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PubMed1995

Implications of congenitally missing teeth: orthodontic and restorative procedures in the adult patient.

Missing teeth are a concern to the patient and restorative dentist, and this social liability can be a multifactorial problem that involves esthetics, phonetics, disease, function, and stabilization. Dental caries, trauma, and periodontal disease are usually identified by pain, food impaction, discomfort, and lack of esthetics or poor phonetics. Restorative dentists are concerned with all aspects of the general health and appearance of the stomatognathic system and not only have the responsibility for immediate correction of an extant problem, but also for ensuring long-term "outcomes." The perceptive integration of interspecialty orthodontic treatment before restorative dentistry can obviate deleterious circumstances that threaten successful completion of the treatment plan. The prerestorative repositioning of malposed adjacent teeth in spaces created by congenitally missing teeth is illustrated with clinical treatment of three patients.

Adolescent↗
PubMed2002

Learning disability subtypes: classification of high functioning hyperlexia.

This study examined 30 children with hyperlexic reading patterns and average intelligence to determine if established learning disability subtypes could be applied to these children with hyperlexia. Two groups emerged. One type showed language learning disorder patterns with good visual memory. This group also showed a high percentage of phonetic word errors. A second hyperlexic group showed signs of nonverbal learning disorder with visual spatial deficits and impaired visual memory. This latter subgroup showed few phonetic errors with more sight word errors. These findings suggest subtypes of high functioning hyperlexia, one showing language deficits characteristic of dysphasia and one showing patterns similar to visual spatial dyslexia.

Adolescent↗
PubMed1999

Voicing judgements by chinchillas trained with a reward paradigm.

Experiments were performed to replicate and extend previous findings of similar categorization of voiced/voiceless consonant-vowel (CV) syllables by humans and chinchillas. A reward paradigm was applied to the question of how stimulus range affects the voice-onset-time (VOT) corresponding to the voiced/voiceless category boundary. Each of four adult chinchillas and four human subjects identified synthetic CV syllables as voiced (/ba/, /da/, /ga/) or voiceless (/pa/, /ta/, /ka/) using voiceless standards of either 80 or 120 ms. In both humans and animals, extending the VOT range from 80 to 120 ms shifted category boundaries to longer VOTs, but to a different extent across listeners. Control experiments suggested that listeners were attending to different phonetic cues in a manner that depended on the listener, rather than on species. The results are interpreted in terms of similar contextual effects and use of multiple phonetic cues to voicing in humans and animals.

Adult↗
PubMed2000

Hemispheric lateralization at different levels of human auditory word processing: a functional magnetic resonance imaging study.

We used functional magnetic resonance imaging to disentangle the functional anatomy of brain systems involved in the processing of auditory word form and meaning. Three monitoring tasks on auditory stimuli, aimed at phonetic, lexical and semantic processing, were used. We found no lateralization of temporal lobe activations, when word processing was contrasted versus the complex phonetic task. Bilateral middle temporal activations (Brodmann Area [BA] 21) were attributed to processing of word-form. Areas specific to semantic processing were restricted to the left hemisphere: the posterior middle frontal (BA 9) and posterior parietal (BA 7/40) cortex, as well as an inferior temporal area (BA 20/21). Our data suggest, that left hemispheric dominance for auditory word comprehension occurred at the level of semantic processing.

Acoustic Stimulation↗
PubMed1994

Studies on vocal fold injection and changes in pitch associated with alcohol intake.

The current study was carried out with particular emphasis on the association between phonetic function tests and alterations in the appearance of the hypopharyngeal and laryngeal mucosa, such as capillary dilatation, edema, and vocal fold injection after alcohol intake. The results demonstrated the occurrence of previously unrecognized pathophysiological changes associated with synchronous phonetic functions in the vocal pathway after alcohol intake. Serum ethanol and aldehyde concentration levels were evaluated hourly for 2.5 h after ingestion of alcohol. When an electronystagmogram showed the typical pattern of alcohol intake, the study was initiated. Occasionally, rhinography was performed on subjects complaining of a stuffy nose after alcohol intake.

Adult↗
PubMed2002

Anatomical correlates of learning novel speech sounds.

