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Descriptors:
Identification; Phonology; Syllables; Infants; Child Language; Child Caregivers; Phonetic Transcription; Listening; Language Acquisition

Abstract:
Purpose: The prelinguistic infant's babbling repertoire of "syllables"--the phonological categories that form the basis for early word learning--is noticed by caregivers who interact with infants around them. Prior research on babbling has not explored the caregiver's role in recognition of early vocal categories as foundations for word learning. In the present work, the authors begin to address this gap. Method: The authors explored vocalizations produced by 8 infants at 3 ages (8, 10, and 12 months) in studies illustrating identification of phonological categories through caregiver report, laboratory procedures simulating the caregiver's natural mode of listening, and the more traditional laboratory approach (phonetic transcription). Results: Caregivers reported small repertoires of syllables for their infants. Repertoires of similar size and phonetic content were discerned in the laboratory by judges who simulated the caregiver's natural mode of listening. However, phonetic transcription with repeated listening to infant recordings yielded repertoire sizes that vastly exceeded those reported by caregivers and naturalistic listeners. Conclusions: The results suggest that caregiver report and naturalistic listening by laboratory staff can provide a new way to explore key characteristics of early infant vocal categories, a way that may provide insight into later speech and language development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Neurological Impairments; Speech Impairments; Error Patterns; Patients; Phonetic Transcription; Error Analysis (Language)

Abstract:
Purpose: Error variability has traditionally been considered a hallmark of apraxia of speech (AOS). However, in some of the current AOS literature, relatively invariable error patterns are claimed as a mandatory criterion for a diagnosis of AOS. This paradigm shift has far-reaching consequences for our understanding of the disorder and for its (differential) diagnosis. Against the background of this controversy, the present article aims to further examine error variability in AOS. Method: Four patients with relatively pure, mild-to-moderate AOS participated in the study. They repeated 8 target words in 2 different phrase contexts, 10 times each. Error analyses were based on phonetic transcription. Error variability was determined using several measures of (a) consistency of error occurrence and (b) consistency of error type. Results: All patients produced highly inconsistent reactions across multiple trials in some of the target words. However, other words were more consistently accurate or inaccurate. Several factors influencing error variability were identified. Conclusions: Because this study has disclosed clear indications of variable behavior in AOS, diagnostic guidelines claiming error consistency as a mandatory criterion cannot be maintained. Because error variability is difficult to operationalize, we recommend to no longer use (in)consistency as a strict diagnostic marker of AOS. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Neurological Impairments; Speech Impairments; Error Patterns; Stimuli; Sampling; Error Analysis (Language); Phonemes; Phonetic Transcription; Adults

Abstract:
Purpose: Early apraxia of speech (AOS) research has characterized errors as being variable, resulting in a number of different error types being produced on repeated productions of the same stimuli. Conversely, recent research has uncovered greater consistency in errors, but there are limited data examining sound errors over time (more than one occasion). Furthermore, the influence of conditions of stimulus presentation (blocked vs. random) on sound errors remains uncertain. The purpose of this investigation was to examine the effects of repeated sampling and conditions of stimulus presentation on speech sound errors for 11 speakers with AOS/aphasia. Method: Trisyllabic words consisting of 7 target phonemes in the initial position served as stimuli. On 3 occasions, stimuli were elicited under 2 conditions: blocked (by phoneme) and randomized presentation. Speech productions were analyzed via narrow phonetic transcription. Results: Findings revealed a similar overall mean percentage of errors in both conditions and across sampling occasions. Distortions were the dominant error type. Conclusion: There was no obvious pattern of responding across sampling occasions or conditions of stimulus presentation. The dominant error type differed among target phonemes, but there appeared to be some degree of consistency in the error types produced for the majority of target phonemes. (Contains 4 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Phonetics; Phonetic Transcription; Speech Impairments; Congenital Impairments; Computers; Speech Evaluation; Speech Language Pathology; Alphabets

Abstract:
The phonetic symbols used by speech-language pathologists to transcribe speech contain underlying hexadecimal values used by computers to correctly display and process transcription data. This study aimed to develop a procedure to utilise these values as the basis for subsequent computerized analysis of cleft palate speech. A computer keyboard file and a modified font file were developed using symbols from the International Phonetic Alphabet and extensions to the International Phonetic Alphabet to improve the computerized storage of phonetic symbols used in cleft palate speech transcription. Computerized coding procedures were written to retrieve hexadecimal values of transcribed symbols and match these to their phonetic attributes as defined in the International Phonetic Alphabet and extensions to the International Phonetic Alphabet. Computerized procedures were subsequently developed to analyse transcription data based on these matched hexadecimal values and their associated phonetic attributes, with respect to cleft palate speech. This method will be a useful addition to existing computerized speech analysis tools. (Contains 11 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Young Adults; Adolescents; Hearing Impairments; Assistive Technology; Diagnostic Tests; Speech Language Pathology; Speech; Equipment; Human Body; Speech Therapy; Time Perspective; Outcomes of Treatment; Followup Studies; Phonetic Transcription; Interrater Reliability; Visual Measures; Feedback (Response)

