Speech Production in Phonological Impairment

描述（由申请人提供）：拟建项目的目标是根据当代语音和词汇表征和加工模型，探索影响语音障碍儿童言语产生的因素。这些模型假设整个单词的表征和语音单位的表征是平行存在的，并且是相互联系的。本项目考察了4 - 7岁的PhI儿童在词汇表征和处理（词汇技能）、语音表征和处理（语音技能）以及它们之间的联系（连接技能）受到损害的程度，以及这些技能领域的缺陷是否预示了自发和引出语言中语音错误模式的一致性。先前的研究发现，与传统音韵学模型的预测相反，成人和典型发育中的儿童的词汇技能与语言产生有关。然而，之前的研究并没有表明，词汇技能的缺陷是否导致了PhI儿童无法正常习得语音。该项目将比较PhI儿童与年龄匹配的正常发育儿童在一系列任务（延迟命名、真实单词和非单词重复以及语音启动重复）上的表现，这些任务旨在不同地评估词汇、语音和连接技能，并将检验这些任务的表现是否预测了自发和引出语言中语音错误的一致性。结果将有两个含义。首先，它们将增加我们对PhI患儿的表征水平的理解。其次，他们将指出在多大程度上词汇技能应评估和治疗儿童的PhI临床。本研究的长期目标是了解儿童语音障碍的发生位点。特别是，本研究旨在确定词汇习得和加工缺陷是否与儿童语音障碍有关，以及直接纠正词汇技能缺陷是否可以改善PhI儿童的长期预后。

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.