We examined the relationship between brain anatomy and the ability to learn nonnative speech sounds, as well as rapidly changing and steady-state nonlinguistic sounds, using voxel-based morphometry in 59 healthy adults. Faster phonetic learners appeared to have more white matter in parietal regions, especially in the left hemisphere. The pattern of results was similar for the rapidly changing but not for the steady-state nonlinguistic stimuli, suggesting that morphological correlates of phonetic learning are related to the ability to process rapid temporal variation. Greater asymmetry in the amount of white matter in faster learners may be related to greater myelination allowing more efficient neural processing, which is critical for the ability to process certain speech sounds.

Acoustic Stimulation↗
PubMed2003

Complementary hemispheric specialization for word and accent detection.

When we hear a familiar word pronounced in a foreign accent, which parts of the brain identify the word and which identify the accent? Here we present converging evidence from PET blood flow, event-related scalp potentials, and behavioral responses during dichotic listening, showing homologous and complementary hemispheric specialization for word and accent detection. Accuracy of detecting target words was greater when stimuli were presented to the right ear, indicating left hemisphere specialization, with no ear advantage for detecting target accents. Detection of words also produced increased blood flow in a left frontal area associated with motor and phonetic processing, and a left temporal area associated with semantic memory. Homologous areas of the right hemisphere, together with right prefrontal and precuneus regions, showed increased blood flow during detection of accents. Separate analyses for each detection task indicated that voxels whose activity maximally correlated with accuracy were in the left hemisphere for word detection, but in the right hemisphere for accent detection. Voxels whose activity maximally correlated with inaccuracy were in the opposite hemisphere for both tasks, strengthening the interpretation that between-task differences in brain activation are related to lateralized specializations for task performance. ERP waveforms and reaction times suggested that greater left hemisphere activation during word detection preceded greater right hemisphere activation during accent detection. The results are interpreted as supporting left hemisphere specialization for extraction of the linguistic, phonetic, and semantic information contained in speech, and right hemisphere specialization for pragmatics, the social context of linguistic communication.

Adult↗
PubMed1999

The use of orthographic analogies in learning to read Chinese.

Two studies, comprising training in phonological analogy and semantic analogy with pre-and post-training assessments, were conducted to investigate whether young children made orthographic analogies in learning to read a nonalphabetic script, Chinese, as alphabetic readers do. Twenty Chinese first-graders and 20 third-graders participated in each of the studies. The results showed that not only the third-graders, but also the first-graders made phonological analogies by the phonetic (i.e. the orthographic component in a Chinese character that provides sound cues) and semantic analogies by the radical (i.e. the orthographic component that provides meaning cues). It was, therefore, suggested that the roles and functions of the phonetics and radicals could be taught explicitly in school from an early age to help improve children's reading skills.

Analysis of Variance↗
PubMed1994

Self-monitoring in speech production: effects of verbal hallucinations and negative symptoms.

This paper reports results of a study on self-monitoring in speech production. Thirty schizophrenics, varying in verbal hallucination and in negative symptoms status, and 17 controls were tested on the reporter test. The position of interruptions of the speech-flow to repair errors was used to indicate whether the detection of the errors was through monitoring of internal phonetic plans or through external acoustic feedback. We have found that the internal error detection was twice as frequent in controls as in schizophrenics. The relevance of this finding to Frith's (1992) model of schizophrenia is discussed. Our conclusion is that the problem with internal monitoring of phonetic plans is common to all schizophrenics, and not just to those with verbal hallucinations.

Adolescent↗
PubMed1999

A theory of lexical access in speech production.

Preparing words in speech production is normally a fast and accurate process. We generate them two or three per second in fluent conversation; and overtly naming a clear picture of an object can easily be initiated within 600 msec after picture onset. The underlying process, however, is exceedingly complex. The theory reviewed in this target article analyzes this process as staged and feed-forward. After a first stage of conceptual preparation, word generation proceeds through lexical selection, morphological and phonological encoding, phonetic encoding, and articulation itself. In addition, the speaker exerts some degree of output control, by monitoring of self-produced internal and overt speech. The core of the theory, ranging from lexical selection to the initiation of phonetic encoding, is captured in a computational model, called WEAVER++. Both the theory and the computational model have been developed in interaction with reaction time experiments, particularly in picture naming or related word production paradigms, with the aim of accounting for the real-time processing in normal word production. A comprehensive review of theory, model, and experiments is presented. The model can handle some of the main observations in the domain of speech errors (the major empirical domain for most other theories of lexical access), and the theory opens new ways of approaching the cerebral organization of speech production by way of high-temporal-resolution imaging.

