Journal of Speech Language and Hearing Research最新文献

{"title":"Influence of Voice Focus on Auditory Feedback Control of Speech Using Long-Term Average Spectrum, Phon Spectrum, and Accelerometry.","authors":"Shao-Hsuan Lee, Guo-She Lee","doi":"10.1044/2024_JSLHR-24-00051","DOIUrl":"10.1044/2024_JSLHR-24-00051","url":null,"abstract":"<p><strong>Purpose: </strong>This study investigates the effect of voice-focus adjustments on oronasal balance and auditory feedback control of speech via analyzing spectral distribution, perceived loudness, and nasal vibrations during sustained phonation and passage reading.</p><p><strong>Method: </strong>Twenty-five speech-language pathologists sustained /a/ and read passages with forward, backward, and natural voice focuses in quiet and noisy conditions. The low-frequency power (LFP) below 3 Hz of vocal fundamental frequency was analyzed to access audio-vocal feedback control. Long-term average spectra of speech were converted to phon spectra based on equal-loudness contours ISO 226:2003 to estimate perceived loudness of self-voice across different conditions. Nasal vibrations were also recorded using a digital accelerometer to measure oronasal coupling.</p><p><strong>Results: </strong>Forward-focused voice enhanced the nasal acceleration and reduced LFP, suggesting that increasing the degree of oronasal coupling can improve audio-vocal feedback control compared to natural and backward-focused voices. Voice-focus adjustments were most related to average power and phon values in the 0.2- to 0.3-kHz band. In noise, perceived loudness in the 0.5- to 2.3-kHz band effectively predicted LFP, outperforming the average spectral power of the same band.</p><p><strong>Conclusions: </strong>Voice-focus adjustments significantly impact both the acoustic transfer function of the vocal tract and the spontaneous fine-tuning of audio-vocal integration. This influence becomes particularly pronounced when sound intensity or perceived loudness is changed within the frequency range of 0.2-2.3 kHz, depending on the voice focus selected by the speakers.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.27183483.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"4598-4613"},"PeriodicalIF":2.2,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142632316","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":"Linguistic Markers of Subtle Cognitive Impairment in Connected Speech: A Systematic Review.","authors":"Amélie B Richard, Manon Lelandais, Karen T Reilly, Sophie Jacquin-Courtois","doi":"10.1044/2024_JSLHR-24-00274","DOIUrl":"10.1044/2024_JSLHR-24-00274","url":null,"abstract":"<p><strong>Purpose: </strong>This systematic review covers the current stage of research on subtle cognitive impairment with connected speech. It aims at surveying the linguistic features in use to single out those that can best identify patients with mild neurocognitive disorders (mNCDs), whose cognitive changes remain underdiagnosed.</p><p><strong>Method: </strong>We followed the Preferred Reporting Items for Systematic Reviews and Meta-analyses guidelines and proposed a full definition of features for the analysis of speech features. Fifty-one studies met the inclusion criteria. Most of them focused on age-related progressive diseases and included fewer than 30 subjects.</p><p><strong>Results: </strong>A total of 384 features labeled with 335 different names was retrieved, yielding various results in discriminating individuals with mNCDs from controls.</p><p><strong>Conclusions: </strong>This finding highlights the need for harmonized labels to further investigate mNCDs with linguistic markers. We suggest two different ways of assessing a feature's reliability. We also point out potential methodological issues that remain to be resolved, along with recommendations for reproducible research in the field.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"4714-4733"},"PeriodicalIF":2.2,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142640322","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":"Progression of Motor Speech Function in Speakers With Primary Progressive Apraxia of Speech.","authors":"Gabriela Meade, Nha Trang Thu Pham, Heather M Clark, Joseph R Duffy, Jennifer L Whitwell, Keith A Josephs, Rene L Utianski","doi":"10.1044/2024_JSLHR-24-00283","DOIUrl":"10.1044/2024_JSLHR-24-00283","url":null,"abstract":"<p><strong>Purpose: </strong>Speakers with primary progressive apraxia of speech (PPAOS) have an insidious onset of motor speech planning/programming difficulties. As the disease progresses, the apraxia of speech (AOS) becomes more severe and a co-occurring dysarthria often emerges. Here, longitudinal data from speakers with phonetic- and prosodic-predominant PPAOS are used to characterize the progression of their motor speech impairment, including the development of dysarthria and mutism.