Rate and Phonological Variation in Preschool Children: Effects of Modeling and Directed Influence
Purpose: To explore the effect of modeling and explicit elicitation of slow and accurately produced speech in typically developing preschool children. Optional phonological reductions (e.g., deleted final stops) and changes in speech rate were examined in response to an adult conversational speaker&...
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| Veröffentlicht in: | Journal of speech, language, and hearing research language, and hearing research, 2013-12, Vol.56 (6), p.1751-1763 |
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| creator | Eaton, Catherine Torrington Ratner, Nan Bernstein |
| description | Purpose: To explore the effect of modeling and explicit elicitation of slow and accurately produced speech in typically developing preschool children. Optional phonological reductions (e.g., deleted final stops) and changes in speech rate were examined in response to an adult conversational speaker's speech style. Method: Forty 3-and 4-year-olds (20 each) were tested in 3 tasks: (a) immediate repetition of a model, (b) spontaneous speech, and (c) directed speech style (cueing to correct "sloppy" speech). In Task 1, half of each group heard fast and hypoarticulated versus slow and hyperarticulated speech for a between-group response-to-model comparison. Tasks 2 and 3 were compared within subjects. Results: Task 1 demonstrated that both age groups aligned with the speaker's rate and phonological variants usage when repeating a model. Tasks 2 and 3 revealed that 4-year-olds varied phonological reduction patterns according to the task demands, whereas 3-year-olds maintained consistent patterns of usage. In addition, neither group successfully realigned with the rapid speech rate in Task 3. Conclusions: These results contribute to an evidence base supporting the practice of modeling slow and clear speech to children with various production disorders. Further research is needed to explore the cognitive-linguistic processes underlying alignment before findings are applied to clinical populations. |
| doi_str_mv | 10.1044/1092-4388(2013/12-0171) |
| format | Article |
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Optional phonological reductions (e.g., deleted final stops) and changes in speech rate were examined in response to an adult conversational speaker's speech style. Method: Forty 3-and 4-year-olds (20 each) were tested in 3 tasks: (a) immediate repetition of a model, (b) spontaneous speech, and (c) directed speech style (cueing to correct "sloppy" speech). In Task 1, half of each group heard fast and hypoarticulated versus slow and hyperarticulated speech for a between-group response-to-model comparison. Tasks 2 and 3 were compared within subjects. Results: Task 1 demonstrated that both age groups aligned with the speaker's rate and phonological variants usage when repeating a model. Tasks 2 and 3 revealed that 4-year-olds varied phonological reduction patterns according to the task demands, whereas 3-year-olds maintained consistent patterns of usage. In addition, neither group successfully realigned with the rapid speech rate in Task 3. Conclusions: These results contribute to an evidence base supporting the practice of modeling slow and clear speech to children with various production disorders. Further research is needed to explore the cognitive-linguistic processes underlying alignment before findings are applied to clinical populations.</description><identifier>ISSN: 1092-4388</identifier><identifier>EISSN: 1558-9102</identifier><identifier>DOI: 10.1044/1092-4388(2013/12-0171)</identifier><identifier>PMID: 23882009</identifier><language>eng</language><publisher>United States: American Speech-Language-Hearing Association (ASHA)</publisher><subject>Articulation (Speech) ; Child, Preschool ; Children & youth ; Communication (Thought Transfer) ; Delayed Speech ; Dialects ; Evidence ; Female ; Grammar, Comparative and general ; Humans ; Intelligibility ; Language Rhythm ; Linguistics ; Male ; Modeling (Psychology) ; Models, Theoretical ; Phonetics ; Phonology ; Preschool Children ; Psycholinguistics - methods ; Repetition ; Researchers ; Sentences ; Speech ; Speech disorders ; Speech Disorders - therapy ; Speech production ; Speech Production Measurement ; Speech Tests ; Speech Therapy ; Speech Therapy - methods ; Studies ; Teaching Methods ; Vowels ; Young Children</subject><ispartof>Journal of speech, language, and hearing research, 2013-12, Vol.56 (6), p.1751-1763</ispartof><rights>COPYRIGHT 2013 American Speech-Language-Hearing Association</rights><rights>Copyright American Speech-Language-Hearing Association Dec 2013</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c497t-90623978e1eee9543cbc213f666ce6cbf2bf407de07d29b5410611e2840ff0313</citedby><cites>FETCH-LOGICAL-c497t-90623978e1eee9543cbc213f666ce6cbf2bf407de07d29b5410611e2840ff0313</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>315,781,785,27929,27930</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1029429$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/23882009$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Eaton, Catherine Torrington</creatorcontrib><creatorcontrib>Ratner, Nan