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Biomedical subjects

H Winitz

Publications and source records attributed to H Winitz.

At least 19 recordsLinked to original sources
PubMed1995

The development of English speech patterns of a 7-year-old Polish-speaking child.

The silent period hypothesis was investigated by examining the speech development of AO, a Polish-speaking child, who emigrated to the U.S. at age 7 years, 5 months, and placed in the second grade of a rural Missouri school district in which there was no instruction of English as a second-language. AO was observed for 6 years, 8 months, in order to study the development of his English speech patterns. During this interval, recordings were made of five sentences produced by AO at five different age points and with recordings from a control group of native and nonnative speakers were rated by native American speakers. AO's accent showed a gradual decline during the first year of residence, receiving a rating of near-native speech. By age 14 years, 6 months, he was rated as having native speech performance. Observations of his language, social, and school development indicated that AO remained essentially silent during the first 6 months, using two- and three-word sentences only when necessary, that his social development was normal, and that his school achievement was not impeded by his placement in the grade level appropriate for his age. The conclusion was reached that AO's silent period experience contributed significantly to his development of English speech patterns.

Adolescent↗
PubMed1991

Museum proposed.

Explore the source record for details and available documents.

American Speech-Language-Hearing Association↗
PubMed1981

Comprehension and production of the /-ez/ plural allomorph.

Children's knowledge of morphological elements has traditionally been tested using Berko-type production tasks. Failure to respond correctly in this task may reflect production constraints independent of underlying linguistic knowledge. Accordingly, a detailed comparison of the comprehension of one morphological unit, the /-ez/ plural allomorph, was investigated. Two groups of subjects were tested; (1) those who produced this allomorph correctly and (2) those who failed to produce it. For the subjects as a group, the results indicated that children who could produce the /-ez/ allomorph in nonsense word contexts performed significantly better than children who were unable to produce this allomorph. An analysis of individual performance indicated that almost all of the subjects who produced the /-ez/ allomorph correctly reliably comprehended it. A little more than half of the subjects who failed to produce it evidenced reliable comprehension. The conclusion was drawn that comprehension learning precedes production learning and that production-type tasks may consistently underestimate linguistic knowledge.

Child, Preschool↗
PubMed1978

Interference and the persistence of articulatory responses.

An experimental test of the effect of phonological interference on short-term recall was conducted using non-English phonological sequences which were easily pronounceable. Subjects were normal speaking and normal hearing third-grade English speaking children. Experimental subjects produced the phonologically inadmissible [3a], [u'mI], [vepsilon], and control subjects produced the phonologically allowable [d3a], [u'mî], [veI]. Following a retention interval of 30 sec, one free recall trial was administered. Experimental subjects correctly recalled significantly less often than control subjects, suggesting that phonological rules can effect a decrement in short-term recall for phonetic units which are easy to pronounce.

Attention↗
PubMed1977

Extended comprehension practice applied to an aphasic patient.

A 47-year-old aphasic patient was given extensive practice in the comprehension of single lexical items. Training was begun one month postonset and was discontinued four months postonset. Production practice was not administered during the treatment period. Comprehension and production improved as measured by a number of language assessment tests. The findings of this case study suggest that comprehension practice results in the improvement of verbal production. Discussion of the comprehension approach as a method of language training is included.

Aphasia↗
PubMed1975

Self-retrieval and articulatory retention.

The effect of training in self-retrieval on articulatory recall was examined. Elementary school children practiced the syllables /ciks/ and /colt/ under two conditions: imitation and self-retrieval. In the latter condition subjects were asked to say the test object rather than to imitate its name. Over intervals of one day and five days there was no difference in retention as a function of the type of pretraining. Imitative responses decayed little over time and were, in general, always higher than self-retrieval responses regardless of the type of training during acquisition (self-retrieval or imitation).

Child↗
PubMed1975

The distribution of perceptual cues in English prevocalic fricatives.

Two experiments involving deletion of selected segments of syllables were undertaken to investigate the distribution of perceptual cues and the role of right-to-left coarticulation in fricative vowel monosyllables. From 12 original syllables (/f, theta, s, integral/ in combination with /i, u, a/), manipulations were made so that a group of listeners were exposed to transitionless syllables and isolated segments of syllables. Consonant and vowel recognition scores under these conditions showed that right-to-left coarticulation effects are perceptible, but do not contribute to consonant identification. The vocalic effects shown for many monosyllables were consistent with a normalization hypothesis. In agreement with previous literature, spectral cues in frication determine /s, integral/ recognition. These cues also contribute to the identification of many /f/ and /theta/ syllables.

Cues↗