</p><p><strong>Method: </strong>Data are presented from 52 speakers who had PPAOS at enrollment (i.e., progressive AOS in the absence of aphasia, cognitive, or other neurologic symptoms). Twenty-one had predominantly phonetic features, whereas 31 had primarily prosodic features. All participants underwent a comprehensive motor speech evaluation at their enrollment visit and each annual return visit, with a median of three visits per participant.</p><p><strong>Results: </strong>Almost 25% of the speakers with PPAOS presented with dysarthria at their enrollment visit (median disease duration of 3.65 years), whereas more than 70% of them had developed dysarthria by their last visit (median disease duration of 6.85 years). Neither the likelihood to develop dysarthria nor the disease duration at which it was detected differed significantly between the phonetic and prosodic groups. However, muteness emerged sooner for speakers with phonetic-predominant PPAOS; the median disease duration at which they became mute was 1.5 years shorter than for their prosodic counterparts.</p><p><strong>Conclusions: </strong>Clinically, these results facilitate more accurate prognostication of motor speech symptoms in speakers with PPAOS, allowing for timely introduction of alternative means of communication. The results also support the differentiation between progressive AOS and dysarthria as distinct motor speech disorders that often co-occur in these individuals.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"4651-4662"},"PeriodicalIF":2.2,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11667002/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142640324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Computational Model Reveals How Varying Muscle Activation in the Lateral Pharyngeal Wall and Soft Palate Differentiates Velopharyngeal Closure Patterns.","authors":"Matthew D DiSalvo, Silvia S Blemker, Kazlin N Mason","doi":"10.1044/2024_JSLHR-24-00353","DOIUrl":"10.1044/2024_JSLHR-24-00353","url":null,"abstract":"<p><strong>Purpose: </strong>Finite element (FE) models have emerged as a powerful method to study biomechanical complexities of velopharyngeal (VP) function. However, existing models have overlooked the active contributions of the lateral pharyngeal wall (LPW) in VP closure. This study aimed to develop and validate a more comprehensive FE model of VP closure to include the superior pharyngeal constrictor (SPC) muscle within the LPW as an active component of VP closure.</p><p><strong>Method: </strong>The geometry of the velum and the lateral and posterior pharyngeal walls with biomechanical activation governed by the levator veli palatini (LVP) and SPC muscles were incorporated into an FE model of VP closure. Differing muscle activations were employed to identify the impact of anatomic contributions from the SPC muscle, LVP muscle, and/or velum for achieving VP closure. The model was validated against normative magnetic resonance imaging data at rest and during speech production.</p><p><strong>Results: </strong>A highly accurate and validated biomechanical model of VP function was developed. Differing combinations and activation of muscles within the LPW and velum provided insight into the relationship between muscle activation and closure patterns, with objective quantification of anatomic change necessary to achieve VP closure.</p><p><strong>Conclusions: </strong>This model is the first to include the anatomic properties and active contributions of the LPW and SPC muscle for achieving VP closure. Now validated, this method can be utilized to build robust, comprehensive models to understand VP dysfunction. This represents an important advancement in patient-specific modeling of VP function and provides a foundation to support development of computational tools to meet clinical demand.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"4663-4675"},"PeriodicalIF":2.2,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11667000/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142548758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Balancing Standardization and Ecological Validity in the Measurement of Social Communication Intervention Outcomes.","authors":"Hannah Feiner, Bailey Sone, Jordan Lee, Aaron J Kaat, Megan Y Roberts","doi":"10.1044/2024_JSLHR-23-00607","DOIUrl":"10.1044/2024_JSLHR-23-00607","url":null,"abstract":"<p><strong>Purpose: </strong>Caregiver-mediated communication intervention outcomes are inconsistently measured, varying by assessment settings, materials, and activities. Standardized materials are often used for measuring outcomes, yet it remains unknown whether such standardized contexts equitably capture caregiver and child intervention outcomes representative of dyads' typical interactions. This within-subject study investigates how intervention outcomes differ between family-selected and standardized interactional contexts for autistic toddlers and their caregivers.