Journal of Speech Language and Hearing Research最新文献

{"title":"The Stability of Linguistic Skills of Arabic-Speaking Children Between Kindergarten and First Grade.","authors":"Jasmeen Mansour-Adwan, Asaid Khateb","doi":"10.1044/2024_JSLHR-23-00533","DOIUrl":"10.1044/2024_JSLHR-23-00533","url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to evaluate the stability of phonological awareness (PA) and language achievements between kindergarten and first grade among Arabic-speaking children.</p><p><strong>Method: </strong>A total of 1,158 children were assessed in PA and language skills in both grades and were classified based on distinct and integrated achievements on PA and language following percentiles' cutoff criteria. The classification of distinct achievements constituted high, intermediate, low, and very low achievement-based groups for each domain. The classification of the integrated achievements on both domains constituted four groups: intermediate-high PA and language, very low PA, very low language, and doubly low (very low PA and language). Descriptive statistics and McNemar's tests were used to examine the stability of these groups.</p><p><strong>Results: </strong>The analyses showed a significant improvement in achievements on most tasks. The distinct classification for PA and language indicated that many more kindergarteners in the extreme distribution with high and very low achievement levels maintained this profile in first grade compared to those with intermediate achievements. For PA, 55.7% of kindergarteners with high, 30% with intermediate, 30.4% with low, and 45.5% with very low achievements maintained their achievements in first grade. For language, 52.5% of kindergarteners with high, 34.5% with intermediate, 38.8% with low, and 59.8% with very low achievements maintained their language achievements. The integrated classification indicated a higher achievement stability rate for kindergarteners with intermediate-high PA and language (91.3%) and for doubly low achievers (84.7%) compared to very low PA (24.1%) or very low language (31.8%) achievers.</p><p><strong>Conclusions: </strong>The study indicated a higher variability in the distribution of the intermediate achievements compared to the high and very low achievements, which were more stable across grade. The results emphasize the need for dynamic linguistic assessments and early intervention for children with very low achievements in PA and language who show a poor prognosis.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"1468-1483"},"PeriodicalIF":2.2,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142577335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Emergence of Verb Patterns in Arabic in Children With Developmental Language Disorder Compared to Children With Typical Development.","authors":"Naila Tallas-Mahajna, Sharon Armon-Lotem, Elinor Saiegh-Haddad","doi":"10.1044/2024_JSLHR-23-00558","DOIUrl":"10.1044/2024_JSLHR-23-00558","url":null,"abstract":"<p><strong>Purpose: </strong>The Arabic verb system features a nonlinear root and pattern derivational morphology. Previous studies suggest that young Arabic and Hebrew speakers' early verb use is based on semantic complexity rather than derivational morphological structure. The present study examines the role of morphological and semantic complexity in the emergence of the verb <i>derivational</i> morphology in Arabic speaking children with developmental language disorder (DLD) compared to children with typical language development (TLD).</p><p><strong>Method: </strong>Natural language data were collected from native Arabic-speaking children (40 with DLD; aged 4-6 years and 133 with TLD aged 2;6-6;0 [years;months]) using picture-based elicitation tasks, and verbs were coded morphologically for derivational features and for features of semantic complexity.</p><p><strong>Results: </strong>The results showed that children with DLD demonstrated a more limited production of verb patterns, both in types and in tokens, than age-matched children with TLD. Also, children with DLD age 5;0-6;0 were similar in types and tokens of verb patterns to younger children with TLD at the age of 3;6-4 years. Moreover, while children with TLD at the age of 2;6-3 years used a smaller number of verb patterns than older 4;0-5;0 aged children with DLD, the two groups were not different in verb semantics. Finally, the morphological and semantic diversity demonstrated by the children with DLD was similar to the morphological and semantic diversity shown by children with TLD.</p><p><strong>Conclusion: </strong>Our findings support the conclusion that children with DLD and with TLD acquire the derivational verb system in the same pathway and the quantitative lexical differences between the two groups support a delay rather than a deviation from the typical developmental trajectory.