Computer Simulation↗
PubMed1996

Context-sensitive underspecification and the acquisition of phonemic contrasts.

Several competing proposals for the (under)specification of phonological representations are evaluated against the facts of phonemic acquisition. Longitudinal evidence relating to the emergence of a voice contrast in the well-documented study of Amahl (from age 2;2 to 3;11) is reconsidered. Neither contrastive specification nor context-free radical underspecification is capable of accounting for the facts. The problem is in the characterization of the change in the status of a feature from being noncontrastive and conditioned by context at one stage to being contrastive with phonetic effects that diffuse gradually through the lexicon. Both frameworks must treat as accidental the persistence of the early substitution pattern and require the postulation of wholesale changes in underlying representations, where these changes do not accord well with the observed phonetic changes or with the facts available to the learner. Context-sensitive radical underspecification provides a plausible account of each stage and the transition between stages with minimal grammar change.

Child Language↗
PubMed1992

Consonant clusters in disordered speech: constraints and correspondence patterns.

Comparison of patterns of cluster realization from 47 children ranging in age from 3;4 to 6;8 with functional (non-organic) speech disorders with those reported in the literature for normal acquisition reveals that these patterns are essentially the same for both groups. Using a two-level generative phonology for children's independent systems, further analysis of cluster realizations by means of feature geometry and underspecification theory reveals that there are systematic and principled relationships between adult representations of clusters and children's underlying representations and between children's underlying representations and their phonetic representations. With special emphasis on coalescence phenomena, it is suggested that the apparent diversity in children's cluster realizations can be reduced to four constraints on the form of underlying and phonetic representations.

Child↗
PubMed1990

Linguistic significance of babbling: evidence from a tracheostomized infant.

The role of babbling in language development is not well understood. One source of evidence is the utterances of infants who were tracheostomized during the period in which they would normally have produced syllabic vocalization. We describe here the phonetic patterns and linguistic development of a girl called Jenny. She was tracheostomized and generally aphonic from 0.5-1.8 but cognitively and socially normal, with near-normal comprehension of language. Acoustic analyses of Jenny's utterances following decannulation revealed a tenth of the canonical syllables which might be expected in normally developing infants, an extremely small inventory of consonant-like segments, and a marked preference for labial obstruents. In these ways, she resembled a group of infants of the same age who also cannot hear their oral-motor movements, the congenitally deaf, suggesting that the audibility of babbling contributes to its onset. Two months following decannulation, when Jenny was 1.10, she produced only a handful of different words. We think this is because aphonia prevented her from discovering the referential value of vocal expression and discouraged the formation of a phonetic repertoire that could be appropriated for lexical service. This unusual case suggests that babbling normally facilitates the development of language and speech.

Aphonia↗
PubMed1992

Patterns in babbling: a cross-linguistic study.

Three Canadian-English infants and three Parisian-French infants were filmed bi-weekly for three to five months, from the age of 0;9 or 0;11 until 1;2, at home in naturalistic interaction with a parent. Their babbled utterances were transcribed phonetically and categorized according to consonant-type and vowel-type. The contexts for each utterance were described in terms of both specific and more general contextual categories. Observed frequencies of co-occurrences between phonetic and contextual categories were compared to expected frequencies, and deviations were considered to be patterns in babbling. Patterning increased after age 1;0 for most infants, and from 1% to 30% of each infant's babbled utterances recurred in particular contexts with a greater-than-expected frequency. Similarities in patterns were found both within and across language groups. These sound-meaning correspondences in babbling are viewed as continuous with early situation-bound meaning in words.

Communication↗
PubMed2002

Between-word junctures in early multi-word speech.

