Seminars in Speech, Language and Hearing最新文献_第3页

Seminars in Speech, Language and Hearing Pub Date : 1982-05-01 DOI: 10.1055/s-0028-1094183

R. Schwartz, P. Prelock

{"title":"Cognition and Phonology","authors":"R. Schwartz, P. Prelock","doi":"10.1055/s-0028-1094183","DOIUrl":"https://doi.org/10.1055/s-0028-1094183","url":null,"abstract":"Children's speech-sound behavior has traditionally been treated as separate from other aspects of communicative behavior. In part this may have been the result of the use of the term articulation to describe this behavior. This term reflects the view that such behavior involves exclusively the acqusition of the motor ability to produce speech sounds and the perceptual ability to discriminate and perceive the acoustic consequences of these productions. However, this view overlooks a major facet of speech-sound behavior. Motor and perceptual abilities are certainly important components, along with higher level representational and organizational components as in other domains of language. The first attempts to delineate these components clearly were the proposals of generative phonologists who posited two basic levels of speech-sound behavior, phonetic and phonological (Chomsky and Halle, 1968). The phonetic level involves some representation of the actual production of speech-sound sequences. Alternately, the phonological level involves some more abstract representation of these sequences along with various types of rules which specify relationships among these representations and transform them into phonetic level realizations. This viewpoint involves a number of parallels with proposals concerning the general nature of other aspects of language as well as with nonlinguistic behaviors involving representation. Our position is that these parallels are indicative of relationships among aspects of speech-sound behavior, other aspects of language behavior, and aspects of other behaviors involving representation. The focus of this paper will be upon evidence for these relationships as well as their clinical and theoretical implications. Piaget (1962) described language as one of several outcomes of the development of the semiotic or symbolic function, the other outcomes being symbolic play, imagery and deferred imitation. More generally, this development involves the attainment of the ability to construct mental representations and perform mental operations. Related, in a somewhat tangential way, is the development of the child in the area of social cognition which early in childhood involves the disappearance of egocentricism. A renewed interest in Piaget's theory has led to a flurry of investigations of the relationships among vari-","PeriodicalId":364385,"journal":{"name":"Seminars in Speech, Language and Hearing","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1982-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127104292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Speech as Perception: Some Contextual Effects on Phonological Segments 言语作为感知:语境对音系段的影响

Seminars in Speech, Language and Hearing Pub Date : 1982-05-01 DOI: 10.1055/s-0028-1094184

J. Locke, D. Yakov

引用次数: 0

Programming for the Language Component in Developmental Phonogical Disorders 发展性语音障碍中语言成分的编程

Seminars in Speech, Language and Hearing Pub Date : 1982-05-01 DOI: 10.1055/s-0028-1094180

L. Shriberg

{"title":"Programming for the Language Component in Developmental Phonogical Disorders","authors":"L. Shriberg","doi":"10.1055/s-0028-1094180","DOIUrl":"https://doi.org/10.1055/s-0028-1094180","url":null,"abstract":"Since 1975 we have been collecting continuous speech samples from children with delayed phonological development. Most samples are from children referred to a phonology clinic for evaluation of their delayed speech. The children were between two and one-half and nine years old at the time of their initial assessment. Approximately 70 percent are fourto six-year-old males with mild-moderate to moderate-severe speech delay (as defined later in this paper). Although none of the children had gross mechanism, cognitivelinguistic or psychosocial involvement at the time of testing, many have sub sequently received special education ser vices. As assessment protocols have been modified, different data sets are available for subsamples within the approximately 100 children. However, continuous speech samples have been obtained for all chil dren under essentially similar conditions, including, for most children, the same ex aminer. Sampling and phonological analysis procedures are described in Shriberg and Kwiatkowski (1980) and Shriberg and Kwiatkowski (in press, a). T h e goal here is to assemble, in one paper, assorted data obtained from these continuous speech samples and from some of our other studies that touch on language-speech issues. Consistent with the focus of this issue of Seminars, emphasis is less on methodological and statistical de tail and more on applied matters. After a presentation of definitions, some lan guage-phonology findings are assembled in three sections: structural, syntacticsemantic, and pragmatic data. The article concludes with a discussion of manage ment issues, including a provisional framework for a speech-language man agement program.","PeriodicalId":364385,"journal":{"name":"Seminars in Speech, Language and Hearing","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1982-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126733255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Perspectives on the Relationship Between Phonological and Language Disorders 语音与语言障碍关系的透视

