Journal of speech and hearing research最新文献

This article presents a brief overview of aphasia, followed by a summary of research studies and program evaluation data addressed to answering the question of the efficacy of treatment for aphasia. Selected studies are reviewed in terms of the quality of evidence they present. In addition, a number of questions that remain unanswered are also presented. Several tables, designed to provide clarifying information concerning several aspects of research design (number and types of patients studied, examples of well-designed small-group or single-subject studies, clinical techniques for which efficacy data are available), are included. The conclusion of this review is that, generally, treatment for aphasia is efficacious.

To examine the role of different cognitive processes in accounting for the slower naming times of children with specific language impairment (SLI) relative to peers with no language impairment (NLI), three tasks designed to stress different types of processing, were administered: naming pictures with the signal to respond presented at various delay intervals, naming following different durations of exposure to identical and unrelated primes, and vocally responding to nonlinguistic stimuli. Children with SLI, aged 4 to 9.5 years, were significantly slower than their NLI age peers on naming and on responding to nonlinguistic stimuli, but the effect of delay interval before naming and of duration of prime exposure before naming was similar for both groups. Results suggested that speed of naming is related to the slower nonlinguistic response processing of children with SLI and not to speed of their linguistic or perceptual processing. To examine differences in processing that might relate to pattern of language performance we examined responses of two subgroups of SLI. The subgroup of children whose language problems involved expressive but not receptive skills was not significantly slower than their NLI peers. The children whose problems involved both expressive and receptive language were significantly slower, but this was influenced by age. Findings are discussed in terms of language performance, age, task variables, and a generalized rate-limiting factor.

A number of individuals complain of difficulties with speech recognition in noise in spite of normal hearing. This has prompted a search for disruptions in other areas of auditory processing that may account for these deficits. Two processes that may be related to speech recognition, auditory suppression and auditory enhancement, were evaluated in five listeners with normal speech recognition in noise (NSRN) and five listeners with reduced speech recognition in noise (RSRN). Although differences between the two groups were not observed for enhanced forward masking, significant differences were observed in two-tone suppression when the duration of the suppressor was varied. Those with RSRN showed greater suppression than those with NSRN when the suppressor onset preceded the masker onset.

The purpose of the study was to compare the relative effectiveness of imitative treatment and conversational recast treatment in children with language impairment and in a group of children with normal language skills. Language treatment outcomes were compared between a group of older (4.7 to 6.7) specifically-language-impaired (SLI) children and a group of younger (2.2 to 4.2) language-normal (LN) children matched on language levels and on intervention targets. The results indicated: (a) Target acquisition was more rapid under conversational recast treatment for both groups: (b) This outcome held for targets absent initially (in pretreatment sampling and probing) as well as for initially partially mastered targets. (c) SLI children sometimes can learn grammatical structures as efficiently as language-normal children if similar language input is tailored to their specific developmental language levels. Implications of these findings for language treatment strategies with SLI children are discussed. Theoretical models compatible with the data also are considered.

Correlations of EMG activity among paired sites surrounding the lips were examined as a measure of muscle coupling during oral movements. Twenty-tow young women (M = 22 years old) and 22 older women (M = 75 years old) performed lip protrusion, chewing, conversational speech, and reading aloud tasks. Surface EMG was recorded from the right and left sides of both the upper and lower lips during 20 s of task performance. Signals from each site, representing the sum of activity from muscle fibers present in the underlying tissue, were correlated with signals from every other site. Positive correlations were pervasive, but the range of values extended from .96 to -.19. Correlation values tended to be high across the upper lip and across the lower lip, regardless of the task. Other sites (right side, left side, and diagonal pairs) were also highly correlated for the protrusion and chewing tasks, but were less highly correlated for the speech tasks. Younger women showed significantly lower correlation values for speech tasks than older women. Results imply an increase in muscle coupling for speech as an effect of the aging process, perhaps reflecting a reduction in flexibility of fine oral motor control. Limits of the correlation technique and issues concerning speech production ability in old age are discussed.

Conversational repair was examined in videotaped samples of spontaneous mealtime talk of 6 normal elderly adults, 5 subjects with early stage dementia of the Alzheimer's type (EDAT) and 5 subjects with middle stage DAT (MDAT) with a family member who acted as a conversational partner. The overall percentage of utterances involved in communication breakdown and repair and the specific proportions of utterances related to conversation problems, signals identifying problems, and repairs, were evaluated. Using the normal dyads as a control group, results showed the differential effects of DAT onset and progression on the conversational repair behavior of both subjects with DAT and their conversational partner. The percentage of conversation involved in repair was significantly higher for MDAT versus control and EDAT dyads. Despite the increase of conversational troubles with DAT onset and progression, the difficulties were repaired successfully the majority of the time. Subjects with EDAT produced more requests for repair than did their conversational partners. However, conversational partners of EDAT subjects used more elaboration repairs than did EDAT subjects. The opposite pattern was observed in the MDAT group where subjects with MDAT created and repaired more conversational problems than did their conversational partner. MDAT subjects produced more discourse trouble sources than did EDAT subjects. It was also observed that MDAT subjects and conversational partners frequently used nonspecific terms to signal misunderstandings. The findings have important implications for developing family caregiver communication enhancement strategies that are specific to the clinical stage of DAT.

Twenty-four children with language impairment (LI) and 22 children without language impairment (LN) participated in a study of discrimination, identification, and serial ordering of the highly dissimilar vowels/a/ versus /i/, and the highly similar vowels /epsilon/ versus /ae/. The vowel pairs were presented to the subjects in long- and short-duration sets. Both groups had greater difficulty in identifying /epsilon/ versus /ae/ than /a/ versus /i/. Neither group had greater difficulty with the short- than the long-duration vowel sets. The LI children were less efficient than the LN in identifying /a/ versus /i/, but could identify them accurately. They were significantly less accurate than the LN in identifying /epsilon/ versus /ae/. The majority of the children who could identify the /a/ and /i/ vowels were able to order them serially as well, although this second task appeared to be more difficult than identification. Fewer LI than LN children were able to proceed to the serial ordering task with /epsilon/ and /ae/. The children who could not identify the vowels within a set were almost always able to discriminate them. It was concluded that LI children have an auditory perceptual learning deficit and consequently a less robust central representation for steady state vowels than LN.

This study investigated the effects of visual and inferential complexity on the pictured scene descriptions of right-hemisphere-damaged (RHD) and non-brain-damaged (NBD) adults. The number and accuracy of noun phrases generated by both groups were significantly affected by the inferential complexity of pictured scenes, but not by their visual complexity (as measured by the number of objects and amount of object embedding in the scenes). RHD subjects, particularly those with high levels of neglect, were significantly impaired relative to the NBD subjects in generating accurate inferences from the pictures, but not in their ability to recognize and identify pictured elements.