Speech Perception Training Can Facilitate Sound Production Learning

Rvachew, Susan

doi:10.1044/jshr.3702.347

Cited by 116 publications

(101 citation statements)

References 26 publications

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“…A repeatedmeasures ANOVA with three levels (null trials, introduction of load, end of training) produced no statistically significant acoustical effects over the course of learning for subjects that displayed reliable adaptation to load. Specifically, we found no reliable differences in either the first (F (2,32) ϭ 0.2, P Ͼ 0.8) or the second formant (F (2,32) ϭ 1.0, P Ͼ 0.2) frequencies.…”

Section: Materials and Methods For Details)mentioning

confidence: 60%

Auditory plasticity and speech motor learning

Nasir

Ostry

2009

Proc. Natl. Acad. Sci. U.S.A.

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Is plasticity in sensory and motor systems linked? Here, in the context of speech motor learning and perception, we test the idea sensory function is modified by motor learning and, in particular, that speech motor learning affects a speaker's auditory map. We assessed speech motor learning by using a robotic device that displaced the jaw and selectively altered somatosensory feedback during speech. We found that with practice speakers progressively corrected for the mechanical perturbation and after motor learning they also showed systematic changes in their perceptual classification of speech sounds. The perceptual shift was tied to motor learning. Individuals that displayed greater amounts of learning also showed greater perceptual change. Perceptual change was not observed in control subjects that produced the same movements, but in the absence of a force field, nor in subjects that experienced the force field but failed to adapt to the mechanical load. The perceptual effects observed here indicate the involvement of the somatosensory system in the neural processing of speech sounds and suggest that speech motor learning results in changes to auditory perceptual function.sensorimotor adaptation ͉ speech perception ͉ speech production A s a child learns to talk, or as an adult learns a new language, a growing mastery of oral fluency is matched by an increase in the ability to distinguish different speech sounds (1-5). Although these abilities may develop in isolation, it is also possible that speech motor learning alters a speaker's auditory map. This study offers a direct test of this hypothesis, that speech motor learning, and, in particular, somatosensory inputs associated with learning, affect the auditory classification of speech sounds (6-8). We assessed speech learning by using a robotic device that displaced the jaw and modified somatosensory input without altering speech acoustics (9-11). We found that even though auditory feedback was unchanged over the course of learning, subjects classify the same speech sounds differently after motor learning than before. Moreover, the perceptual shift was observed only in subjects that displayed motor learning. Subjects that failed to adapt to the mechanical load showed no perceptual shift even though they experienced the same force field as subjects that showed learning. Our findings are consistent with the idea that speech learning affects not only the motor system but also involves changes to sensory areas of the brain. ResultsTo explore the idea that speech motor learning affects auditory perception, we trained healthy adults in a force-field learning task (12, 13) in which a robotic device applied a mechanical load to the jaw as subjects repeated aloud test utterances that were chosen randomly from a set of four possibilities (bad, had, mad, sad) (Fig. 1). The test utterances were displayed on a computer monitor that was placed in front of the subjects. The mechanical load was velocity-dependent and acted to displace the jaw in a protrusion direction, al...

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Section: Materials and Methods For Details)mentioning

confidence: 60%

Auditory plasticity and speech motor learning

Nasir

Ostry

2009

Proc. Natl. Acad. Sci. U.S.A.

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“…Several studies used established approaches to therapy such as the Ward Infant Language Screening Test, Assessment, Acceleration, and Remediation program 96 and the Hanen principles. 78,79,85,93 Others used more theoretical approaches such as focused stimulation, 78,79,86,87,93 auditory discrimination, 83,90 imitation or modeling procedures, 76,92 auditory processing or work mapping, 85 and play narrative language. 80,81 Some interventions focused on specific words and sounds, used unconventional methods, or targeted a specific deficit.…”