</p><p><strong>Method: </strong>Following an 8-week caregiver-mediated telehealth intervention delivered to 22 dyads, caregiver outcomes (fidelity of using responsive communication facilitation strategies) and child outcomes (total spontaneous directed communicative acts) were measured during two interactional contexts using (a) family-selected activities and (b) a standardized toy set. A routines checklist surveyed the activities dyads value, enjoy, complete frequently, and/or find difficult with their child.</p><p><strong>Results: </strong>Caregiver outcomes and child outcomes did not significantly differ between the family-selected and standardized interactional contexts. Descriptive results suggest that the types of toys commonly included in standardized toy sets are representative of the materials many families choose when playing with their child at home. However, during the family-selected interactional context, the majority of dyads also chose materials or activities that were not available to them during the standardized context.</p><p><strong>Conclusion: </strong>It is necessary to carefully consider a more expansive approach to standardization in which intervention outcomes are measured in ecologically valid contexts, which meaningfully, accurately, and equitably capture caregiver and child functional outcomes, and the translation of interventions to families' everyday routines.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"4799-4810"},"PeriodicalIF":2.2,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11666989/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142632299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Methodological Review of Stimuli Used for Classroom Speech-in-Noise Tests.","authors":"Kiri Mealings, Kelly Miles, Joerg M Buchholz","doi":"10.1044/2024_JSLHR-24-00261","DOIUrl":"10.1044/2024_JSLHR-24-00261","url":null,"abstract":"<p><strong>Purpose: </strong>Listening is the gateway to learning in the mainstream classroom; however, classrooms are noisy environments, making listening challenging. Therefore, speech-in-noise tests that realistically incorporate the complexity of the classroom listening environment are needed. The aim of this article was to review the speech stimuli, noise stimuli, presentation mode, and presentation levels of current classroom speech-in-noise tests to determine how representative they are of real-world classroom listening.</p><p><strong>Method: </strong>A comprehensive search of Scopus database following the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews guidelines was conducted to identify classroom speech-in-noise tests used in the research literature. The search term was <i>classroom AND (listening OR (speech AND (perception OR intelligibility OR recognition OR discrimination) AND noise) OR speech-in-noise) AND (test OR task OR measure OR assessment) AND children</i> in the article title, abstract, and key word fields<i>.</i></p><p><strong>Results: </strong>A total of 97 papers met the criteria to be included in the review. While the speech and noise stimuli were generally presented at realistic speech and noise levels, the speech materials were not representative of real-world classroom listening. Additionally, unrealistic noise and presentation modes were used in several studies.</p><p><strong>Conclusion: </strong>This review will help researchers choose appropriate speech-in-noise test stimuli in future research and also help researchers understand what to consider when creating new speech-in-noise tests for classroom listening.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.27659619.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"4850-4866"},"PeriodicalIF":2.2,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142670002","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":"Anterior-Posterior View Acquisition During Videofluoroscopy: A Survey Study Exploring Influential Factors on Speech-Language Pathologists' Practice Patterns.","authors":"R Brynn Jones-Rastelli, Xi Tang, Daphna Harel, Sonja M Molfenter","doi":"10.1044/2024_JSLHR-24-00424","DOIUrl":"10.1044/2024_JSLHR-24-00424","url":null,"abstract":"<p><strong>Purpose: </strong>This study explored factors influencing speech-language pathologists' (SLPs') decision making surrounding anterior-posterior (AP) view inclusion practices during videofluoroscopic swallowing studies (VFSSs) in the United States.</p><p><strong>Method: </strong>SLPs completing VFSSs were recruited to complete an online anonymous survey. Questions represented six constructs of interest including: (a) clinician demographics, (b) practice patterns, (c) diagnostic perceptions, (d) professional influences, (e) training and education, and (f) logistical facilitators and barriers. Binary logistic regression was used to explore the relationship between construct items and likelihood of AP view inclusion.