搜索结果：Language and speech

BACKGROUND: It is thought that approximately 6% of children have speech and language difficulties of which the majority will not have any other significant developmental difficulties. Whilst most children's difficulties resolve, children whose difficulties persist into primary school may have long-term problems concerning literacy, socialisation, behaviour and school attainment. OBJECTIVES: To examine the effectiveness of speech and language interventions for children with primary speech and language delay/disorder. SEARCH STRATEGY: The following databases were searched: The Cochrane Controlled Trials Register (Cochrane Library, CENTRAL: 2002/3), CINAHL (1982 - July 2002), EMBASE (1980 - Sept Week 4 2002), ERIC (1965 - 2002), MEDLINE (1966 - Sept Week 3 2002), PsycINFO (1872 - 2002/10 Week 2), The National Research Register (2002/3). In addition to this references were taken from reviews of the literature and reference lists from articles. SELECTION CRITERIA: The review considered randomised controlled trials of speech and language therapy interventions for children or adolescents with primary speech and language delay/disorder. DATA COLLECTION AND ANALYSIS: Titles and abstracts were identified and assessed for relevance, before the full text version was obtained of all potentially relevant articles. The data were categorised depending on the nature of the control group and considered in terms of the effects of intervention on expressive and receptive phonology, syntax and vocabulary. The outcomes used in the analysis were dependent on the focus of the study with only the primary effects of therapy being considered in this review. MAIN RESULTS: The results of twenty-five studies were used in the meta-analysis. The results suggest that speech and language therapy is effective for children with phonological (SMD=0.44, 95%CI: 0.01,0.86) or vocabulary difficulties (SMD=0.89, 95%CI: 0.21,1.56), but that there is less evidence that interventions are effective for children with receptive difficulties (SMD=-0.04, 95%CI: -0.64,0.56). Mixed findings were found concerning the effectiveness of expressive syntax interventions (n=233; SMD=1.02, 95%CI: 0.04-2.01). No significant differences were shown between clinician administered intervention and intervention implemented by trained parents, and studies did not show a difference between the effects of group and individual interventions (SMD=0.01, 95%CI: -0.26,1.17). The use of normal language peers in therapy was shown to have a positive effect on therapy outcome (SMD=2.29, 95%CI: 1.11,3.48). REVIEWER'S CONCLUSIONS: The review shows that overall there is a positive effect of speech and language therapy interventions for children with expressive phonological and expressive vocabulary difficulties. The evidence for expressive syntax difficulties is more mixed, and there is a need for further research to investigate intervention for receptive language difficulties. There is a large degree of heterogeneity in the results, and the sources of this need to be investigated.

Pediatric clinicians are on the front line for prevention of language and speech disorders. This review uses prevailing theories and recent data to justify strategies for prevention, screening and detection, diagnosis, and treatment of language and speech disorders. Primary prevention rests on theories that language learning is an interaction between the child's learning capacities and the language environment. Language learning occurs in a social context with active child engagement. Theories support parent education and public programs that increase children's exposure to child-directed speech. Early detection of delays requires knowledge of language milestones and recognition of high-risk indicators for disorders. Male sex, bilingual environments, birth order, and chronic otitis media are not adequate explanations for significant delays in language or speech. Current guidelines recommend both general and autism-specific screening. Environmental and genetic factors contribute to primary language and speech disorders. Secondary and tertiary prevention requires early identification of children with language and speech disorders. Disorders may be found in association with chromosomal, genetic, neurologic, and other health conditions. Systematic reviews find that speech-language therapy, alone or in conjunction with other developmental services, is effective for many disorders. Speech-language interventions alter the environment and stimulate children's targeted responding to improve their skills.