Section: Key Question 5: Do Interventions For Speech and Language Delmentioning

confidence: 99%

“…Twenty-five RCTs in 24 publications met inclusion criteria, including 1 rated good, 72 13 rated fair, [73][74][75][76][77][78][79][80][81][82][83][84][85] and 11 rated poor quality 77,[86][87][88][89][90][91][92][93][94][95] (Table 7). Studies were considered to be of poor quality if they reported important differences between intervention and comparison groups at baseline, did not use intention-to-treat analysis, no method of randomization was reported, or there were Ͻ10 subjects in the intervention or comparison groups.…”

Section: Key Question 5: Do Interventions For Speech and Language Delmentioning

confidence: 99%

Screening for Speech and Language Delay in Preschool Children: Systematic Evidence Review for the US Preventive Services Task Force

et al. 2006

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BACKGROUND. Speech and language development is a useful indicator of a child's overall development and cognitive ability and is related to school success. Identification of children at risk for developmental delay or related problems may lead to intervention services and family assistance at a young age, when the chances for improvement are best. However, optimal methods for screening for speech and language delay have not been identified, and screening is practiced inconsistently in primary care.

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“…Moreover, the mode and timing of a clinician's input or feedback may further bear on treatment complexity. Some variables to take account of may include the relative importance of perceptual, imitative, productive, or metalinguistic information (Dean et al, 1995;Rvachew, 1994;Saben & Ingham, 1991). There is one word of caution however.…”

Section: Is There One Ideal Complex Target That Can Be Recommended Fomentioning

confidence: 99%

Phonological Complexity and Language Learnability

Gierut

2007

Am J Speech Lang Pathol

102

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Purpose-To extend formal models of language learnability to applications in clinical treatment of children with functional phonological delays.Method-The focus of the narrative review is on phonological complexity. This follows from learnability theory, whereby complexity in the linguistic input to children has been shown to trigger language learning. Drawing from the literature, phonological complexity is defined from epistemic, ontological, and functional perspectives, with specific emphasis on the application of language universals in the selection of target sounds for treatment.Results-The cascading effects of phonological complexity on children's generalization learning are illustrated, and frequently asked questions about complexity in treatment are addressed. Conclusion-The role of complexity in cognitive development is introduced to demonstrate the apparent robustness of effects.Keywords linguistic complexity; phonological acquisition; treatment efficacy Children's acquisition of language occurs rapidly, with relatively few errors and seemingly without effort. In a matter of just about 36 months, a child typically produces novel sentences that involve complicated constructions, words that reference abstract ideas or absent entities, and sound sequences that mark the distinctive contrasts of the native language. In order to achieve this, a child must attend to the available input of the surrounding speech community (Morgan & Demuth, 1996). Linguistic input is thus the primary evidence for language learning, whether one views language as innately guided (Chomsky, 1999) or computationally derived (Bates & MacWhinney, 1987).Despite its importance, the linguistic input that a child receives is often variable, degraded, or even lacking in cues that would help to uncover the structure and organization of the language being learned (Gleitman & Newport, 2000). How then does a child use less-than-perfect input to guide language learning in extracting salient islands of information that are, in turn, revealing of linguistic structure? And importantly, for children with language delays, how can the input best be structured and presented in clinical treatment so as to facilitate the language learning process? These questions form the basis of learnability theory and its explicit focus on complexity as the trigger of language learning. In this article, complexity is examined within this broader theoretical context to best illustrate its clinical utility. This complements and extends prior discussions of the developmental and clinical factors that are associated with complexity (Gierut, 2001;Gierut, Morrisette, Hughes, & Rowland, 1996). The emphasis herein is on the phonological properties of language and their acquisition by children with functional Operational Definition of ComplexityComplexity has been the focus of study in a broad range of disciplines, including but not limited to linguistics (Dahl, 2004;Mohanan, 1992), cognitive and developmental psychology (Casti, 1994;Thelen & Smith, 1994), education (G...

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Speech Perception Training Can Facilitate Sound Production Learning

Cited by 116 publications

References 26 publications

Auditory plasticity and speech motor learning

Auditory plasticity and speech motor learning

Screening for Speech and Language Delay in Preschool Children: Systematic Evidence Review for the US Preventive Services Task Force

Phonological Complexity and Language Learnability

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