This study investigated the effect of palate morphology and anthropometric measures of the head and face on lingual consonant target (positional) variability of twenty one adult speakers (eleven male, ten female). An electromagnetic tracking system (WAVE, NDI, Canada) was used to collect tongue movements while each speaker produced a series of VCV syllables containing a combination of consonants /t, d, s, z, ʃ, tʃ, k, g, j/ and three corner vowel /i, ɑ, u/. Distributions of x, y, and z coordinates representing maximum tongue elevation during the consonants were used to represent target variability across contexts. Palate and anthropometric measures were obtained for each participant. A correlational analysis showed that target variability of the consonants produced in the front of the mouth (e.g. alveolar and palatal) was explained, to a degree, by palate morphology. The variability of velar consonants was not explained by the structural measures.

Thesis (M.A.)--University of Missouri-Columbia, 2003. / Typescript. Includes bibliographical references (leaves 63-66). Also available on the Internet.

Thesis (M.A.)--University of Missouri-Columbia, 2003. / Typescript. Includes bibliographical references (leaves 63-66). Also available on the Internet.

This thesis presents evidence from a formant perturbation experiment which supports the hypothesis that speech targets are multimodal. A real-time auditory feedback perturbation is used to gradually shift English speakers' formants from the vowel /E/ towards /I/. Most speakers compensate at the level of acoustics, adjusting their production towards /ae/ such that they hear themselves producing the correct vowel. Subjects' articulation is tracked with electromagnetic-articulography. The articulatory data shows that subjects tend to produce marginal /E/s at the level of articulation - remaining within the normal articulatory bounds for that vowel, while adjusting the position of individual articulators to a sufficient extent to create an acoustic compensation to the perturbation. The higher-order relationship between speed and curvature is shown to differ across different vowel phonemes. However, this measure remains constant under formant perturbation. These findings are argued to show that phonemic targets are multi-modal, having acoustical, kinematic, and dynamic components.

This thesis presents evidence from a formant perturbation experiment which supports the hypothesis that speech targets are multimodal. A real-time auditory feedback perturbation is used to gradually shift English speakers' formants from the vowel /E/ towards /I/. Most speakers compensate at the level of acoustics, adjusting their production towards /ae/ such that they hear themselves producing the correct vowel. Subjects' articulation is tracked with electromagnetic-articulography. The articulatory data shows that subjects tend to produce marginal /E/s at the level of articulation - remaining within the normal articulatory bounds for that vowel, while adjusting the position of individual articulators to a sufficient extent to create an acoustic compensation to the perturbation. The higher-order relationship between speed and curvature is shown to differ across different vowel phonemes. However, this measure remains constant under formant perturbation. These findings are argued to show that phonemic targets are multi-modal, having acoustical, kinematic, and dynamic components.

This study examined the impact of several noise conditions on speech articulator movements during a sentence repetition task. Sixty participants in three age groups ranging from 20 to 70 repeated a sentence under five noise conditions. Lower lip movements during production of a target sentence were used to compute the spatiotemporal index (STI). It was hypothesized that STI would be lower (indicating greater stability) in the silent baseline condition. There were changes in speech production under several of the noise conditions. The duration for the 1-talker condition was significantly shorter when compared to the silent condition, which could be due to the impact of the 1-talker noise on the attention of the speaker. The peak velocity of a selected closing gesture increased in all of the noise conditions compared to silence. It could be speculated that the repetitive and predictable nature of the speaking task allowed participants to easily filter out the noise while automatically increasing the velocity of lip movements, and consequently, the rate of speech. The STI in the pink noise and 6-talker conditions was lower than in the silent condition, which may be interpreted to reflect a steadier manner of speech production. This could be due to the fact that in the 6-speaker noise condition, the overall effect was more similar to continuous noise, and thus potentially less distracting than hearing a single speaker talking. The count of velocity peaks was unexpectedly lower in the noise conditions compared to speech in silence, suggesting a smoother pattern of articulator movement. The repetitiveness of the task may not require a high level of self-monitoring, resulting in speech output that was more automatic in the noise conditions. With the presentation of noise during a speaking task, the intensity increased due to the Lombard effect in all of the noise conditions. People communicate in noisy environments every day, and an increased understanding of the effects of noise on speech would have value from both theoretical and clinical perspectives.

