This study is an interdisciplinary investigation focusing on two major topics: (a) the individual phonological knowledge of a large group of speech disordered children and (b) the individual learning patterns as they occur either spontaneously or as a result of clinical intervention. Research techniques and findings from linguistic theory and speech pathology are combined to address these two topics, each of which is independently of interest to either discipline. Descriptions of phonological knowledge and of learning patterns for this popoulation are extremely limited; even less is known about the possible relationship between the two. The proposed study will permit an in-depth investigation of the relationship between phonological knowledge and learning by gathering extensive and comprehensive data on both. Phonological knowledge is assessed through conventional techniques of linguistic analysis and include statements about the phonetic and phonemic inventories, the mental representation of lexical items, and the phonological rules governing speech production. Learning patterns are shown by an increase in correct speech productions measured during either a three month baseline period or a three month clinical treatment period. Specifically, the objectives of this research on phonologically disordered children are: (1) to provide comprehensive individualized phonological descriptions and typological characterizations of 40 subjects, (2) to provide descriptions and typological characterizations of a variety of individual learning patterns for the same subjects, (3) to formulate and test several hypotheses that predict learning patterns based on phonological knowledge, and (4) to provide a further description of phonological knowledge at a point in time following treatment to determine possible changes in phonological knowledge. The findings from this study will have both theoretical and applied significance. The use of an interdisciplinary approach to these problems is essential and offers an opportunity for gaining new insights on basic issues in both phonological theory and speech pathology.

Agency
National Institute of Health (NIH)
Institute
National Institute of Neurological Disorders and Stroke (NINDS)
Type
Research Project (R01)
Project #
5R01NS020976-02
Application #
3401650
Study Section
Communication Sciences and Disorders (CMS)
Project Start
1985-04-01
Project End
1987-03-31
Budget Start
1986-04-01
Budget End
1987-03-31
Support Year
2
Fiscal Year
1986
Total Cost
Indirect Cost
Name
Indiana University Bloomington
Department
Type
Schools of Arts and Sciences
DUNS #
006046700
City
Bloomington
State
IN
Country
United States
Zip Code
47402
Chin, S B; Dinnsen, D A (1992) Consonant clusters in disordered speech: constraints and correspondence patterns. J Child Lang 19:259-85
Elbert, M; Powell, T W; Swartzlander, P (1991) Toward a technology of generalization: how many exemplars are sufficient? J Speech Hear Res 34:81-7
Williams, A L (1991) Generalization patterns associated with training least phonological knowledge. J Speech Hear Res 34:722-33
Powell, T W; Elbert, M; Dinnsen, D A (1991) Stimulability as a factor in the phonological generalization of misarticulating preschool children. J Speech Hear Res 34:1318-28
Gierut, J A; Elbert, M; Dinnsen, D A (1990) Phonological knowledge and cognates: reply to Tomes. J Speech Hear Res 33:409-13
Dinnsen, D A; Chin, S B; Elbert, M et al. (1990) Some constraints on functionally disordered phonologies: phonetic inventories and phonotactics. J Speech Hear Res 33:28-37
Diedrich, W M (1989) A response to Gierut, Elbert, and Dinnsen (1987), ""A Functional Analysis of Phonological Knowledge and Generalization Learning in Misarticulating Children"". J Speech Hear Res 32:219-22
Powell, T W; Peng, C Y (1989) A profile analysis approach to interpretation of the Carrow Auditory-Visual Abilities Test. J Speech Hear Disord 54:214-25
Winner, M; Elbert, M (1988) Evaluating the treatment effect of repeated probes. J Speech Hear Disord 53:211-8
Gierut, J A; Elbert, M; Dinnsen, D A (1987) A functional analysis of phonological knowledge and generalization learning in misarticulating children. J Speech Hear Res 30:462-79

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