of English before and after exposure to French film. Across both experiments, two variables were selected for observation: high rounded vowels (/y/ and /u/) and consonant voicing (VOT). The production component of the dissertation investigated whether exposure to French film aided in the ability of monolingual American English speakers (n=74) to shadow French words containing high rounded vowels, /y/ and /u/, as tested through acoustic analyses and native French listener perceptual judgements (n=221). Perception of high rounded vowels and consonant voicing were examined using a perceptual assimilation task with category goodness ratings and a binary forced-choice voicing identification task, respectively.</p>
<p>With regard to the role of foreign film in non-native speech production, results indicated that a single session of exposure to French film had a small but significant effect on shadowing of French /y/, which was also perceptible to native French listeners. Shadowing of /u/, however, was not significantly affected by exposure. Additionally, while the acoustic analysis of VOT did not reveal any significant effects of film, native French listeners perceived post-film exposure productions to be significantly more target-like than pre-film exposure productions. This finding suggests that although VOT was seemingly unaffected by foreign film exposure, participants may have adjusted alternative acoustic correlates of voicing and that these modifications were perceptible to native listeners. In general, these results suggest that while potential effects of film are present, they are highly dependent on the variable being observed.</p>
<p>Results from the perceptual portion of the dissertation do not provide evidence that film exposure was effective at influencing non-native speech perception for either high rounded vowels or consonant voicing. However, it is suggested that this could be due to the difficulty of the tasks chosen rather than the effectiveness of foreign film.</p>
<p>Taken together, the present dissertation provides evidence that exposure to non-native speech via foreign film can affect some aspects of non-native speech learning. It is hypothesized that further sessions may compound these initial benefits, especially in those who are already learning a second language.</p>
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