This study uses ultrasound to image onset velar stop consonant articulation in words. By examining tongue body placement, the extent of velar closure variation across vowel contexts provides for the measurement of anticipatory coarticulation while productions within the same vowel context provide measurement of extent of token-to-token variation. Articulate Assistant Advanced 2.0 software was used to semi-automatically generate midsagittal tongue contours at the initial point of maximum velar closure and was used to fit each contour to a curved spline. Patterns of lingual coarticulation and measures of speech motor stability, based on curve-to-curve distance (Zharkova, Hewlett, & Hardcastle, 2011), are investigated to compare the speech of typically fluent speakers to the speech of people who stutter. Anticipatory coarticulation can be interpreted as a quantitative measure indicating the maturity of the speech motor system and its planning abilities. Token-to-token variability is examined from multiple velar vowel productions within the same vowel context, describing the accuracy of control, or stability, of velar closure gestures. Measures for both speaking groups are examined across the lifespan at stages during speech development, maturation, and aging. Results indicate an overall age effect, interpreted as refinement, with increased speech stability and progressively more segmental (less coarticulated) productions across the lifespan. A tendency toward decreased stability and more coarticulated speech was found for younger people who stutter, but this difference was small and absent among older adults. Outcomes of this study suggest the articulatory maturation trajectories of people who stutter may be delayed, but overall maturation of the speech mechanism is evident by older adulthood for typically fluent speakers and those who stutter. Applications to intervention are discussed in closing.

Este estudo objetivou verificar o impacto e a persistência de um Programa de Intervenção Motora com enfoque no contexto Motivacional para a Maestria no cotidiano das crianças participantes. Foi avaliado o desempenho motor (habilidades motoras fundamentais), a descrição dos contextos familiar e escolar e as medidas antropométricas (IMC e circunferência abdominal). A amostra desta pesquisa foi composta por 40 crianças (20 do grupo controle e 20 do grupo interventivo) participantes do Programa realizado no ano de 2008, na Escola de Educação Física da UFRGS, e de uma Escola Estadual do município de Porto Alegre. Para as avaliações das crianças foram utilizados: (1) o Teste de Desenvolvimento Motor Grosso (TDMG) de (ULRICH, 2000), adaptado e validado para a população do RS (VALENTINI; VILLWOCK; BARBOSA; PICK; SPESSATO; BALBINOTTI, 2008) para avaliar o desempenho motor bem como a descrição do contexto familiar (questionário (BERLEZE, 2002) adaptado de (SERRANO; NETO, 1997) e do contexto escolar (entrevista semi-estruturada) para melhor discutir o desempenho motor e; (2) as medidas da circunferência abdominal e, peso e estatura para cálculo do IMC, para a análise antropométrica. As crianças foram avaliadas em 03 momentos distintos: pré e pós-intervenção e 18 meses após o termino da intervenção (período de manutenção). O Programa de Intervenção Motora foi desenvolvido em 28 semanas, implementando os pressupostos da estrutura TARGET à aprendizagem das habilidades motoras básicas. Os resultados demonstraram que: (1) no desempenho motor, as crianças do grupo interventivo apresentaram ganhos na pós-intervenção e permaneceram com estes durante o período de manutenção (55% na categoria “Média”) enquanto que as crianças do grupo controle permaneceram com o mesmo desempenho em todos os períodos avaliados (60% na categoria “Muito Pobre”); (2) na análise antropométrica, ambos os grupos apresentaram a maior parte de seus participantes na categoria “Eutrófico” (70% interventivo; 60% controle) da pré para a pós-intervenção e no período de manutenção; (3) as avaliações antropométricas de IMC (p=0,795) e circunferência abdominal (p=0,751) apresentaram-se com resultados não significantes no período de manutenção bem como na interação com o desempenho motor no mesmo período. Conclui-se que as experiências proporcionadas em um ambiente adequado com a implementação de climas motivacionais apropriados contribui para o aumento do nível de interesse e desempenho final nas habilidades adquiridas, revelando assim, o impacto positivo do Programa Interventivo, bem como, a manutenção em mudanças positivas nas variáveis analisadas. / This study aimed to verify the impact and persistence of an intervention program focusing on the Motor Motivational context of Mastery in everyday life of the participants. We assessed motor performance (fundamental movement skills), the description of the family and school contexts, and anthropometric measurements (BMI and waist circumference). The sample in this study comprised 40 children (20 in the control group and 20 of the interventional group) participating in the program conducted in 2008, the School of Physical Education at UFRGS, and a state school in the city of Porto Alegre. For assessments of children were used: (1) Test of Gross Motor Development (TGMD) of (Ulrich, 2000), adapted and validated for the population of RS (VALENTINI; VILLWOCK; BARBOSA; PICK; SPESSATO; BALBINOTTI, 2008) to evaluate motor performance and a description of the family context (questionnaire (BERLEZE, 2002) adapted from (SERRANO; NETO, 1997) and the school context (semi-structured interview) to discuss the best motor performance and (2) measurements of waist circumference and, weight and height for BMI calculation, for anthropometric analysis. The children were evaluated in 03 separate stages: pre-and post-intervention and 18 months after the end of intervention (maintenance period). The Motor Intervention Program was developed in 28 weeks, implementing the assumptions of the structure of TARGET learning basic motor skills. The results showed that: (1) in motor performance, the children of the interventional group showed gains in postintervention and remained with them during the maintenance (55% in category "Medium") while children in the control group remained the same performance in all evaluated periods (60% in category "Very Poor"), (2) anthropometric analysis, both groups showed a Most of the participants in the "eutrophic" (70% interventional and 60% control) from pre-to post-intervention and in the maintenance period, (3) anthropometric assessments of BMI (p = 0.795) and waist circumference (p = 0.751) were non-significant results in the maintenance period as well as interaction with the motor performance in the same period. We conclude that the experiences provided in a suitable environment with the implementation of appropriate motivational climate contributes to the increased level of interest and ultimate performance in the acquired skills, thus revealing the positive impact of the Intervening Program, as well as the maintenance of positive changes in the variables analyzed.

