Word-Retrieval Difficulty and Disfluent Speech in Adult Anomic Speakers

1981 ◽  
Vol 24 (3) ◽  
pp. 358-365 ◽  
Author(s):  
Catherine S. Brown ◽  
Walter L. Cullinan
Keyword(s):  
Word Naming ◽  
Word Retrieval ◽  
Subject Group ◽  
Single Word ◽  
Connected Speech ◽  
Retrieval Latency ◽  
Group B

The relationships existing between measures of disfluency and measures of word-retrieval ability in adult anomic aphasic and adult non-brain-damaged subjects were investigated. Subjects produced single-word naming responses for pictured stimuli consisting of objects, colors, and actions. The obtained number of correct naming responses and word-retrieval latency measurements were related to the number and types of disfluencies present in the subjects' connected speech samples. The major findings of the investigation include the following: (a) the anomic subject group presented significantly more disfluencies than did the nonaphasic group; (b) the number of disfluencies increased as word-retrieval difficulty increased for the anomic subjects; (c) when word-retrieval difficulty was measured by the number of correct responses those anomic subjects who tended to be most disfluent and to have the greatest word-retrieval difficulty also tended to have the highest proportions of those disfluencies most likely to be considered "stutterings" (part-word repetitions, vocal segregate repetitions, and prolongations) and the lowest proportions of hesitations; and (d) the proportion of stutterings increased as the total number of disfluencies increased for anomic and tot nonaphasic subjects. Implications of results for testing of aphasic patients are discussed.

scholarly journals Neural organization of speech production: A lesion-based study of error patterns in connected speech

2019 ◽  
Author(s):  
Brielle C Stark ◽  
Alexandra Basilakos ◽  
Gregory Hickok ◽  
Chris Rorden ◽  
Leonardo Bonilha ◽  
...  
Keyword(s):  
Left Hemisphere ◽  
Phonological Processing ◽  
Visual Recognition ◽  
Temporal Cortex ◽  
Occipital Cortex ◽  
Neural Substrates ◽  
Word Naming ◽  
Lesion Volume ◽  
Single Word ◽  
Connected Speech

AbstractWhile numerous studies have explored single-word naming, few have evaluated the behavioral and neural correlates of more naturalistic language, like connected speech, which we produce every day. Here, in a retrospective analysis of 120 participants at least six months following left hemisphere stroke, we evaluated the distribution of word errors (paraphasias) and associated brain damage during connected speech (picture description) and object naming. While paraphasias in connected speech and naming shared underlying neural substrates, analysis of the distribution of paraphasias suggested that lexical-semantic load is likely reduced during connected speech. Using voxelwise lesion-symptom mapping (VLSM), we demonstrated that verbal (real word: semantically related and unrelated) and sound (phonemic and neologistic) paraphasias during both connected speech and naming loaded onto the left hemisphere ventral and dorsal streams of language, respectively. Furthermore, for the first time using both connected speech and naming data, we localized semantically related paraphasias to more anterior left hemisphere temporal cortex and unrelated paraphasias to more posterior left temporal and temporoparietal cortex. The connected speech results, in particular, highlight a gradient of specificity as one translates visual recognition from left temporo-occipital cortex to posterior and subsequently anterior temporal cortex. The robustness of VLSM results for sound paraphasias derived during connected speech was notable, in that analyses performed on sound paraphasias from the connected speech task, and not the naming task, demonstrated significant results following removal of lesion volume variance and related apraxia of speech variance. Therefore, connected speech may be a particularly sensitive task on which to evaluate further lexical-phonological processing in the brain. The results presented here demonstrate the related, though different, distribution of paraphasias during connected speech, confirm that paraphasias arising in connected speech and single-word naming likely share neural origins, and endorse the need for continued evaluation of the neural substrates of connected speech processes.

Relationships between Measures of Phonological Performance in Preterm Children

1995 ◽  
Vol 81 (1) ◽  
pp. 41-42
Author(s):  
Gary Holdgrafer
Keyword(s):  
Motor Control ◽  
Speech Motor Control ◽  
Clinical Implications ◽  
Single Word ◽  
Connected Speech ◽  
Preterm Children ◽  
Speech Motor

Percent Consonants Correct (PCC) was computed for spontaneous connected speech samples and responses on a single-word articulation test from 29 preterm children in preschool. Maturity of speech motor control was also assessed. Moderate intercorrelations of all measures are mentioned with regard to clinical implications.

