Speech Production in Phonological Impairment

描述（由申请人提供）：拟议项目的目标是探索影响语音障碍（PhI）儿童语音产生的因素，根据当代语音和词汇表征和处理模型。这些模型认为，整词表征和语音单位表征是平行存在、相互联系的。本项目探讨在何种程度上词汇表征和处理（词汇技能），语音表征和处理（语音技能），以及它们之间的连接（连接技能）受到损害的儿童PhI 4至7岁，以及是否在这些技能领域的赤字预测的一致性语音错误模式自发和引发的讲话。先前的研究发现，词汇技能与成人和发育中的儿童的言语产生有关，这与传统的语音模型的预测相反。然而，以前的研究并没有表明是否在词汇技能的赤字与PhI儿童获得语音正常的失败的基础。这个项目将比较与PhI的儿童的表现，年龄匹配的典型发展的同龄人在一系列的任务（延迟命名，真实的字和非字的重复，和语音启动重复），旨在区别评估词汇，语音，和连接技能，并将检查这些任务的表现是否预测语音错误的一致性，自发和引发的讲话。研究结果将产生两方面的影响。首先，它们将增加我们对PhI儿童受损的代表性水平的理解。第二，他们将指出在何种程度上词汇技能应进行评估和治疗的PhI儿童临床。本研究的长期目标是了解儿童语音障碍的发生部位。特别是，本研究旨在确定是否有缺陷的词汇习得和处理是牵连在儿童的语音障碍，以及是否有缺陷的词汇技能的直接补救可以改善长期的结果与PhI儿童。

DESCRIPTION (provided by applicant): The goal of the proposed project is to explore factors that influence speech production in children with phonological impairments (PhI) in light of contemporary models of phonological and lexical representation and processing. These models posit that representations of whole words and representations of phonological units exist in parallel, and are linked. This project examines the extent to which lexical representation and processing (lexical skills), phonological representation and processing (phonological skills), and the linking between them (linking skills) are compromised in children with PhI aged 4 to 7, and whether deficits in these skill areas predict the consistency of phonological error patterns in spontaneous and elicited speech. Previous research has found that lexical skills are related to speech production in adults and typically developing children, contrary to predictions of traditional models of phonology. However, previous research has not indicated whether deficits in lexical skills underlie the failure of children with PhI to acquire speech sounds normally. This project will compare the performance of children with PhI to that of age-matched typically developing peers on a series of tasks (delayed naming, real word and nonword repetition, and phonologically primed repetition) designed to differentially assess lexical, phonological, and linking skills, and will examine whether performance on these tasks predicts the consistency of phonological errors in spontaneous and elicited speech. Results will have two implications. First, they will increase our understanding of the levels of representation that are impaired in children with PhI. Second, they will indicate the extent to which lexical skills should be assessed and treated clinically in children with PhI. The long-term goal of this research is to understand the locus of phonological impairment in children. In particular, this research seeks to determine whether deficient lexical acquisition and processing is implicated in phonological impairment in children, and whether direct remediation of deficient lexical skills can improve long-term outcomes for children with PhI.