Seminars in Speech, Language and Hearing Pub Date : 1982-05-01 DOI: 10.1055/s-0028-1094179

D. Aram, A. Kamhi

{"title":"Perspectives on the Relationship Between Phonological and Language Disorders","authors":"D. Aram, A. Kamhi","doi":"10.1055/s-0028-1094179","DOIUrl":"https://doi.org/10.1055/s-0028-1094179","url":null,"abstract":"The theme of this review, phonological disorders in the context of language, reflects the increasing awareness of the importance of studying the interaction between phonological and language disorders in children rather than studying each of these disorder types separately. We should not fault ourselves entirely, however, for first having devoted a considerable amount of research effort toward describing the various behavioral and physiological correlates of children who demonstrate one or the other disorder type. The complexity of language suggests that its individual parts must first be understood before the relationship between those parts can be determined, though this is probably not the primary reason phonological and language disorders have been treated as separate disciplines in our field. Forces both outside and within this field have functioned to create and maintain the distinction between phonological and language disorders. Outside our field, psychologists and linguists traditionally have separated the two linguistic domains in question, phonology, on one hand, and syntax/semantics (language) on the other. For example, it has been only during the last decade or so that psycholinguists have attempted to determine the effect of higher level linguistic knowledge on the processes of speech perception and production (cf. Clark and Clark, 1977; Cutting and Pisoni, 1978). In the same vein, psychologists interested in language development typically have not been concerned with the processes of speech perception and production. As a case in point, Slobin's (1979) book on psycholinguistics does not even contain a chapter on speech perception or production. The same division can be found in linguistics. Despite some recent attempts to create integrative linguistic models which incorporate phonological and linguistic information (e.g., Chomsky and Halle, 1968; MacWhinney, 1978), linguists are divided readily into those who consider themselves phonologists or phoneticians as opposed to","PeriodicalId":364385,"journal":{"name":"Seminars in Speech, Language and Hearing","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1982-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128490827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 14

Strategies for Evaluating Communication Development in Infants 评价婴儿沟通发展的策略

Seminars in Speech, Language and Hearing Pub Date : 1982-02-01 DOI: 10.1055/s-0028-1094174

Dan McClowry

{"title":"Strategies for Evaluating Communication Development in Infants","authors":"Dan McClowry","doi":"10.1055/s-0028-1094174","DOIUrl":"https://doi.org/10.1055/s-0028-1094174","url":null,"abstract":"Assessment of the at-risk infant's developmental status requires the cooperative efforts of a team of specialists. No team member can function optimally in isolation. The speech-language clinician's assessment protocol necessarily overlaps and complements that of other professionals. Team members, including the infant's parents, cooperate to develop a comprehensive, transdisciplinary habilitative plan to guide clinicians and family members in devising natural, functional, child-centered activities. Such activities will integrate therapeutic strategies to enhance development across communicative, cognitive, motor, and emotional areas. The speech-language clinician's initial role in the assessment/habilitation process is to provide the team with a quantitative and qualitative description of the infant's communication development. The latter will provide the focus for this article. Dunst (1980) argues that obtaining a valid qualitative assessment is the most important aspect in the clinical process. It also is the most difficult. Obtaining a comprehensive description of the child's development requires the use of a sophisticated instrument. The clinician must become that instrument. The effective clinician must have a well founded knowledge of the language-learning system, experience in observing and describing communicative behaviors and the ability to develop hypotheses. He needs the flexibility to change ideas and procedures as indicated and sufficient confidence to work independently or to be able to ask for support as needed (Siegel, 1975). The clinician's perspective should acknowledge that the infant's developing skills for adaptive interactions with people and objects emerge in a set order, with the time of emergence of any specific skill being jointly influenced by internal mechanisms and environmental circumstances (Dunst, 1980; Fisher and Corrigan, 1980; Richards, 1978; Seibert and Oiler, 1981). The clinician's perspective considers personality variables which, in unnatural environments, may adversely affect the infant's learning style. It acknowledges that each infant has a unique history of interactions with the world and that this history provides the infant with a variety of strategies to use in active problem-solving situations and in the development of communication. Since the clinician is concerned with the evalution of handicapped or at-risk infants, the assessment protocol should evolve from a broad definition of communication which will provide a multitude of entry points for habilitation. Thus, any behavior of the infant should be viewed as occurring on a continuum from least","PeriodicalId":364385,"journal":{"name":"Seminars in Speech, Language and Hearing","volume":"4 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1982-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123897353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Amplification and Auditory/Verbal Training for the Limited Hearing Infant, 0 to 30 Months 0 - 30个月听力有限婴儿的放大和听觉/语言训练