</p><p><strong>Results: </strong>A total of 136/213 (64%) of respondents reported obtaining an AP view routinely. Facilitators of AP view inclusion were post-acute work setting (<i>OR</i> = 3.40, <i>p</i> = .001); perception that department practices \"probably\" (<i>OR</i> = 5.65, <i>p</i> = .006) or \"definitely\" align (<i>OR</i> = 5.30, <i>p</i> = .006) with evidence-based practice; perception the AP view has \"a lot\" (<i>OR</i> = 4.17, <i>p</i> = .025) or \"a great deal\" (<i>OR</i> = 4.77, <i>p</i> = .028) of diagnostic value; perception that their department is \"definitely\" supportive (<i>OR</i> = 4.69, <i>p</i> = .040); \"moderate\" (<i>OR</i> = 4.75, <i>p</i> = .001) or \"no\" (<i>OR</i> = 7.51, <i>p</i> < .001) equipment limitations; and radiologist support greater than \"extremely unsupportive or resistant\" (\"somewhat unsupportive\" [<i>OR</i> = 5.74, <i>p</i> = .041], \"neutral\" [<i>OR</i> = 11.23, <i>p</i> = .002], \"somewhat supportive\" [<i>OR</i> = 13.92, <i>p</i> = .001], or \"extremely supportive\" [<i>OR</i> = 13.92, <i>p</i> = .001]). Barriers to AP view inclusion were geographic location in the southern U.S. census region (<i>OR</i> = 0.31, <i>p</i> = .007), being \"significantly\" influenced by coworker opinions (<i>OR</i> = 0.13, <i>p</i> = .018), and productivity tracking (<i>OR</i> = 0.21, <i>p</i> = .008).</p><p><strong>Conclusion: </strong>Environmental factors and organizational culture heavily influence AP view inclusion practices.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"4628-4650"},"PeriodicalIF":2.2,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142548768","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":"Maternal Question Use Relates to Syntactic Skills in 5- to 7-Year-Old Children.","authors":"Grace Buckalew, Alexus G Ramirez, Julie M Schneider","doi":"10.1044/2024_JSLHR-23-00426","DOIUrl":"10.1044/2024_JSLHR-23-00426","url":null,"abstract":"<p><strong>Purpose: </strong>This study examined how mothers' question-asking behavior relates to their child's syntactic skills. One important aspect of maternal question-asking behavior is the use of complex questions when speaking with children. These questions can differ based on both their purpose and structure. The purpose may be to seek out information, to teach, or to get a simple yes/no response. Questions may even be rhetorical, with no answer intended at all. Structurally, questions can include a <i>wh</i>-word (<i>who</i>, <i>what</i>, <i>when</i>, <i>where</i>, <i>why</i>, and <i>how</i>) or not; however, these <i>wh</i>-questions are important because they elicit utterances from the child and support vocabulary development. Despite <i>wh</i>-questions eliciting a response from children, it remains unknown how these questions relate to children's syntactic skills.</p><p><strong>Method: </strong>Thirty-four mother-child dyads participated in a 15-min seminaturalistic play session. Children were between the ages of 5 and 7 years (<i>M</i> = 6.26 years, <i>SD</i> = 1.04 years; 20 girls/14 boys). The Diagnostic Evaluation of Language Variation (DELV) assessment was used to measure syntactic skills in children. Using the Systematic Analysis of Language Transcripts, questions were categorized based on structure (<i>wh</i>-questions vs. non-<i>wh</i>-questions) and purpose (information-seeking, pedagogical, or yes/no and rhetorical questions). A repeated-measures analysis of covariance and a linear regression model were implemented to address the frequency of different questions asked by mothers, as well as what types of questions are most related to children's concurrent syntactic skills.</p><p><strong>Results: </strong>When controlling for total maternal utterances, results revealed that non-<i>wh</i>-questions and rhetorical/yes and no questions were the most frequent types of questions produced by mothers, in terms of structure and purpose, respectively. However, <i>wh</i>-questions were predominantly information-seeking questions. This is important, as the use of information-seeking <i>wh</i>-questions was positively associated with children's syntactic skills, as measured by the DELV, and resulted in children producing longer utterances in response to these questions, as determined by child mean length of utterance in words.</p><p><strong>Conclusion: </strong>Taken together, these findings suggest maternal use of <i>wh</i>-questions aids syntactic skills in children ages 5-7 years, likely because they require a more syntactically complex response on the child's behalf.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.27276891.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"4734-4747"},"PeriodicalIF":2.2,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142548771","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":"Category-Sensitive Age-Related Shifts Between Prosodic and Semantic Dominance in Emotion Perception Linked to Cognitive Capacities.","authors":"Yi Lin, Xiaoqing Ye, Huaiyi Zhang, Fei Xu, Jingyu Zhang, Hongwei Ding, Yang Zhang","doi":"10.1044/2024_JSLHR-23-00817","DOIUrl":"10.1044/2024_JSLHR-23-00817","url":null,"abstract":"<p><strong>Purpose: </strong>Prior research extensively documented challenges in recognizing verbal and nonverbal emotion among older individuals when compared with younger counterparts. However, the nature of these age-related changes remains unclear. The present study investigated how older and younger adults comprehend four basic emotions (i.e., anger, happiness, neutrality, and sadness) conveyed through verbal (semantic) and nonverbal (facial and prosodic) channels.