PURPOSE To determine the most frequent errors of children with phonological disorders in an auditory discrimination test, and to correlate their performance with age, gender and severity of phonological disorder. METHODS The sample consisted of 82 children with phonological disorders, of both gender, with ages between 4 years and 7 years and 11 months. All subjects were submitted to the Phono...

ed away from the articulation procedure that lies between the retrieval of a phonological representation from WM and the actual production of an utterance. As a further development of the model it therefore seemed important to also include as part of the modelling architecture a procedure that aims at simulating this articulation stage. Articulating an input sequence (performing the nonword rep...

We present a patient (PW) with non-fluent progressive aphasia, characterized by severe word finding difficulties and frequent phonemic paraphasias in spontaneous speech. It has been suggested that such patients have insufficient access to phonological information for output and cannot construct the appropriate sequence of selected phonemes for articulation. Consistent with such a proposal, we f...

We carried out a simultaneous fMRI-EEG experiment based on discriminating syllabic minimal pairs involving three phonological contrasts characterized by different degrees of visual distinctiveness (vocalic labialization, consonantal place of articulation or voicing). Audiovisual CV syllable pairs were presented either with a static facial configuration or with a dynamic display of articulatory ...

Phonological classes define articulatory-free and articulatory-bound phone attributes. Deep neural network is used to estimate the probability of phonological classes from the speech signal. In theory, a unique combination of phone attributes form a phoneme identity. Probabilistic inference of phonological classes thus enables estimation of their compositional phoneme probabilities. A novel inf...

Background. This study reports comparative phonological assessment results for children with cleft lip and/or palate (CLP) to typically developing peers using an evaluation tool for early phonological skills. Methods. Children without clefts (NC = noncleft) and 24 children with CLP, ages of 18-36 months, were evaluated using the Profile of Early Expressive Phonological Skills (PEEPSs) [1]. Chil...

Current psychological models of word production (e.g. Dell, 1986; Levelt, Roelofs, & Meyer, 1999) only detail how we plan the phonological content of words, and not how we articulate them. To understand how these models may be extended, we must determine how information flows from phonological encoding to articulation. For example, does activation cascade from unselected phonological representa...

The phenomenon of child-specific phonological processes represents a longstanding challenge for efforts to arrive at a coherent model of phonological development. These processes may be robustly attested in the speech of typically developing children, yet extensive cross-linguistic investigation reveals no counterpart in adult phonological typology. Developmental consonant harmony (DCH) is one ...