Bernstein</creatorcontrib><title>Rate and Phonological Variation in Preschool Children: Effects of Modeling and Directed Influence</title><title>Journal of speech, language, and hearing research</title><addtitle>J Speech Lang Hear Res</addtitle><description>Purpose: To explore the effect of modeling and explicit elicitation of slow and accurately produced speech in typically developing preschool children. Optional phonological reductions (e.g., deleted final stops) and changes in speech rate were examined in response to an adult conversational speaker's speech style. Method: Forty 3-and 4-year-olds (20 each) were tested in 3 tasks: (a) immediate repetition of a model, (b) spontaneous speech, and (c) directed speech style (cueing to correct "sloppy" speech). In Task 1, half of each group heard fast and hypoarticulated versus slow and hyperarticulated speech for a between-group response-to-model comparison. Tasks 2 and 3 were compared within subjects. Results: Task 1 demonstrated that both age groups aligned with the speaker's rate and phonological variants usage when repeating a model. Tasks 2 and 3 revealed that 4-year-olds varied phonological reduction patterns according to the task demands, whereas 3-year-olds maintained consistent patterns of usage. In addition, neither group successfully realigned with the rapid speech rate in Task 3. 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Further research is needed to explore the cognitive-linguistic processes underlying alignment before findings are applied to clinical populations.</description><subject>Articulation (Speech)</subject><subject>Child, Preschool</subject><subject>Children & youth</subject><subject>Communication (Thought Transfer)</subject><subject>Delayed Speech</subject><subject>Dialects</subject><subject>Evidence</subject><subject>Female</subject><subject>Grammar, Comparative and general</subject><subject>Humans</subject><subject>Intelligibility</subject><subject>Language Rhythm</subject><subject>Linguistics</subject><subject>Male</subject><subject>Modeling (Psychology)</subject><subject>Models, Theoretical</subject><subject>Phonetics</subject><subject>Phonology</subject><subject>Preschool Children</subject><subject>Psycholinguistics - methods</subject><subject>Repetition</subject><subject>Researchers</subject><subject>Sentences</subject><subject>Speech</subject><subject>Speech disorders</subject><subject>Speech Disorders - therapy</subject><subject>Speech production</subject><subject>Speech Production Measurement</subject><subject>Speech Tests</subject><subject>Speech Therapy</subject><subject>Speech Therapy - methods</subject><subject>Studies</subject><subject>Teaching Methods</subject><subject>Vowels</subject><subject>Young Children</subject><issn>1092-4388</issn><issn>1558-9102</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2013</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNptklFv1SAUxxujcXP6EdQmJmY-dONQSotvy_WqMzMuRn0llB5uWbgwoX3w20u923TmQgjk9Pc_IfRXFC-BnABh7BSIoBWru-6YEqhPgVYEWnjzoDiEpukqAYQ-zOdb6qB4ktIVyQMYf1wc0FyjhIjDQn1VE5bKD-XlGHxwYWO1cuUPFa2abPCl9eVlxKTHEFy5Gq0bIvq35doY1FMqgyk_hwGd9Zs_Xd7ZmOs4lOfeuBm9xqfFI6Ncwmc3-1Hx_f362-pjdfHlw_nq7KLSTLRTJQintWg7BEQUDat1rynUhnOukeve0N4w0g6YFxV9w4BwAKQdI8aQGuqj4njX9zqGnzOmSW5t0uic8hjmJKEB2jSshSajr_5Dr8Icfb5dpigXrKMU_lIb5VBab8IUlV6ayrO6aQXvoOWZqvZQG_QYlQsejc3le_zJHj7PAbdW7w28_icwonLTmIKbl7-T7oN8B-oYUopo5HW0WxV_SSBysUYuPsjFB7lYI4HKxZocfHHzHHO_xeEudmtJBp7vAIxW331ef8qWCUZF_RsoHMHV</recordid><startdate>201312</startdate><enddate>201312</enddate><creator>Eaton, Catherine Torrington</creator><creator>Ratner, Nan Bernstein</creator><general>American Speech-Language-Hearing Association (ASHA)</general><general>American Speech-Language-Hearing Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7RV</scope><scope>7T9</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>88G</scope><scope>88I</scope><scope>88J</scope><scope>8A4</scope><scope>8AF</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>CPGLG</scope><scope>CRLPW</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HCIFZ</scope><scope>K9.</scope><scope>KB0</scope><scope>M0P</scope><scope>M0S</scope><scope>M1P</scope><scope>M2M</scope><scope>M2O</scope><scope>M2P</scope><scope>M2R</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>S0X</scope><scope>7X8</scope></search><sort><creationdate>201312</creationdate><title>Rate and Phonological Variation in Preschool Children: Effects of Modeling and Directed Influence</title><author>Eaton, Catherine Torrington ; Ratner, Nan Bernstein</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c497t-90623978e1eee9543cbc213f666ce6cbf2bf407de07d29b5410611e2840ff0313</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2013</creationdate><topic>Articulation (Speech)</topic><topic>Child, Preschool</topic><topic>Children & youth</topic><topic>Communication (Thought Transfer)</topic><topic>Delayed Speech</topic><topic>Dialects</topic><topic>Evidence</topic><topic>Female</topic><topic>Grammar, Comparative and general</topic><topic>Humans</topic><topic>Intelligibility</topic><topic>Language Rhythm</topic><topic>Linguistics</topic><topic>Male</topic><topic>Modeling (Psychology)</topic><topic>Models, Theoretical</topic><topic>Phonetics</topic><topic>Phonology</topic><topic>Preschool