The proposed study is a continuation and extension of a current study investigating the phonological knowledge and learning patterns of speech disordered children. Research techniques and findings from linguistic theory, speech science and speech pathology are combined in an interdisciplinary investigation of both normal and disordered sound systems. The findings from this study will have both theoretical and applied significance to both phonological theory and speech pathology. Project I will continue to investigate the phonological systems of the 40 children from the current grant. Three specific studies are proposed: (1) Post-hoc, finer grained analyses will be made of individual subjects' learning patterns of specific sounds to determine the relationship between sounds in terms of feature dependencies, phonological knowledge and training. (2) Longitudinal acoustic analyses will be made to show the change in acoustic parameters over time. (3) A subgroup of the most severly disordered children will receive continued treatment to determine the critical point for phonological restructuring. Project II includes two studies examining the phonological and acoustic characteristics of normally developing speech at three points across one year. The acoustic analyses should complement the phonological analyses and the two sets of analyses should provide a basis for comparison with the speech disordered population cross-sectionally and longitudinally (c.f. the results from the current grant and Project I). Project III includes two experimental studies which will focus on the roles of stimulability and consonant cluster training as possible factors in predicting generalization patterns.

Agency
National Institute of Health (NIH)
Institute
National Institute of Neurological Disorders and Stroke (NINDS)
Type
Research Project (R01)
Project #
2R01NS020976-03
Application #
3401649
Study Section
Communication Sciences and Disorders (CMS)
Project Start
1985-04-01
Project End
1990-03-31
Budget Start
1987-04-01
Budget End
1988-03-31
Support Year
3
Fiscal Year
1987
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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