This study compares the prosodic modifications in mothers' and fathers' speech to preverbal infants in French, Italian, German, Japanese, British English, and American English. At every stage of data collection and analysis, standardized procedures were used to enhance the comparability across data sets that is essential for valid cross-language comparison of the prosodic features of parental speech. In each of the six language groups, five mothers and five fathers were recorded in semi-structured home observations while speaking to their infant aged 0;10-1;2 and to an adult. Speech samples were instrumentally analysed to measure seven prosodic parameters: mean fundamental frequency (f0), f0-minimum, f0-maximum, f0-range, f0-variability, utterance duration, and pause duration. Results showed cross-language consistency in the patterns of prosodic modification used in parental speech to infants. Across languages, both mothers and fathers used higher mean-f0, f0-minimum, and f0-maximum, greater f0-variability, shorter utterances, and longer pauses in infant-directed speech than in adult-directed speech. Mothers, but not fathers, used a wider f0-range in speech to infants. American English parents showed the most extreme prosodic modifications, differing from the other language groups in the extent of intonational exaggeration in speech to infants. These results reveal common patterns in caretaker's use of intonation across languages, which may function developmentally to regulate infant arousal and attention, to communicate affect, and to facilitate speech perception and language comprehension. In addition to providing evidence for possibly universal prosodic features of speech to infants, these results suggest that language-specific variations are also important, and that the findings of the numerous studies of early language input based on American English are not necessarily generalisable to other cultures.

This extremely up-to-date book, Speech Production and Second Language Acquisition, is the first volume in the exciting new series, Cognitive Science and Second Language Acquisition. This new volume provides a thorough overview of the field and proposes a new integrative model of how L2 speech is produced. The study of speech production is its own subfield within cognitive science. One of the aims of this new book, as is true of the series, is to make cognitive science theory accessible to second language acquisition. Speech Production and Second Language Acquisition examines how research on second language and bilingual speech production can be grounded in L1 research conducted in cognitive science and in psycholinguistics. Highlighted is a coherent and straightforward introduction to the bilingual lexicon and its role in spoken language performance. Like the rest of the series, Speech Production and Second Language Acquisition is tutorial in style, intended as a supplementary textbook for undergraduates and graduate students in programs of cognitive science, second language acquisition, applied linguistics, and language pedagogy.

Language experience systematically constrains perception of speech contrasts that deviate phonologically and/or phonetically from those of the listener’s native language. These effects are most dramatic in adults, but begin to emerge in infancy and undergo further development through at least early childhood. The central question addressed here is: How do nonnative speech perception findings bear on phonological and phonetic aspects of second language (L2) perceptual learning? A frequent assumption has been that nonnative speech perception can also account for the relative difficulties that late learners have with specific L2 segments and contrasts. However, evaluation of this assumption must take into account the fact that models of nonnative speech perception such as the Perceptual Assimilation Model (PAM) have focused primarily on naïve listeners, whereas models of L2 speech acquisition such as the Speech Learning Model (SLM) have focused on experienced listeners. This chapter probes the assumption that L2 perceptual learning is determined by nonnative speech perception principles, by considering the commonalities and complementarities between inexperienced listeners and those learning an L2, as viewed from PAM and SLM. Among the issues examined are how language learning may affect perception of phonetic vs. phonological information, how monolingual vs. multiple language experience may impact perception, and what these may imply for attunement of speech perception to changes in the listener’s language environment.

The aim of this paper is to provide information regarding diversity in speech and language profiles of individuals with Autism Spectrum Disorders (ASD) and try to classify these profiles according to the combination of the communication difficulties. Research findings confirm the existence of heterogeneity of communication challenges in ASD across the lifespan. A lot of children with ASD experience communication challenges and strengths across all language sub-systems including pragmatics, grammar, semantics, syntax, phonology, and morphology in both oral and written language, while some children with autism demonstrate exceptional language abilities incl. linguistic creativity. Communication issues vary on a continuum of severity so that some children may be verbal, whereas others remain non-verbal or minimally-verbal. The diversity of profiles in speech and language development stem from either the presence of comorbid factors, as a core symptom of autistic behavior without comorbidity or both, with the development of complex clinical symptoms. Difficulties with the semantic aspect of language affect the individual's skills in abstract thinking, multiple meanings of words, concept categorization, and so on. Finally, the coexistence of ASD with other communication difficulties such as a Language Disorder, Apraxia of Speech, Speech Sound Disorders or/and other neurodevelopmental disorders raises the need for examining more carefully the emergence of new clinical profiles and clinical markers useful in performing differential diagnosis and different intervention.

