Teaching consonants to profoundly hearing-impaired speakers using palatometry.
Teaching consonants to profoundly hearing-impaired speakers using palatometry.
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使用腭测量法向严重听力障碍的人教授辅音。
DOI：
10.1044/jshr.3404.929
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发表时间：
1991
期刊：
影响因子：
--
通讯作者：
Critz-Crosby,P
中科院分区：
文献类型：
--
作者：
Fletcher,SG;Dagenais,PA;Critz-Crosby,P
5名重度听力障碍儿童被教授辅音/t，d，k，g，S，z∫/。语言接触模式和听者感知的变化表明，所有受试者产生辅音的位置和方式都有了显著的改善。膜止血和牙槽止血一样容易和准确地学习。在训练结束时，也发现了独特的嘶嘶声。在治疗前，受试者的语音记忆中以前没有出现的声音比那些存在但不准确的声音学习得更准确。语音错误仍然存在。其中两名受试者展示了新建立的、主动提出的协同关节运动的证据。研究结果表明，语音发音可视化建模和反馈是辅音教学和提高语音清晰度的有效手段。
Five profoundly hearing-impaired children were taught the consonants /t,d,k,g,s,z∫/ using palatometry. Changes in linguapalatal contact patterns and listener perceptions showed significant improvement in the place and manner of consonants produced by all subjects. Velar stops were as easily and accurately learned as alveolar stops. Distinctive sibilants were also found by the end of training. Sounds not previously present in a subject’s phonetic repetoire were learned more accurately than those present but inaccurate prior to therapy. Voicing errors persisted. Two of the subjects showed evidence of newly established, unsolicited coarticulated movements. The results indicated that visual articulatory modeling and feedback of linguapalatal contact patterns is an effective means of teaching consonants and improving speech intelligibility.