PUBLICATIONS

Permanent link for this collectionhttps://hdl.handle.net/2022/20064

The PUBLICATIONS collection includes a bibliography of published work generated from the Learnability Project, with links to all manuscripts; this bibliography is also available in the BASICS collection. The PUBLICATIONS collection provides access to only those limited publications where permission was granted by the publisher for deposit in an institutional repository pursuant to copyright law.

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Browsing PUBLICATIONS by Author "Elbert, Mary"

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    Experimental methods and insights from speech remediation
    (Innsbrucker Beiträge zur Sprachwissenschaft, 1981) Dinnsen, Daniel A.; Elbert, Mary; McReynolds, Leija
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    Impact of substitution patterns on phonological learning by misarticulating children
    (Taylor & Francis Health Sciences, 1997) Forrest, Karen; Elbert, Mary; Dinnsen, Daniel A.
    Learning and generalization of treated sounds to different word positions is a desired outcome of intervention in the phonologically disordered child's system. Unfortunately, children do not always learn the sounds that is treated; nor do they always demonstrate across-word generalization. One possible explanation for differences in treatment outcome may relate to the pretreatment substitution patterns used by different disordered children. This post-hos analysis of treatment data examines the effects of sound learning and generalization of consistent versus inconsistent substitutes. With a consistent substitute across-word position (CS), the same phone was used in initial, medial and final position for a phoneme that was not in the child's inventory. An inconsistent substitute was evidenced by a different phone for a target sound in each position of a world (InAP), or even within word position (InWP) for an error sound. Fourteen children with severe phonological disorders were treated on an obstruent in initial or final word position. Seven of these children had a consistent substitute for the treated obstruent, two children had variable substitutes across word position, and five children had variable substitutes within and across word position. The analysis revealed a tight relationship between pretreatment substitution patterns and learning. The seven children with a consistent substitute for an error sound learned the sound targeted in treatment and generalized this knowledge to other word positions. Children who had variable substitutes across word position learned the treated sound, but only in the treated word position. Four of the five children in the InWP group did not learn to produce the sound targeted in treatment in any word position. These results suggest the pretreatment substitution patterns may be a predictor of learning and generalization in phonologically disordered children.
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    Some typological properties of functional misarticulation systems
    (Innsbrucker Beiträge zur Sprachwissenschaft, 1980) Dinnsen, Daniel A.; Elbert, Mary; Weismer, Gary
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    Spectral analysis of target-appropriate /t/ and /k/ produced by phonologically disordered and normally articulating children
    (Taylor & Francis Health Sciences, 1994) Forrest, Karen; Weismer, Gary; Elbert, Mary; Dinnsen, Daniel A.
    Previous research (Forrest, Weismer, Hodge, Dinnsen and Elbert, 1990) has shown that some phonologically disordered children differentially mark seemingly homophonous phonemes; however, the resulting contrast may be spectrally distinct from that produced by normally articulating children of the same age. In the present investigation possible sources for these differences between normally articulating and phonologically disordered children's productions of target-appropriate phonemes were pursued. Spectral characteristics of seemingly correct productions of /t/ and /k/ in word-initial position were analysed for four normally articulating and seven phonologically disordered children to assess the effect of recency of acquisition, depth of knowledge of the contrast and/or the effect of a phonological disorder on accuracy and variability of production. Results revealed that children who had acquired the velar-alveolar contrast more recently, and who had incomplete knowledge of that contrast, produced target-appropriate /t/ and /k/ differently from their normally articulating peers and other phonologically disordered children with greater knowledge of the contrast. Further, the phonologically disordered children with incomplete knowledge of the velar-alveolar contrast were less variable than the other phonologically disordered or normally articulating children in the spectral characteristics across repeated productions. Analysis of the spectral characteristics of word-initial /t/ and /k/ at a later point in time indicated similarities between all speaker groups in the spectral parameters that distinguished the velar from the alveolar stop. However, the stability of these parameters across repeated productions decreased for the phonologically disordered children with greater knowledge of the contrast. These effects are related to motor skill development and found to be consistent with previously demonstrated patterns of skill acquisition.
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    Statistical analysis of word-initial /k/ and /t/ produced by normal and phonologically disordered children
    (Taylor & Francis Health Sciences, 1990) Forrest, Karen; Weismer, Gary; Hodge, Megan; Elbert, Mary; Dinnsen, Daniel A.
    The acoustic characteristics of voiceless velar and alveolar stop consonants were investigated for normally articulating and phonologically disordered children using spectral moments. All the disordered children were perceived to produce It/ for /k/, with /k/ being absent from their phonetic inventories. Approximately 82% of the normally articulating children's consonants were classified correctly by discriminant function analysis, on the basis of the mean (first moment), skewness (third moment) and kurtosis (fourth moment) derived from the first 40 ms of the VOT interval. When the discriminant function developed for the normally articulating children was applied to the speech of the phonologically disordered group of children, no distinction was made between the velar and alveolar stops. Application of the model to the speech of individual children in the disordered group revealed that one child produced distinct markings to the velar-alveolar contrast. Variability measures of target /t/ and /k/ utterances indicated greater variability in this disordered child's productions compared with the normally articulating children. Phonological analysis of this child's speech after treatment, in which the velar-alveolar contrast was not treated, revealed target appropriate productions of both It/ and /k/. By contrast, the other three phonologically disordered children, for whom no acoustic distinction was found between target It/ and target /k/, did not evidence any knowledge of the contrast after treatment with other target phonemes.