</p><p><strong>Method: </strong>A total of 73 older adults (43 women, <i>M</i>_age = 70.18 years) and 74 younger adults (37 women, <i>M</i>_age = 22.01 years) partook in a fixed-choice test for recognizing emotions presented visually via facial expressions or auditorily through prosody or semantics.</p><p><strong>Results: </strong>The results confirmed age-related decline in recognizing emotions across all channels except for identifying happy facial expressions. Furthermore, the two age groups demonstrated both commonalities and disparities in their inclinations toward specific channels. While both groups displayed a shared dominance of visual facial cues over auditory emotional signals, older adults indicated a preference for semantics, whereas younger adults displayed a preference for prosody in auditory emotion perception. Notably, the dominance effects observed in older adults for visual and semantic cues were less pronounced for sadness and anger compared to other emotions. These challenges in emotion recognition and the shifts in channel preferences among older adults were correlated with their general cognitive capabilities.</p><p><strong>Conclusion: </strong>Together, the findings underscore that age-related obstacles in perceiving emotions and alterations in channel dominance, which vary by emotional category, are significantly intertwined with overall cognitive functioning.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.27307251.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"4829-4849"},"PeriodicalIF":2.2,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142577325","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":"Inferring Word Class and Meaning From Spoken and Written Texts: A Comparison of Children With and Without Developmental Language Disorder.","authors":"Karla K McGregor, Ron Pomper, Nichole Eden, Margo Appenzeller, Timothy Arbisi-Kelm, Elaina Polese, Deborah K Reed","doi":"10.1044/2024_JSLHR-23-00743","DOIUrl":"10.1044/2024_JSLHR-23-00743","url":null,"abstract":"<p><strong>Purpose: </strong>The aim of the study was to determine the ability of children with developmental language disorder (DLD) to infer word class and meaning from text and to document variations by word class (noun, verb, adjective) and modality (listening, reading). We also asked whether the children could integrate global cues across the entire passage as well as local cues from the immediate sentence frame to support inferences.</p><p><strong>Method: </strong>Fourth graders with DLD (<i>n</i> = 28) and typical language development (TLD; <i>n</i> = 41) read and listened to expository texts and guessed the noun, verb, and adjective removed from each. Adults (<i>n</i> = 20) completed the task to establish a baseline of correct responses. We used latent semantic analysis (LSA) to determine the semantic fit of the responses to the texts and to determine whether global cues were more difficult for children with DLD than local cues.</p><p><strong>Results: </strong>The DLD group was 24% less accurate than the TLD group. In both diagnostic groups, accuracy varied by word class (nouns > adjectives > verbs) but not modality (reading = listening). Word class errors were rare, and errors of semantic fit were frequent. LSA cosines were higher for correct responses relative to the passage as a whole than the immediate sentence frame, suggesting that both groups mined the more extensive information in the global cues to support inferences. Compared to the TLD group, the DLD group tended to make \"worse\" errors: repeating words from the sentence frame or coming up with no response at all. Accuracy in the DLD group, but not the TLD group, was related to vocabulary knowledge. When the two groups were collapsed, scores on verbal short-term/working memory and sustained attention also predicted performance, but weaknesses in these aspects of executive function on the part of individuals with DLD did not fully explain the difference between the performance of the DLD and TLD groups.</p><p><strong>Conclusions: </strong>Whether listening or reading, fourth graders with DLD are less able to infer word meaning from texts than their age-mates. The problem reflects, in part, deficits in executive function and lexical semantic knowledge.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"4783-4798"},"PeriodicalIF":2.2,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142717697","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}