Precise localisation of single-word retrieval in the left cerebral hemisphere

The Lancet ◽  
1997 ◽  
Vol 349 (9045) ◽  
pp. 104
Author(s):  
T Hoell ◽  
F Oltmanns ◽  
A Schilling ◽  
M Brock
Keyword(s):  
Cerebral Hemisphere ◽  
Word Retrieval ◽  
Single Word ◽  
Left Cerebral Hemisphere

An Exploration of the Impact of Group Treatment for Aphasia on Connected Speech

2020 ◽  
Vol 26 (1) ◽  
pp. 72-85 ◽  
Author(s):  
Catherine Mason ◽  
Lyndsey Nickels ◽  
Belinda McDonald
Keyword(s):  
Communication Skills ◽  
Group Treatment ◽  
Language Production ◽  
Outcome Measurement ◽  
Word Retrieval ◽  
Connected Speech ◽  
Semistructured Interviews ◽  
The Impact ◽  
Everyday Communication ◽  
Therapy Programme

AbstractObjective:Group treatment enables people with aphasia to practise communication skills outside the typical clinician–patient dyad. While there is evidence that this treatment format can improve participation in everyday communication, there is little evidence it impacts linguistic abilities. This project aimed to investigate the effects of ‘typical’ group treatment on the communication skills of people with aphasia with a focus on word retrieval in discourse.Methods:Three people with aphasia took part in a 6-week group therapy programme. Each week focused on a different topic, and three topics also received a home programme targeting word retrieval. The six treated topics were compared with two control topics, with regard to language production in connected speech. Semistructured interviews were collected twice prior to treatment and twice following the treatment and analysed using (a) word counts; (b) the profile of word errors and retrieval in speech; (c) a measure of propositional idea density, and (d) perceptual discourse ratings.Results:Two participants showed no significant improvements; one participant showed significant improvement on discourse ratings.Conclusions:This study provides limited support for group treatment, leading to improved communication as measured by semistructured interviews, even when supplemented with a home programme. We suggest that either group treatment, as implemented here, was not an effective approach for improving communication for our participants and/or that outcome measurement was limited by difficulty assessing changes in connected speech.

Comparing the Informativeness of Single-Word Samples and Connected Speech Samples in Assessing Speech Sound Disorders

2021 ◽  
pp. 1-14
Author(s):  
Li-Li Yeh ◽  
Chia-Chi Liu
Keyword(s):  
Performance Measures ◽  
Speech Sound ◽  
Naming Task ◽  
Sample Type ◽  
Typically Developing ◽  
Speech Sample ◽  
Single Word ◽  
Speech Sound Disorders ◽  
Connected Speech ◽  
Speech Accuracy

Purpose Speech-language pathologists (SLPs) are faced with the challenge of quickly and accurately identifying children who present with speech sound disorders (SSD) compared to typically developing (TD) children. The goal of this study was to compare the clinical relevance of two speech sampling methods (single-word vs. connected speech samples) in how sensitive they are in detecting atypical speech sound development in children, and to know whether the information obtained from single-word samples is representative enough of children's overall speech sound performance. Method We compared the speech sound performance of 37 preschool children with SSD ( M age = 4;11 years) and 37 age-sex-matched typically developing children ( M age = 5;0 years) by eliciting their speech in two ways: (a) a picture-naming task to elicit single words, and (b) a story-retelling task to elicit connected speech. Four speech measures were compared across sample type (single words vs. connected speech) and across groups (SSD vs. TD): intelligibility, speech accuracy, phonemic inventory, and phonological patterns. Results Interaction effects were found between sample type and group on several speech sound performance measures. Single-word speech samples were found to differentiate the SSD group from the TD group, and were more sensitive than connected speech samples across various measures. The effect size of single-word samples was consistently higher than connected speech samples for three measures: intelligibility, speech accuracy, and phonemic inventory. The gap in sample type informativeness may be attributed to salience and avoidance effects, given that children tend to avoid producing unfamiliar phonemes in connected speech. The number of phonological patterns produced was the only measure that revealed no gap between two sampling types for both groups. Conclusions On measures of intelligibility, speech accuracy, and phonemic inventory, obtaining a single-word sample proved to be a more informative method of differentiating children with SSD from TD children than connected speech samples. This finding may guide SLPs in their choice of sampling type when they are under time pressure. We discuss how children's performance on the connected speech sample may be biased by salience and avoidance effects and/or task design, and may, therefore, not necessarily reveal a poorer performance than single-word samples, particularly in intelligibility, speech accuracy, and the number of phonological patterns, if these task limitations are circumvented. Our findings show that the performance gap, typically observed between the two sampling types, largely depends on which performance measures are evaluated with the speech sample. Our study is the first to address sampling type differences in SSD versus TD children and has significant clinical implications for SLPs looking for sampling types and measures that reliably identify SSD in preschool-aged children.

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