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"1484-1504"},"PeriodicalIF":2.2,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141768004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Acquisition of a Diglossic Language by Deaf and Hard of Hearing Students: Evidence From a Sentence Production Task.","authors":"Sabrin Shaban-Rabah, Roni Henkin, Rose Stamp, Rama Novogrodsky","doi":"10.1044/2024_JSLHR-23-00542","DOIUrl":"10.1044/2024_JSLHR-23-00542","url":null,"abstract":"<p><strong>Purpose: </strong>The current study aimed to examine morphosyntactic errors in sentences produced by DHH students, who are signers of Israeli Sign Language, and also users of Palestinian Colloquial Arabic (PCA) and written Modern Standard Arabic (MSA).</p><p><strong>Method: </strong>Nineteen school-age DHH students participated in a sentence elicitation task in which they retold events portrayed in 24 videos in PCA and MSA. A control group of 19 hearing students was tested with the same task. Sentences in each language variety were coded for grammatical versus ungrammatical productions and for type of morphosyntactic errors for the latter. In addition, code-switched words were counted.</p><p><strong>Results: </strong>The hearing group showed no morphosyntactic errors, whereas the DHH students showed morphosyntactic errors in both PCA and MSA. In addition, both groups code-switched in both PCA and MSA, with more code-switching in the MSA task than in the PCA task. Furthermore, an interaction with age revealed that young students code-switched more in MSA and older students code-switched more in PCA.</p><p><strong>Conclusions: </strong>It is suggested that the morphosyntactic abilities of DHH students are incomplete in both language varieties. Lack of spoken language input may negatively influence the acquisition of spoken language, which impacts further the acquisition of the standard language in diglossic contexts. Code-switching is explained as both due to lexical gaps, when occurring in MSA, and an effort to raise the register in PCA.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"1521-1532"},"PeriodicalIF":2.2,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141184844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessment of Heritage Language Abilities in Bilingual Arabic-German Children With and Without Developmental Language Disorder: Comparing a Standardized Test Battery for Spoken Arabic to an Arabic LITMUS Sentence Repetition Task.","authors":"Lina Abed Ibrahim","doi":"10.1044/2024_JSLHR-23-00617","DOIUrl":"10.1044/2024_JSLHR-23-00617","url":null,"abstract":"<p><strong>Purpose: </strong>To avoid misdiagnosis with developmental language disorder (DLD) in bilingual children, it is recommended to evaluate both languages. However, unlike their monolingual peers, bilingual children acquire their heritage language under adverse input conditions. Focusing on Levantine Arabic, the study evaluates the clinical utility of a standardized test for Arabic and an Arabic Language Impairment Testing in Multilingual Settings sentence repetition task (LITMUS-SRT) for ruling in/out DLD in bilingual children acquiring Arabic as a heritage language in Germany. Both tools were developed for the majority diglossic Lebanese bilingual context. However, it is still unclear whether they can be reliably applied in heritage contexts.</p><p><strong>Method: </strong>Fifty-nine children (5;6-9;1 [years;months]) participated in the study: 18 bilingual typically developing ([BiTD]) children with early exposure to German (heritage BiTD), nine heritage bilingual children with DLD (heritage BiDLD), eight typically developing late-successive bilingual children, and 24 typically developing monolingual children, who served as controls.</p><p><strong>Results: </strong>Unlike monolingual and late successive bilingual children with typical language development, many heritage BiTD children resembled their BiDLD peers, especially on measures of expressive/receptive vocabulary and morphosyntax production, which were negatively affected by early second language exposure. In contrast, the Arabic LITMUS-SRT did not disadvantage heritage BiTD children, who performed on par with their typically developing monolingual and late successive bilingual peers on most structures. BiDLD showed poor performance on all structures.</p><p><strong>Conclusions: </strong>Standardized tests assessing language domains sensitive to reduced heritage language input bear a risk of overdiagnosis with DLD in heritage contexts. The Arabic LITMUS-SRT, on the other hand, provides a fair estimate of heritage language abilities. However, task construction should consider morphophonological aspects vulnerable in heritage Arabic.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"1569-1601"},"PeriodicalIF":2.2,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143460567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Role of Story Mode in the Narrative Skills of Children in Arabic Diglossia: Comparing Children With Typical Language Development and Developmental Language Disorder.","authors":"Bahaa Hussein Mahamid, Elinor Saiegh-Haddad","doi":"10.1044/2024_JSLHR-24-00013","DOIUrl":"10.1044/2024_JSLHR-24-00013","url":null,"abstract":"<p><strong>Purpose: </strong>The study tested macro- and microstructure narrative skills in kindergarten Arabic-speaking children with developmental language disorder (DLD) and in age-matched children with typical language development (TLD). Specifically, it compared narrative skills in the two groups of children in two story modes: storytelling in Spoken Arabic (SpA) versus retelling of a story heard in Standard Arabic (StA).