UNLABELLED: Language processing relies on a widespread network of brain regions. Univariate post-stroke lesion-behavior mapping is a particularly potent method to study brain-language relationships. However, it is a concern that this method may overlook structural disconnections to seemingly spared regions and may fail to adjudicate between regions that subserve different processes but share the same vascular perfusion bed. For these reasons, more refined structural brain mapping techniques may improve the accuracy of detecting brain networks supporting language. In this study, we applied a predictive multivariate framework to investigate the relationship between language deficits in human participants with chronic aphasia and the topological distribution of structural brain damage, defined as post-stroke necrosis or cortical disconnection. We analyzed lesion maps as well as structural connectome measures of whole-brain neural network integrity to predict clinically applicable language scores from the Western Aphasia Battery (WAB). Out-of-sample prediction accuracy was comparable for both types of analyses, which revealed spatially distinct, albeit overlapping, networks of cortical regions implicated in specific aspects of speech functioning. Importantly, all WAB scores could be predicted at better-than-chance level from the connections between gray-matter regions spared by the lesion. Connectome-based analysis highlighted the role of connectivity of the temporoparietal junction as a multimodal area crucial for language tasks. Our results support that connectome-based approaches are an important complement to necrotic lesion-based approaches and should be used in combination with lesion mapping to fully elucidate whether structurally damaged or structurally disconnected regions relate to aphasic impairment and its recovery. SIGNIFICANCE STATEMENT: We present a novel multivariate approach of predicting post-stroke impairment of speech and language from the integrity of the connectome. We compare it with multivariate prediction of speech and language scores from lesion maps, using cross-validation framework and a large (n = 90) database of behavioral and neuroimaging data from individuals with post-stroke aphasia. Connectome-based analysis was similar to lesion-based analysis in terms of predictive accuracy and provided additional details about the importance of specific connections (in particular, between parietal and posterior temporal areas) for preserving speech functions. Our results suggest that multivariate predictive analysis of the connectome is a useful complement to multivariate lesion analysis, being less dependent on the spatial constraints imposed by underlying vasculature.

The anatomy of language has been investigated with PET or fMRI for more than 20 years. Here I attempt to provide an overview of the brain areas associated with heard speech, speech production and reading. The conclusions of many hundreds of studies were considered, grouped according to the type of processing, and reported in the order that they were published. Many findings have been replicated time and time again leading to some consistent and undisputable conclusions. These are summarised in an anatomical model that indicates the location of the language areas and the most consistent functions that have been assigned to them. The implications for cognitive models of language processing are also considered. In particular, a distinction can be made between processes that are localized to specific structures (e.g. sensory and motor processing) and processes where specialisation arises in the distributed pattern of activation over many different areas that each participate in multiple functions. For example, phonological processing of heard speech is supported by the functional integration of auditory processing and articulation; and orthographic processing is supported by the functional integration of visual processing, articulation and semantics. Future studies will undoubtedly be able to improve the spatial precision with which functional regions can be dissociated but the greatest challenge will be to understand how different brain regions interact with one another in their attempts to comprehend and produce language.

The acquisition of language is one of the most important milestones in early childhood. Most children seem to acquire language effortlessly, giving little conscious attention to the rules that govern language structure and use. Language is much more than a means to communicate. IT plays an important role in problem solving, thinking, and building and maintaining relationships. Because language provides the foundation for learning to read, it also has a significant impact on academic learning and success in school (Catts et al., 2005). For some children, however, language is not easily acquired. Children who have difficulty learning language have been variously referred to as having a language disorder, language impairment, language delay, or specific language impairment (SLI). Because SLI is the term most commonly used in the research literature, we will focus on this group of children throughout this chapter, though we will also discuss children with language disorders who do not meet the criteria for SLI. After discussing ways in which children with SLI have been defined and identified, we consider how they have been classified and subtyped. We will then discuss prognosis and intervention outcomes. The chapter ends with a discussion of some prevailing views on the causes of SLI and directions for future research.

This study examines the interrelationships among accentedness, perceived comprehensibility, and intelligi bility in the speech of L2 learners. Eighteen native speak ers (NSs) of English listened to excerpts of extemporaneous English speech produced by 10 Mandarin NSs and two English NSs. We asked the listeners to transcribe the utterances in standard orthography and to rate them for degree of foreign‐accentedness and comprehensibility on 9‐ point scales. We assigned the transcriptions intelligibility scores on the basis of exact word matches. Although the utterances tended to be highly intelligible and highly rated for comprehensibility, the accent judgment scores ranged widely, with a noteworthy proportion of scores at the “heavily‐accented” end of the scale. We calculated Pearson correlations for each listener's intelligibility, accentedness, and comprehensibility scores and the phonetic, phonemic, and grammatical errors in the stimuli, as well as goodness of intonation ratings. Most listeners showed significant correlations between accentedness and errors, fewer lis teners showed correlations between accentedness and per ceived comprehensibility, and fewer still showed a rela tionship between accentedness and intelligibility. The findings suggest that although strength of foreign accent is correlated with perceived comprehensibility and intelligibility, a strong foreign accent does not necessarily reduce the comprehensibility or intelligibility of L2 speech.

