Matching Items (3)
Description
Children's speech and language development is measured by performance on standardized articulation tests. Test items on these assessments, however, vary in length and complexity. Word complexity was compared across five articulation tests: the Assessment of Phonological Patterns-Revised (APP-R), the Bankson-Bernthal Test of Phonology (BBTOP), the Clinical Assessment of Articulation and Phonology (CAAP), the Goldman-Fristoe Test of Articulation (GFTA), and the Assessment of Children's Articulation and Phonology (ACAP). Four groups of word complexity were used, using the dimensions of monosyllabic vs. multisyllabic words, and words with consonant clusters vs. words without consonant clusters. The measure of phonological mean length of utterance (Ingram, 2001), was used to assess overall word complexity. It was found that the tests varied in number of test items and word complexity, with the BBTOP and the CAAP showing the most similarity to word complexity in spontaneous speech of young children. On the other hand, the APP-R used the most complex words and showed the least similarity. Additionally, case studies were analyzed for three of the tests to examine the effect of word complexity on consonant correctness, usedin the measures of Percentage of Correct Consonants (PCC) and the Proportion of Whole Word Proximity (PWP). Word complexity was found to affect consonant correctness, therefore affecting test performance.
ContributorsSullivan, Katherine Elizabeth (Author) / Ingram, David (Thesis director) / Bacon, Cathy (Committee member) / Brown, Jean (Committee member) / Barrett, The Honors College (Contributor) / Department of Speech and Hearing Science (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor)
Created2013-05
Description
This paper analyzes the British people’s attitudes towards the French people both before and after the French Revolution. It looks at how the French émigrés played a role in shaping these attitudes. To analyze the opinions of the British people prior to the French Revolution travel diaries are used. These travel diaries identify the stereotypes of the French people given by the British. The French Revolution prompted the immigration of French people to England. This immigration led to a change in treatment towards the French people. Kirsty Carpenter was a pioneer in researching the role émigrés played in changing British attitudes towards the French. During the Revolution a variety of sources are used to examine what the British thought of the émigrés. Memories of Frances Burney and Comtesse du Boigne are used. In addition, articles and reports found in newspapers like The Observer. Also, editorial and political writings by Henry Dundas and Edmund Burke are used. In general, after analyzing these sources it is seen that British attitudes towards the French people differed with the introduction of French émigrés during the French Revolution. Prior to the French Revolution, many British people thought of the French as foolish, vain, and lazy. The French emigrants elicited a sympathetic response from the British people. The differing attitudes towards the French people can be explained by the dire circumstances of the emigrants, the violent nature of the Revolution, and the increased contact between the French and British people.
ContributorsNorris, Katie Desiree (Author) / Thompson, Victoria (Thesis director) / Hopkins, Richard (Committee member) / Bruhn, Karen (Committee member) / School of Historical, Philosophical and Religious Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2013-05
Description
The standard of care by multiple cleft teams includes utilizing controlled speech samples, such as the American English Phrase Sample (AEPS), which is controlled for each sound class in different word positions to rate cleft speech characteristics, mainly resonance, within multi-word contexts. This study aimed to provide information on traditional speech errors and speech sound accuracy in typically developing (TD) children aged three to four years on this phrase repetition task. Additionally, it compared speech sound accuracy between single-word articulation and phrases. Finally, the speech samples from a small group of non-cleft children with a speech delay were described in relation to their TD peers. Thirty typically developing children without cleft palate and seven children with speech delays, ranging in age from 3-4;11 years old, were recruited from a larger study. The Sounds-in-Words subtest of the Goldman-Fristoe Test of Articulation-3rd Edition (GFTA-3) and the AEPS were administered. The GFTA-3 and AEPS were analyzed for traditional speech errors, Percent Consonants Correct (PCC) total and PCC by manner. Additionally, phonological processes were examined using the Khan-Lewis Phonological Analysis-3rd Edition (KLPA-3). Analysis of variance (ANOVA) and effect sizes were computed for the Substitutions, Omissions, Distortions, and Additions (SODA) and PCC comparisons of the children with typical development. The data for the children with speech delays are presented descriptively due to the small numbers.
Results revealed significant decreases in PCC for certain categories at the phrase level for 3-year-olds, with little variation in PCC for 4-year-olds. Children with speech delays exhibited lower PCCs for multiple manner classes compared to their TD peers. Age showed significance in increased PCC for 4-year-olds. Substitution errors were prevalent in TD children, while children with speech delays demonstrated various error types. Error reduction correlated with increased age and varied by word position. Patterns differed between TD and speech delay groups across linguistic contexts.
Though originally intended to assess cleft palate speech characteristics, normative data on the AEPS helps contextualize speech characteristics observed within typical development. The current study addresses the lack of normative data on the AEPS for comparison to children with cleft palate with or without cleft lip (CP+/-L). Additionally, it provides normative data for PCC and PCC by manner at the single-word and phrase level. Overall, the results of this study support the claim that children perform similarly on the AEPS as the GFTA-3, with a few variations depending on context.
ContributorsMcNeal, Hannah (Author) / Scherer, Nancy J (Thesis advisor) / Bruce, Laurel (Committee member) / Cordero, Kelly N (Committee member) / Williams, Jessica L (Committee member) / Arizona State University (Publisher)
Created2024