Speech Production in Phonological Impairment

描述(由申请者提供)：该项目的目标是根据当代语音和词汇表征和处理的模型，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。本研究考察了4-7岁Phi儿童的词汇表征和加工(词汇技能)、语音表征和加工(语音技能)以及它们之间的联系(连接技能)的受损程度，以及这些技能领域的缺陷是否可以预测自发言语和诱导言语中语音错误模式的一致性。之前的研究已经发现，词汇技能与成年人的言语产生有关，通常是与发育中的儿童有关，这与传统音系学模型的预测相反。然而，之前的研究没有指出词汇技能缺陷是否是Phi儿童无法正常获得语音的根本原因。该项目将比较Phi儿童和年龄匹配的典型发展同龄人在一系列任务(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，这些任务旨在区别评估词汇、语音和连接技能，并将检验在这些任务上的表现是否可以预测自发和诱导言语中语音错误的一致性。结果将有两个影响。首先，它们将增加我们对PHI儿童的代表性水平的理解。其次，他们将指出在多大程度上应该评估和临床治疗儿童的词汇技能。这项研究的长期目标是了解儿童语音障碍的部位。特别是，本研究试图确定词汇习得和加工缺陷是否与儿童的语音障碍有关，以及对词汇技能缺陷的直接补救是否可以改善Phi儿童的长期结果。

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.