Este estudo objetivou verificar o impacto e a persistência de um Programa de Intervenção Motora com enfoque no contexto Motivacional para a Maestria no cotidiano das crianças participantes. Foi avaliado o desempenho motor (habilidades motoras fundamentais), a descrição dos contextos familiar e escolar e as medidas antropométricas (IMC e circunferência abdominal). A amostra desta pesquisa foi composta por 40 crianças (20 do grupo controle e 20 do grupo interventivo) participantes do Programa realizado no ano de 2008, na Escola de Educação Física da UFRGS, e de uma Escola Estadual do município de Porto Alegre. Para as avaliações das crianças foram utilizados: (1) o Teste de Desenvolvimento Motor Grosso (TDMG) de (ULRICH, 2000), adaptado e validado para a população do RS (VALENTINI; VILLWOCK; BARBOSA; PICK; SPESSATO; BALBINOTTI, 2008) para avaliar o desempenho motor bem como a descrição do contexto familiar (questionário (BERLEZE, 2002) adaptado de (SERRANO; NETO, 1997) e do contexto escolar (entrevista semi-estruturada) para melhor discutir o desempenho motor e; (2) as medidas da circunferência abdominal e, peso e estatura para cálculo do IMC, para a análise antropométrica. As crianças foram avaliadas em 03 momentos distintos: pré e pós-intervenção e 18 meses após o termino da intervenção (período de manutenção). O Programa de Intervenção Motora foi desenvolvido em 28 semanas, implementando os pressupostos da estrutura TARGET à aprendizagem das habilidades motoras básicas. Os resultados demonstraram que: (1) no desempenho motor, as crianças do grupo interventivo apresentaram ganhos na pós-intervenção e permaneceram com estes durante o período de manutenção (55% na categoria “Média”) enquanto que as crianças do grupo controle permaneceram com o mesmo desempenho em todos os períodos avaliados (60% na categoria “Muito Pobre”); (2) na análise antropométrica, ambos os grupos apresentaram a maior parte de seus participantes na categoria “Eutrófico” (70% interventivo; 60% controle) da pré para a pós-intervenção e no período de manutenção; (3) as avaliações antropométricas de IMC (p=0,795) e circunferência abdominal (p=0,751) apresentaram-se com resultados não significantes no período de manutenção bem como na interação com o desempenho motor no mesmo período. Conclui-se que as experiências proporcionadas em um ambiente adequado com a implementação de climas motivacionais apropriados contribui para o aumento do nível de interesse e desempenho final nas habilidades adquiridas, revelando assim, o impacto positivo do Programa Interventivo, bem como, a manutenção em mudanças positivas nas variáveis analisadas. / This study aimed to verify the impact and persistence of an intervention program focusing on the Motor Motivational context of Mastery in everyday life of the participants. We assessed motor performance (fundamental movement skills), the description of the family and school contexts, and anthropometric measurements (BMI and waist circumference). The sample in this study comprised 40 children (20 in the control group and 20 of the interventional group) participating in the program conducted in 2008, the School of Physical Education at UFRGS, and a state school in the city of Porto Alegre. For assessments of children were used: (1) Test of Gross Motor Development (TGMD) of (Ulrich, 2000), adapted and validated for the population of RS (VALENTINI; VILLWOCK; BARBOSA; PICK; SPESSATO; BALBINOTTI, 2008) to evaluate motor performance and a description of the family context (questionnaire (BERLEZE, 2002) adapted from (SERRANO; NETO, 1997) and the school context (semi-structured interview) to discuss the best motor performance and (2) measurements of waist circumference and, weight and height for BMI calculation, for anthropometric analysis. The children were evaluated in 03 separate stages: pre-and post-intervention and 18 months after the end of intervention (maintenance period). The Motor Intervention Program was developed in 28 weeks, implementing the assumptions of the structure of TARGET learning basic motor skills. The results showed that: (1) in motor performance, the children of the interventional group showed gains in postintervention and remained with them during the maintenance (55% in category "Medium") while children in the control group remained the same performance in all evaluated periods (60% in category "Very Poor"), (2) anthropometric analysis, both groups showed a Most of the participants in the "eutrophic" (70% interventional and 60% control) from pre-to post-intervention and in the maintenance period, (3) anthropometric assessments of BMI (p = 0.795) and waist circumference (p = 0.751) were non-significant results in the maintenance period as well as interaction with the motor performance in the same period. We conclude that the experiences provided in a suitable environment with the implementation of appropriate motivational climate contributes to the increased level of interest and ultimate performance in the acquired skills, thus revealing the positive impact of the Intervening Program, as well as the maintenance of positive changes in the variables analyzed.