A group of children with speech-language impairments was identified in kindergarten and given a battery of speech-language tests and measures of phonological awareness and rapid automatized naming. Subjects were followed in first and second grades and administered tests of written word recognition and reading comprehension. The children with speech-language impairments were found to perform less well on reading tests than a nonimpaired comparison group. Subjects' performance on standardized measures of language ability in kindergarten was observed to be closely related to reading outcome, especially reading comprehension. Measures of phonological awareness and rapid automatized naming, on the other hand, were found to be the best predictors of written word recognition. The implications of these findings for the early identification and remediation of reading disabilities are discussed.

A key challenge for automatic hate-speech detection on social media is the separation of hate speech from other instances of offensive language. Lexical detection methods tend to have low precision because they classify all messages containing particular terms as hate speech and previous work using supervised learning has failed to distinguish between the two categories. We used a crowd-sourced hate speech lexicon to collect tweets containing hate speech keywords. We use crowd-sourcing to label a sample of these tweets into three categories: those containing hate speech, only offensive language, and those with neither. We train a multi-class classifier to distinguish between these different categories. Close analysis of the predictions and the errors shows when we can reliably separate hate speech from other offensive language and when this differentiation is more difficult. We find that racist and homophobic tweets are more likely to be classified as hate speech but that sexist tweets are generally classified as offensive. Tweets without explicit hate keywords are also more difficult to classify.

We present a multispeaker, multilingual text-to-speech (TTS) synthesis model based on Tacotron that is able to produce high quality speech in multiple languages.Moreover, the model is able to transfer voices across languages, e.g.synthesize fluent Spanish speech using an English speaker's voice, without training on any bilingual or parallel examples.Such transfer works across distantly related languages, e.g.English and Mandarin.Critical to achieving this result are: 1. using a phonemic input representation to encourage sharing of model capacity across languages, and 2. incorporating an adversarial loss term to encourage the model to disentangle its representation of speaker identity (which is perfectly correlated with language in the training data) from the speech content.Further scaling up the model by training on multiple speakers of each language, and incorporating an autoencoding input to help stabilize attention during training, results in a model which can be used to consistently synthesize intelligible speech for training speakers in all languages seen during training, and in native or foreign accents.

Two groups of children were compared in order to determine the effect on language and speech development of the fluctuating conductive hearing loss which accompanies chronic otitis media. The experimental group consisted of 16 children, aged 5 to 9 years, with chronic otitis media and with hearing fluctuations documented by audiograms. The control group was matched for age, sex, and socioeconomic background. The language performances of the groups were compared by means of the Illinois Test of Psycholinguistic Abilities, the Peabody Picture Vocabulary Test, the Templin-Darley Picture Articulation Screening Test, and the Mecham Verbal Language Development Scale. The result shows that the experimental group was delayed to a statistically significant degree in all language skills requiring the receiving or processing of auditory stimuli or the production of verbal responses. No significant differences were found in tests measuring primarily visual and motor skills. This would suggest that the fluctuating hearing loss accompanying chronic otitis media was the cause of the delay in language development found in the experimental group. Physicians, parents, and educators need to be aware of the implication of this language handicap, as it might affect performance. Further studies are needed to evaluate the influence on permanent language ability by the periodic lack of sensory stimulation experienced during conductive hearing loss due to frequent episodes of otitis media.

Dyslexia cuts across class, age and intelligence. All schools will have pupils with dyslexia and teachers of children of all ages need to be aware of the teaching methods and approaches which are most effective with these children. This fully revised and updated edition of a classic text offers invaluable advice to teachers on how they can recognize specific learning difficulties and give practical help to children in their classes. Written in clear, jargon-free language it provides guidelines on the way children with dyslexia learn language and achieve literacy and numeracy skills. It also includes chapters on handwriting, study skills and classroom management, whilst bearing in mind numerous demands made on classroom teachers. This new edition includes: * the National Literacy Strategy* how to make effective use of Teaching Assistants* an exploration of physical development* commentary on teaching children with diagnosed dyspraxia and Attention Deficit Disorder.  

