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Characterization of upper esophageal sphincter pressures relative to vocal acoustics.
J Appl Physiol (1985)
January 2025
Department of Otolaryngology, University of Minnesota, Minneapolis, Minnesota, United States.
Strength of vocal fold adduction has been hypothesized to be a critical factor influencing vocal acoustics but has been difficult to measure directly during phonation. Recent work has suggested that upper esophageal sphincter (UES) pressure, which can be easily assessed, increases with stronger vocal fold adduction, raising the possibility that UES pressure might indirectly reflect vocal fold adduction strength. However, concurrent UES pressure and vocal acoustics have not previously been examined across different vocal tasks.
View Article and Find Full Text PDFEvidence for early encoding of speech in blind people.
Brain Lang
December 2024
Department of Hearing and Speech Rehabilitation, Binzhou Medical University, Yantai 264003, China. Electronic address:
Blind listeners rely more on their auditory skills than the sighted to adapt to unavailable visual information. However, it is still unclear whether the blind has stronger noise-related modulation compared with the sighted when speech is presented under adverse listening conditions. This study aims to address this research gap by constructing noisy conditions and syllable contrasts to obtain auditory middle-latency response (MLR) and long-latency response (LLR) in blind and sighted adults.
View Article and Find Full Text PDFBeginning reading instruction: Syllables or phonemes? An experimental training study with Arabic-speaking preliterate preschoolers.
Dev Psychol
November 2024
Department of Learning Disabilities, Faculty of Education, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa.
This study addressed four research questions: (1) Does teaching using syllables or using phonemes lead to better progress in beginning reading and spelling? (2) Does the effectiveness of syllabic or phonemic instruction depend on children's preferences for these units as predicted by Ziegler and Goswami's (2005) "availability" hypothesis? (3) Do children taught via syllabic consonant-vowel (CV) units spontaneously develop insight into the phonemic basis of an alphabetic writing system, and (4) Do individual differences in reading and spelling gains in phoneme-based instruction depend more on working memory, short-term memory, and Rapid Automatized Naming (RAN) owing to the greater number of units that must be rapidly retrieved and processed? To test these hypotheses, 104 preliterate preschool children were taught to read and spell using an unfamiliar script. Across 14 training sessions, children were taught using either whole CV units, phoneme units, or demiphoneme units. Retention and generalization were evaluated during training and 1 week later.
View Article and Find Full Text PDFAcoustic features of vocalizations in typically developing and autistic infants in the first year.
Res Dev Disabil
November 2024
Spoken Communication Laboratory, Marcus Autism Center, Children's Healthcare of Atlanta, Atlanta, GA, USA; Department of Pediatrics, Emory School of Medicine, Atlanta, GA, USA.
Background: We describe acoustic patterns across the five most prominent vocal types in typically developing infants (TD) and compare them with patterns in infants who develop autism (ASD) or a developmental disability (DD) not related to autism. Infant-directed speech (IDS) is a potentially important influence on such vocal acoustic patterns. Both acoustic patterns and effects of IDS are important for understanding the earliest origins of communication disorders.
View Article and Find Full Text PDFExploring vowel errors produced in nonword repetition in children with speech and language disorders.
Int J Lang Commun Disord
November 2024
Sugar House Health Center, University of Utah, Salt Lake City, Utah, USA.
Background: Accurate nonword repetition (NWR) is contingent on many underlying skills, including encoding, memory and motor planning and programming. Though vowel errors are frequently associated with childhood apraxia of speech (CAS), several recent studies have found that children with developmental language disorder (DLD) produce high rates of vowel errors in NWR tasks.
Aims: This retrospective analysis explored whether the overall frequency and types of vowel errors produced in NWR distinguish children with DLD, children with CAS, children with speech sound disorder (SSD) and children with typical development (TD).
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