Abstract:
This follow-up study investigated the speech production of seven adolescents and young adults with hearing impairment 2-4 years after speech intervention with ultrasound and electropalatography. Perceptual judgments by seven expert listeners revealed that five out of seven speakers either continued to generalize post-treatment or maintained their level of performance post-treatment. Targets included fricatives, vowels and the rhotic/["j"]/. Speakers ranged in age from 14 to 19 years. Listeners were considered to be expert listeners. All listeners had extensive backgrounds in phonetics and phonology and were speech-language pathologists. This long-term investigation revealed that speech habilitation with visual feedback tools as adjuncts to therapy appeared to have lasting effects. The implications for habilitation include reduced therapy times and outcomes not previously possible. (Contains 1 table and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Linguistics; Phonetic Transcription; Nonverbal Communication; Transcripts (Written Records); Phonetics; Spanish; Speech Impairments; Semiotics; Speech Evaluation; Articulation Impairments; Auditory Stimuli; Listening; Auditory Perception; Cognitive Processes; Orthographic Symbols; Young Children; Teacher Attitudes

Abstract:
This brief article reflects on some pitfalls inherent in the learning and teaching of segmental phonetic transcription. We suggest that a gestural interpretation to disordered speech data, in conjunction with segmental phonetic transcription, can add valuable insight into patterns of disordered speech, and that a gestural orientation should form part of the understanding and interpretation of the process of transcribing and the use of transcripts. We illustrate our discussion with data from a case of moderately to severely unintelligible speech produced by a boy aged 5;9. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Phonetic Transcription; Role; Speech Evaluation; Theory Practice Relationship; Praxis; Best Practices; Futures (of Society); Reliability; Decision Making; Listening; Expertise; Context Effect; Linguistic Theory

Abstract:
This article outlines the main practical and philosophical developments which have contributed to current approaches to phonetic transcription. Particular contributions from scholars in the field are highlighted as seminal in shaping transcription work. Consideration is also given to the ways in which insights from clinical transcription impact upon the analysis of non-clinical data. Finally, the trends which look set to emerge in future transcription practice and research are speculated upon. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Spelling; Dialects; Phonetics; Phonetic Transcription; Romanization; Mandarin Chinese; Data Processing; Native Language; Uncommonly Taught Languages; Chinese; Native Language Instruction

Abstract:
In order to preserve distinctive cultures, people anxiously figure out writing systems of their languages as recording tools. Mandarin, Taiwanese and Hakka languages are three major and the most popular dialects of Han languages spoken in Chinese society. Their writing systems are all in Han characters. Various and independent phonetic transcriptions have been thus developed to be as the mapping mechanisms between Chinese mother tongue languages and Han characters. For teaching and learning facilitation purposes, we really require a convenient phonetic transcription system between daily Mandarin, Taiwanese and Hakka to speed Han characters data processing applications. The Roman spelling system is a universal tool that owns the one and only one spelling rule. By studying and analyzing the Roman spelling system, we have disclosed that 4135 Romanized phonetic transcriptions can be adequately applied to handle Han characters' mappings of Mandarin, Taiwanese and Hakka spoken dialects. In this paper, we propose a minimal perfect hashing function to process unified 4135 Mandarin, Taiwanese and Hakka Romanized phonetic transcriptions to their corresponding Han characters simultaneously. The unified phonetic transcription can be used to promote Chinese mother tongue languages applications and developments. Furthermore, it can be applied as a mechanism to popularize digital learning and teaching of Chinese mother tongue languages. (Contains 3 figures and 11 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Phonetics; Phonetic Transcription; Human Body; Correlation; Phonology; Sign Language; Distinctive Features (Language)

Abstract:
In this article we describe a componential, articulatory approach to the phonetic description of the configuration of the four fingers. Abandoning the traditional holistic, perceptual approach, we propose a system of notational devices and distinctive features for the description of the four fingers proper (index, middle, ring, and pinky). Specifically, we suggest that the configuration of the fingers is best understood as a componential combination of the positions of each of the three joints of each finger. (Contains 6 tables, 19 figures and 14 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Spelling; Phonetic Transcription; Reading Comprehension; Vocabulary Development; Context Effect; Experiments; Grade 2; Task Analysis; Learning; Child Psychology; Experimental Psychology; Teaching Methods

Abstract:
The self-teaching hypothesis proposes that orthographic learning takes place via phonological decoding in meaningful texts, that is, in context. Context is proposed to be important in learning to read, especially when decoding is only partial. However, little research has directly explored this hypothesis. The current study looked at the effect of context on orthographic learning and examined whether there were different effects for novel words given regular and irregular pronunciations. Two experiments were conducted using regular and irregular novel words, respectively. Second-grade children were asked to learn eight novel words either in stories or in a list of words. The results revealed no significant effect of context for the regular items. However, in an orthographic decision task, there was a facilitatory effect of context on irregular novel word learning. The findings support the view that contextual information is important to orthographic learning, but only when the words to be learned contain irregular spelling-sound correspondences. (Contains 2 tables and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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