Most children aged 1;6 to 2;0 begin to use utterances of two words or more. It is therefore important for child phonologists to consider the development of phonetic and phonological phenomena that characterize connected speech. The longitudinal case study reported here investigated three juncture types--assimilation, elision and liaison--in the speech of a typically-developing child between the ages of 2;4 and 3;4. Attempts at production of these adult juncture types occurred from the onset of two-word utterances. However, for some juncture types, the child still had to perfect the intergestural relationships and gestural articulations that the adult between-word junctures demand. This process of phonetic development was largely accomplished by the age of 3;4. With one exception, between-word junctures appear not to be the result of learned phonological rules or processes. The exception is liaison involving /r/, which did not occur until the child was three years old.

Child, Preschool↗
PubMed1998

Children's comprehension of unfamiliar regional accents: a preliminary investigation.

The effect of regional accent on children's processing of speech is a theoretically and practically important aspect of phonological development that has been little researched. 48 children from London, aged four and seven years old, were tested on their ability to repeat and define single words presented in their own accent and in a Glaswegian accent. Results showed that word comprehension was significantly reduced in the Glaswegian condition and that four-year-olds performed less successfully than seven-year-olds. Both groups made similar numbers of lexical misidentifications, but the younger children were more likely to fail to access any word at all. On the repetition task, the younger children showed a different pattern of errors to the older children, their productions being apparently more influenced by the phonetics of the Glaswegian stimuli. It is suggested that such phonetic responses are related to the younger children's failure to map the unfamiliar accent onto their own phonological representations. It is proposed that the lexical misidentifications, common to both age groups, are more likely to be induced by lack of context. The paper concludes with discussion of implications of these findings for our understanding of how children develop the ability to process unfamiliar regional accents.

Child↗
PubMed2003

Patient satisfaction and quality of single-tooth restorations.

This retrospective study focuses on patient opinion and professionally assessed quality of single-tooth restorations of Brånemark fixtures. Patients were treated by periodontists for fixture installation and/or abutment connection and by referring general practitioners for prosthetic rehabilitation. Seventy-eight consecutively treated patients were sent a questionnaire regarding aesthetics, phonetics and overall satisfaction. Forty-eight patients (52 fixtures) returned the questionnaire. Forty were able to attend a clinical examination by an independent examiner. The quality of 43 single implant crowns was evaluated according to the modified guidelines for assessment of quality and professional performance used for evaluation of design, fit, occlusion/articulation and aesthetics. Bone to implant level was assessed radiographically. Patients were very positive about aesthetics, phonetics, eating comfort and overall satisfaction. Nevertheless, 6/40 patients would not undergo the same treatment again, yet all of them would recommend it to others. The professionally rated quality of the crowns was perfect in 17 and acceptable in 25 cases. One crown needed modification to prevent future complications. Two crowns had already been replaced as a result of porcelain fracture; one restoration showed abrasion and one was damaged. With a mean loading time of 33 months (range: 3-89 months), none of the patients returning the questionnaire had encountered fixture loss. All except five fixtures showed bone remodelling at or above the first implant thread. It is concluded that single Brånemark fixtures installed by periodontists and restored by general practitioners are of an acceptable clinical quality to satisfy the patient.

Adolescent↗
PubMed1987

Perceptual normalization of vowels produced by sinusoidal voices.

When listeners hear a sinusoidal replica of a sentence, they perceive linguistic properties despite the absence of short-time acoustic components typical of vocal signals. Is this accomplished by a postperceptual strategy that accommodates the anomalous acoustic pattern ad hoc, or is a sinusoidal sentence understood by the ordinary means of speech perception? If listeners treat sinusoidal signals as speech signals however unlike speech they may be, then perception should exhibit the commonplace sensitivity to the dimensions of the originating vocal tract. The present study, employing sinusoidal signals, raised this issue by testing the identification of target /bVt/, or b-vowel-t, syllables occurring in sentences that differed in the range of frequency variation of their component tones. Vowel quality of target syllables was influenced by this acoustic correlate of vocal-tract scale, implying that the perception of these nonvocal signals includes a process of vocal-tract scale, implying that the perception of these nonvocal signals includes a process of vocal-tract normalization. Converging evidence suggests that the perception of sinusoidal vowels depends on the relation among component tones and not on the phonetic likeness of each tone in isolation. The findings support the general claim that sinusoidal replicas of natural speech signals are perceptible phonetically because they preserve time-varying information present in natural signals.

Adult↗