Seminars in Speech, Language and Hearing Pub Date : 1982-02-01 DOI: 10.1055/s-0028-1094175

D. Pollack

引用次数: 3

What Parents Ask of Clinicians and Counselors 家长对临床医生和咨询师的要求

Seminars in Speech, Language and Hearing Pub Date : 1982-02-01 DOI: 10.1055/s-0028-1094178

Marguerite Stibick, P. Feibelman

引用次数: 1

Social and Cognitive Development: The First Three Years 社会和认知发展:前三年

Seminars in Speech, Language and Hearing Pub Date : 1982-02-01 DOI: 10.1055/s-0028-1094171

Glen Rediehs

引用次数: 1

Language Acquisition in Infancy: A Basis for Assessment Through Observation 幼儿语言习得:观察评价的基础

Seminars in Speech, Language and Hearing Pub Date : 1982-02-01 DOI: 10.1055/s-0028-1094172

Ph.D M. Suzanne Hasenstab, Dr. Hasenstab

{"title":"Language Acquisition in Infancy: A Basis for Assessment Through Observation","authors":"Ph.D M. Suzanne Hasenstab, Dr. Hasenstab","doi":"10.1055/s-0028-1094172","DOIUrl":"https://doi.org/10.1055/s-0028-1094172","url":null,"abstract":"The period of infancy, which is here defined as the age range from birth to 30 months, is perhaps the most exciting yet perplexing stage of human development to be observed and studied. Of the growth areas evident during this developmental phase, one of the most complex is the acquisition of language and speech. Although there are many questions that remain unanswered, there is much information currently available to the infant interventionist charged with the task of evaluating, monitoring and stimulating language and speech development in very young children. In a program designed to service infants with diagnosed or suspected delay related to language, the central purpose in the linguistic evaluation is to determine where along the continuum of language acquisition a child is presently functioning in order that language instruction or stimulation might be facilitated. Therefore, we are looking for regularities in the linguistic system which will reveal the hypotheses, rules or strategies the child is using in his language function. We are inferring, in linguistic evaluation, what the child \"knows\" about language in order to initiate a program that will enhance or insure progress in this area of development. Knowledge of linguistic acquisition stages or levels and the sequence of development that occur in normal children is extremely valuable and will serve as a guideline in early language evaluation and intervention programs. The purpose of this article is to present pertinent information related to the very early stages of language acquisition that may be employed by the clinician, teacher or other professional concerned with the period of infancy and linguistic growth.","PeriodicalId":364385,"journal":{"name":"Seminars in Speech, Language and Hearing","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1982-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121445036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Perinatal Precursors of Hearing Impairment and the Physician's Role in Evaluation of Children with Communication Disorders 围产期听力障碍的前兆和医生在儿童沟通障碍评估中的作用

Seminars in Speech, Language and Hearing Pub Date : 1982-02-01 DOI: 10.1055/s-0028-1094176

M. Pollack

引用次数: 1