</p><p><strong>Method: </strong>Two LITMUS-MAIN stories (Language Impairment Testing in Multilingual Settings-Multilingual Assessment Instrument for Narratives) matched on episodic structure were used: one for storytelling and another for story retelling. Eighteen children with DLD (<i>M</i>_age = 5.6 years) and 19 age-matched children with TLD (<i>M</i>_age = 5.7 years) were administered two tasks: a storytelling task in SpA and a retelling of a story heard in StA. Macrostructure was analyzed using setting and goal-attempt-outcome schema. Microstructure analysis addressed productivity, lexical diversity, and morphosyntactic accuracy.</p><p><strong>Results: </strong>Children with TLD demonstrated significantly higher scores compared to children with DLD on macrostructure and on most microstructure features, demonstrating higher productivity and fewer morphosyntactic errors in subject-verb gender agreement. The findings also revealed a significant effect of story mode; both groups demonstrated higher macrostructure skills and higher type-token ratio in the retelling mode yet higher linguistic productivity in the storytelling mode.</p><p><strong>Conclusions: </strong>The results support earlier reports of differences between children with TLD and those with DLD in narrative skills across story modes. Moreover, the results demonstrate the role of the story retelling mode in enhancing macrostructure generation and lexical diversity in both groups of children, even though narration in our case was conducted in StA, a variety less familiar to children. The implications of these findings for assessment and intervention are discussed.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"1552-1568"},"PeriodicalIF":2.2,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143665330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lexical Stress in Mandarin Second-Language Speakers of English: An Electromagnetic Articulography Study.","authors":"Boram Kim, Jason Bishop, D H Whalen","doi":"10.1044/2024_JSLHR-24-00491","DOIUrl":"10.1044/2024_JSLHR-24-00491","url":null,"abstract":"<p><strong>Purpose: </strong>The present study focused on the acoustic and articulatory realization of English lexical stress in Mandarin second-language (L2) speakers of English. We aimed to understand (a) how suprasegmental and segmental features were used in the acoustic domain and (b) how lingual and nonlingual articulators were manipulated in the articulatory domain during the production of lexical stress.</p><p><strong>Method: </strong>Production of stress minimal pairs (e.g., OBject-obJECT) was analyzed. The data were drawn from a publicly available data set consisting of time-synchronous acoustic-articulatory data from 20 first-language (L1) speakers of English and 20 Mandarin L2 speakers. Acoustic features included duration, intensity, fundamental frequency (<i>F</i>0), and vowel quality. Articulatory properties involved positional information of the tongue, lips, and jaw.</p><p><strong>Results: </strong>All suprasegmental cues investigated (<i>F</i>0, intensity, duration) were found to be involved in the production of lexical stress by the two speaker groups, although in L1-specific ways in the case of <i>F</i>0. In contrast, the segmental cue (vowel quality) was used to distinguish lexically stressed and unstressed syllables by the L1 speakers only. Both groups demonstrated increased displacements in nonlingual articulators (jaw and lip) in lexically stressed vowels, and a significant positional difference in the lingual articulator (tongue dorsum) was found for some (but not all) of the L1 speakers' productions.</p><p><strong>Conclusions: </strong>Mandarin L2 speakers were found to use some of the same acoustic and articulatory cues as English L1 speakers to realize lexical stress in English. In the L2 group, however, it was the suprasegmental cues rather than segmental cues that most consistently distinguished lexical stress contrasts, and nonlingual articulators were weighted more heavily than the lingual articulator.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"839-852"},"PeriodicalIF":2.2,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143411558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Measuring Intentional Communication in Infants at Elevated Likelihood of Autism: Validity, Reliability, and Responsiveness of a Novel Coding Scale.","authors":"Elizabeth Choi-Tucci, John Sideris, Cristin Holland, Grace T Baranek, Linda R Watson","doi":"10.1044/2024_JSLHR-23-00787","DOIUrl":"10.1044/2024_JSLHR-23-00787","url":null,"abstract":"<p><strong>Purpose: </strong>Intentional communication acts, or purposefully directed vocalizations and gestures, are particularly difficult for infants at elevated likelihood for eventual diagnosis of autism. The ability to measure and track intentional communication in infancy thus has the potential to aid early identification and intervention efforts. This study assesses the validity of a novel measure of intentional communication intended for use within semistructured caregiver-infant interactions.