The effects of word frequency, phonetic environment, and phoneme position on the production of /s/ in words by 50 phonologically impaired children were examined. Results indicated that: word frequency of occurrence did not significantly affect the rate of misarticulation; phonetic environments were significantly related to articulation errors; and… (More)
This paper documents the development of a successful information management system at a Long Term Ecological Research (LTER) site that has a rich history of data collection and management. Over sixty years of data from three separate projects are incorporated into the Shortgrass Steppe (SGS) LTER information management system and databases. People with… (More)
Three profoundly hearing-impaired children were trained to articulate stop consonants /b,p,d,t,g,k/ in words. As training progressed, generalization of correct production across positional and phonemic boundaries was assessed. Results indicate that hearing-impaired children can use distinctive feature similarities to improve their articulation.
Six severely hearing-impaired children who were initially unable to set voiced-voiceless boundaries at voice onset times between 20 and 40 msec in the discrimination of speech were trained to do so by means of a structured auditory training program. An additional tactile cue, gradually withdrawn over four training steps, was used to signal presence of… (More)