This article reports three studies designed to increase our understanding of developmental changes in cross-language speech perception. In the first study, we compared adult speakers of English and Hindi on their ability to discriminate pairings from a synthetic voiced, unaspirated place-of-articula-tion continuum. Results indicated that English listeners discriminate two categories (ba vs. (Ja), whereas Hindi listeners discriminate three (ba vs. da, and da vs. Da). We then used stimuli from within this continuum in the next two experiments to determine (a) if our previously reported find-ing (Werker & Tees, 1984a) of a reorganization between 6 and 12 months of life from "universal " to "language-specific " phonetic perception would be evident using synthetic (rather than natural) stim-uli in which the physical variability within and between categories could be controlled, and (b) whether the younger infants ' sensitivity to nonnative speech contrasts is best explained by reference to the phonetic relevance or the physical similarity of the stimuli. In addition to replicating the developmental reorganization, the results indicate that infant speech perception is phonetically rele-vant. We discuss the implications of these results. Since the early 1970s researchers have been studying infant speech perception, partly in an attempt to determine if there is evidence for a specialized phonetic mode of processing among infants. In a now-classic study, Eimas, Siqueland, Jusczyk, and Vigorito (1971) demonstrated that English-learning infants aged 1 to 4 months show far better discrimination along a syn-thetic voice onset time (VOT) continuum for two stimuli that straddle the adult /ba/-/pa / phonetic category boundary than they do for two equally acoustically distinct stimuli from within

In this far-ranging essay David Olson attempts to reframe current controversies over several aspects of language, including meaning, comprehension, acquisition,reading, and reasoning. Olson argues that in all these cases the conflicts are rooted in differing assumptions about the relation of meaning to language: whether meaning is extrinsic to language—a relation Olson designates as "utterance"—or intrinsic—a relation he calls "text." On both the individual and cultural levels there has been development, Olson suggests, from language as utterance to language as text. He traces the history and impact of conventionalized, explicit language from the invention of the Greek alphabet through the rise of the British essayist technique. Olson concludes with a discussion of the resulting conception of language and the implications for the linguistic, psychological, and logical issues raised initially.

OBJECTIVE: Frontotemporal lobar degeneration (FTLD) encompasses a variety of clinicopathologic entities. The antemortem prediction of the underlying pathologic lesions is reputed to be difficult. This study sought to characterize correlations between 1) the different clinical variants of primary progressive language and speech disorders and 2) the pathologic diagnosis. METHODS: The latter was available for 18 patients having been prospectively monitored in the Lille Memory Clinic (France) between 1993 and 2008. RESULTS: The patients were diagnosed with progressive anarthria (n = 5), agrammatic progressive aphasia (n = 6), logopenic progressive aphasia (n = 1), progressive jargon aphasia (n = 2), typical semantic dementia (n = 2), and atypical semantic dementia (n = 2). All patients with progressive anarthria had a tau pathology at postmortem evaluation: progressive supranuclear palsy (n = 2), Pick disease (n = 2), and corticobasal degeneration (n = 1). All patients with agrammatic primary progressive aphasia had TDP-43-positive FTLD (FTLD-TDP). The patients with logopenic progressive aphasia and progressive jargon aphasia had Alzheimer disease. Both cases of typical semantic dementia had FTLD-TDP. The patients with atypical semantic dementia had tau pathologies: argyrophilic grain disease and corticobasal degeneration. CONCLUSIONS: The different anatomic distribution of the pathologic lesions could explain these results: opercular and subcortical regions in tau pathologies with progressive anarthria, the left frontotemporal cortex in TDP-43-positive frontotemporal lobar degeneration (FTLD-TDP) with agrammatic progressive aphasia, the bilateral lateral and anterior temporal cortex in FTLD-TDP or argyrophilic grain disease with semantic dementia, and the left parietotemporal cortex in Alzheimer disease with logopenic progressive aphasia or jargon aphasia. These correlations have to be confirmed in larger series.

Finite-state machines have been used in various domains of natural language processing. We consider here the use of a type of transducers that supports very efficient programs: sequential transducers. We recall classical theorems and give new ones characterizing sequential string-to-string transducers. Transducers that output weights also play an important role in language and speech processing. We give a specific study of string-to-weight transducers, including algorithms for determinizing and minimizing these transducers very efficiently, and characterizations of the transducers admitting determinization and the corresponding algorithms. Some applications of these algorithms in speech recognition are described and illustrated.