</p><p><strong>Method: </strong>The Intentional Communication Coding Scale (IC Coding Scale) captures infants' Vocalizations, Gestures, and Combined (vocalizations paired with gestures) acts. Using data from 36 infants at elevated likelihood for autism, we tested the convergent and discriminant validity of the IC Coding Scale with established language measures using Spearman's rho. We tested interrater reliability using intraclass correlation coefficient (ICC) calculations. Finally, we tested responsiveness (i.e., sensitivity to change) using Wilcoxon signed-ranks tests and Spearman's rho.</p><p><strong>Results: </strong>Our initial psychometric tests suggested adequate levels of convergent and discriminant validity. ICCs ranged from .77 to .92, while confidence intervals were wide, suggesting that Gestures and Combined acts were coded more variably than Vocalizations were among raters. Tests of the scale's responsiveness suggested adequate sensitivity to change across a 12-week period.</p><p><strong>Conclusions: </strong>This study is an important first step toward validating the IC Coding Scale for use in measuring and tracking intentional communication behaviors in infants at elevated likelihood for autism within more naturalistic, semistructured activities. Additional studies are needed to disentangle the effects of intervention from maturation and to examine types of intentional communication acts in more detail.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"1151-1160"},"PeriodicalIF":2.2,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143069581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Hearing Early Opens More Doors: Long-Term Effects of Age at Implantation on Metaphor Comprehension in Adolescents and Young Adults With Cochlear Implants.","authors":"Malin Dahlby-Skoog, Tamara Kalandadze, Eva Karltorp, Björn Lyxell, Ulrika Löfkvist","doi":"10.1044/2024_JSLHR-24-00480","DOIUrl":"10.1044/2024_JSLHR-24-00480","url":null,"abstract":"<p><strong>Purpose: </strong>There is solid evidence that an early age at cochlear implantation, which reduces the period of auditory deprivation, positively impacts early spoken language development. However, there is an urgent need for more research to understand the long-term effects of early implantation on higher linguistic skills, such as metaphor comprehension. In this study, we explored metaphor comprehension in Swedish-speaking adolescents and young adults with cochlear implant (CI), compared to that of typically hearing peers, as well as its relationship with the age at first CI.</p><p><strong>Method: </strong>The participants consisted of 39 individuals who received CI before 30 months of age (<i>M</i>_age = 16.9 years, mean age at implant = 15.7 months) and a group of 27 individuals with typical hearing (<i>M</i>_age = 14.9 years). To assess metaphor comprehension, we developed a multiple-choice task that was administrated verbally. Standardized tests were used to evaluate vocabulary, reading skills, and nonverbal cognitive skills.</p><p><strong>Results: </strong>No significant differences were found in metaphor comprehension or other linguistic or cognitive skills between individuals with CI and the typically hearing peers. Further analysis indicated a moderate negative correlation between metaphor comprehension and age at implantation and other linguistic skills.</p><p><strong>Conclusions: </strong>Early-implanted children develop metaphor comprehension comparable to their typically hearing peers, with earlier age at implantation being associated with better metaphor comprehension in adolescence. However, age at implantation only partially explains the variation in metaphor comprehension abilities. Further research is needed to identify other factors that influence the development of metaphor comprehension in individuals with CI.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"1105-1125"},"PeriodicalIF":2.2,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143450552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Listener Discrimination and Effort in Different Levels of Background Noise for Clear Speech Produced by Speakers With Parkinson Disease.","authors":"Kenneth V Morse, Anna Gravelin Coy","doi":"10.1044/2024_JSLHR-24-00431","DOIUrl":"10.1044/2024_JSLHR-24-00431","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of this study was to determine the effect of clear speech on listener discrimination and listener effort.