The event related potential (ERP) technique is enjoying widespread application in neurophysiological research due to its fine temporal resolution. Of relevance to this study are ERPs related to voluntary movements. The precision with which movement related processes could be recorded using the ERP technique was demonstrated by Gilden, Vaughan and Costa (1966) and Kutas and Donchin (1974, 1977, and 1980) who found that the readiness potential (RP) immediately preceding hand movement was larger over the hemisphere contralateral to the responding hand. Given that left hemisphere controls right hand movements and vice versa, their findings confirmed that the lateralized readiness potential (LRP) is an index of motor preparation. It has been well established that electrodes from the left precentral site (C3) and from the right precentral site (C4) can capture LRPs, and that the motor cortex is the major generator of this component. In the speech domain, researchers recording ERPs related to motor preparation have often considered pre-determined electrode sites (e.g., F3, F4, C3, C4, Cz) assuming that their proximity to motor areas on the cortex enables capturing of specific activity from those areas [F3 close to Broca’s area, Cz close to Supplementary motor area (SMA), C3 to left motor strip, C4 to right motor strip]. A consistent finding has been that the RP preceding speech is greatest at the central electrode sites, which has been attributed to SMA and motor cortex activity. Studying speech production related ERPs at predetermined set of electrodes might not suffice for two reasons: (1) unlike simple finger movement, speaking is a fine motor skill requiring coordination of multiple systems (e.g., respiratory system, phonatory system, articulatory system) and muscles, and (2) the far-field nature of the ERP recording technique often results in spatial and temporal overlap of components. To overcome these challenges, this study considered multichannel recordings and principal component analysis (PCA). Twenty three healthy participants completed a simple hand motor task (pressing a button with the right index finger and another button using the left index finger based on the color of a stimulus frame displayed on a computer screen), and a speech task (saying “pool” or withholding the response based on the color of the frame). The purpose of including a hand motor task was to verify that neural activity specific to motor preparation was detectable in participants when a well-established condition for the elicitation of LRPs was utilized. Both stimulus-locked and response-locked ERPs from 21 right handed participants (11 females and 10 males) were studied. Interhemispheric difference wave analysis and PCA revealed left hemisphere lateralization of the potential (i.e., the LRP) immediately preceding right hand movements, similar to previous studies. The LRP specific to left hand movements (non-dominant hand), however, showed bihemispheric distribution. Results from the speech motor task confirmed that overlapping components affect interpretation of ERPs related to speech production if just central electrode sites are considered. Two ERP components emerged from the multichannel PCA as distinguishing between the speaking and no speaking condition: a posterior negative component and a left lateralized positive component. The morphology of the posterior negative component and significant moderate correlation of its amplitude with the mean reaction time suggest that this component is a possible index of speech motor preparation. Further research is required to determine whether the left-lateralized component reflects a process mediated by the speech dominant hemisphere (left). In addition to demonstrating the usefulness of multichannel recordings and PCA in ERP investigations, the study provides several methodological guidelines for capturing ERPs related to speech production.