Children</topic><topic>Psycholinguistics - methods</topic><topic>Repetition</topic><topic>Researchers</topic><topic>Sentences</topic><topic>Speech</topic><topic>Speech disorders</topic><topic>Speech Disorders - therapy</topic><topic>Speech production</topic><topic>Speech Production Measurement</topic><topic>Speech Tests</topic><topic>Speech Therapy</topic><topic>Speech Therapy - methods</topic><topic>Studies</topic><topic>Teaching Methods</topic><topic>Vowels</topic><topic>Young Children</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Eaton, Catherine Torrington</creatorcontrib><creatorcontrib>Ratner, Nan Bernstein</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection【Remote access available】</collection><collection>ProQuest Central (Corporate)</collection><collection>Nursing & Allied Health Database (ProQuest)</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>ProQuest_Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Science Database (Alumni Edition)</collection><collection>Social Science Database (Alumni Edition)</collection><collection>Education Periodicals</collection><collection>STEM Database</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection (Proquest) (PQ_SDU_P3)</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection (Proquest) (PQ_SDU_P3)</collection><collection>Linguistics Collection</collection><collection>Linguistics Database</collection><collection>ProQuest Central</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>SciTech Premium Collection (Proquest) (PQ_SDU_P3)</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>Education Database (ProQuest)</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>PML(ProQuest Medical Library)</collection><collection>Psychology Database (ProQuest)</collection><collection>ProQuest Research Library</collection><collection>ProQuest Science Journals</collection><collection>Social Science Database (ProQuest)</collection><collection>Research Library (Corporate)</collection><collection>Nursing & Allied Health Premium</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of speech, language, and hearing research</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Eaton, Catherine Torrington</au><au>Ratner, Nan Bernstein</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1029429</ericid><atitle>Rate and Phonological Variation in Preschool Children: Effects of Modeling and Directed Influence</atitle><jtitle>Journal of speech, language, and hearing research</jtitle><addtitle>J Speech Lang Hear Res</addtitle><date>2013-12</date><risdate>2013</risdate><volume>56</volume><issue>6</issue><spage>1751</spage><epage>1763</epage><pages>1751-1763</pages><issn>1092-4388</issn><eissn>1558-9102</eissn><abstract>Purpose: To explore the effect of modeling and explicit elicitation of slow and accurately produced speech in typically developing preschool children. Optional phonological reductions (e.g., deleted final stops) and changes in speech rate were examined in response to an adult conversational speaker's speech style. Method: Forty 3-and 4-year-olds (20 each) were tested in 3 tasks: (a) immediate repetition of a model, (b) spontaneous speech, and (c) directed speech style (cueing to correct "sloppy" speech). In Task 1, half of each group heard fast and hypoarticulated versus slow and hyperarticulated speech for a between-group response-to-model comparison. Tasks 2 and 3 were compared within subjects. Results: Task 1 demonstrated that both age groups aligned with the speaker's rate and phonological variants usage when repeating a model. Tasks 2 and 3 revealed that 4-year-olds varied phonological reduction patterns according to the task demands, whereas 3-year-olds maintained consistent patterns of usage. In addition, neither group successfully realigned with the rapid speech rate in Task 3. Conclusions: These results contribute to an evidence base supporting the practice of modeling slow and clear speech to children with various production disorders. Further research is needed to explore the cognitive-linguistic processes underlying alignment before findings are applied to clinical populations.</abstract><cop>United States</cop><pub>American Speech-Language-Hearing Association (ASHA)</pub><pmid>23882009</pmid><doi>10.1044/1092-4388(2013/12-0171)</doi><tpages>13</tpages></addata></record> |
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| identifier | ISSN: 1092-4388 |
| ispartof | Journal of speech, language, and hearing research, 2013-12, Vol.56 (6), p.1751-1763 |
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| subjects | Articulation (Speech) Child, Preschool Children & youth Communication (Thought Transfer) Delayed Speech Dialects Evidence Female Grammar, Comparative and general Humans Intelligibility Language Rhythm Linguistics Male Modeling (Psychology) Models, Theoretical Phonetics Phonology Preschool Children Psycholinguistics - methods Repetition Researchers Sentences Speech Speech disorders Speech Disorders - therapy Speech production Speech Production Measurement Speech Tests Speech Therapy Speech Therapy - methods Studies Teaching Methods Vowels Young Children |
| title | Rate and Phonological Variation in Preschool Children: Effects of Modeling and Directed Influence |
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