</p><p><strong>Method: </strong>Seventeen normal-hearing young adults listened to recorded sentences spoken by individuals with Parkinson disease and hypokinetic dysarthria pre- and post-clear speech instruction. Sentences were presented in the background noise at four different signal-to-noise ratios (SNRs). We quantified listener discrimination by the number of correct words the participant repeated back and the SNR at which the participant achieved 50% correct word recognition (SNR-50). We quantified listener effort subjectively and with pupillometry. Mixed-model analyses of variance were used to determine the main effect of speech condition (habitual, clear), the main effect of dB SNR (+10, +5, 0, and -5), and the interaction between speech condition and dB SNR for (a) number of correct words, (b) subjective listening effort, and (c) mean pupil diameter. A paired-samples <i>t</i> test was used to determine the difference in SNR-50 between habitual and clear speech conditions.</p><p><strong>Results: </strong>Better discrimination in the clear condition was indicated by significantly more correct words repeated back and a significantly lower SNR-50. Reduced listening effort in the clear condition was indicated by significantly lower subjectively reported listening effort and smaller mean pupil diameter. The greatest difference between the clear and habitual condition was at 0 dB SNR.</p><p><strong>Conclusions: </strong>Clear speech instruction improved listener discrimination and reduced effort indicated by subjective, behavioral, and physiological measurements. The greatest improvement was seen in adverse listening conditions with background noise, but when the background noise was too loud to overcome, there was no benefit to hearing clear versus habitual speech.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"1236-1249"},"PeriodicalIF":2.2,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143494345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Accentuation Affects the Planning Scope and Focus-Accentuation Consistency Modulates Sentence Production: Evidence From Eye Movements.","authors":"Zhenghua Zhang, Qingfang Zhang","doi":"10.1044/2024_JSLHR-24-00445","DOIUrl":"10.1044/2024_JSLHR-24-00445","url":null,"abstract":"<p><strong>Purpose: </strong>Previous studies have shown that the planning scope of sentence production is flexible and influenced by a range of linguistic and extralinguistic factors. However, one important aspect that remains underexplored is the role of prosody, a key component of language, in shaping the planning scope. While it has been established that both conceptual and grammatical information influence sentence production and conceptual information is closely linked with prosodic cues, it remains unclear whether and how prosody, particularly accentuation, affects the planning process. Additionally, there is limited understanding of how conceptual (focus) and prosodic (accentuation) information interact to influence sentence production. Therefore, this study aims to investigate whether prosody (specifically, sentence accentuation) influences the planning scope and how the interaction between conceptual focus and prosodic accentuation jointly shapes sentence production.</p><p><strong>Method: </strong>Question-answer pairs were used to create focus, and a red dot was added in scenarios as a cue for accentuation. Participants were asked to complete a picture description task and accent the entity with a red dot. We manipulated the accentuation position (initial vs. medial) and focus-accentuation consistency (consistent vs. inconsistent).</p><p><strong>Results: </strong>Speech latencies with initial accentuation were shorter than with medial accentuation. Eye-tracking data indicated that speakers preferred to fixate on accented pictures before articulation in initial accentuation, whereas in medial accentuation, speakers first preferred to fixate on deaccented pictures before shifting to accented ones. Both speech and first fixation latencies on accented pictures were shorter in the consistent condition. In the initial accentuation, accented-deaccented advantage scores were higher in the consistent condition from scenario onset to speech onset, while in the medial accentuation, this difference emerged after 220 ms. In addition, a focus inconsistent with the accentuation position slightly increases the acoustic prominence of deaccented information.</p><p><strong>Conclusions: </strong>Accentuation positions affect planning scope, with a larger scope for medial accentuation. Additionally, the consistency between focus and accentuation influences sentence production, broadly affecting the processing of accented information and impacting external acoustic prominence. This influence on accented information processing occurs during the conceptualization and linguistic encoding phases, with processing starting more quickly and taking priority when focus and accentuation are consistent. This study provides a more comprehensive understanding of how various linguistic components interact to shape sentence production.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.28306436.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"853-879"},"PeriodicalIF":2.2,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143366632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}