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Item PATSy: a multimedia distributed web-base resource for aphasiologists in research and education.(Psychology Press, 1999) Lum, C.; Cox, R.; Kilgour, J.; Morris, J.; Tobin, R.This paper describes PATSy, a distributed, multimedia system designed to be a repository of patient cases and their test data. PATSy will initially consist of adult aphasia cases, though it can eventually accommodate test data from a variety of neurological and non-neurological adult and child cases. The genetic aspects of PATSy also allow it to accept test data from various disciplines. Authorized users will have passwords to allow them to access PATSy via the internet. The development of PATSy addresses several challenges in research and education. These include archiving data from rare and unusual cases, limiting loss of data, improving opportunities for data re-utilization by other researchers, and forging more direct and transparent links between research and education. Users will have access to raw test data of patients reported by researchers. Above all, the structure and design of PATSy is highly suited to case-based learning, though other methods of teaching are also accommodated.Item Widening access to electropalatography for children with persistent sound system disorders.(American Speech-Language-Hearing Association, 1999-11) Gibbon, Fiona; Stewart, Fiona; Hardcastle, William J.Previous studies have demonstrated the value of using electropalatography (EPG) to assess, diagnose, and treat persistent sound system disorders in children. However, the application of EPG research has been limited in clinical contexts because most speech-language pathologists do not have access to the technique. This article provides an overview of recent EPG research on persistent sound system disorders and describes a network that has been established to widen access to EPG. The use of EPG via the network is illustrated in the case description of an 8-year-old boy, Robbie, who presented with a persisting speech disorder. The network was used because the clinician treating Robbie did not have an EPG. The main perceptual feature of Robbie's speech before EPG treatment was the deviant phonological process of backing /t/ and /d/ targets to velar place of articulation. EPG was used to assess articulatory patterns before treatment, to provide visual feedback as part of a treatment program, and to record changes in tongue-palate contact patterns as treatment progressed. Robbie achieved normal /t/ and /d/ articulatory patterns after treatment and was subsequently discharged. Factors that could have contributed to the successful outcome in this case are discussed, and areas requiring further research are identified.Item InterPHACE - internetworked links for phonetic analysis in clinical education.(1999-04) Beck, Janet M.; Alistair, Lawson; Mennen, InekeThis collaborative project addresses two key issues. The first is the need for Speech and Language Therapy (SALT) students to develop skills in analysis of a wide range of speech disorders and to apply these to clinical practice. The second is the lack of opportunities for utilising instrumental speech analysis techniques in many SALT clinics. Computerised links between Queen Margaret College and a variety of Health Care Trust clinics have been established which allow SALT clinic sessions to be monitored and speech data collection controlled remotely from QMC. Speech data is transmitted to the QMC Speech Laboratory for analysis and compilation of results. QMC staff and students are then able to discuss the results by teleconference with the SALT responsible for each client_s management, thus learning about the impact of analysis results on diagnosis and management. A data-base of clinical speech material is also being developed as a teaching/learning resource. A novel form of curricular design and delivery is thus being developed, which allows college staff and students access to speech from disordered clients in SALT clinics, and allows students to be actively involved in the process of clinical speech analysis of a range of current cases. Evaluation of the educational value of this project is ongoing, but it should enhance both undergraduate education in clinical phonetics and continuing professional development.Item Standard English in Edinburgh and Glasgow: the Scottish vowel length rule revealed.(Arnold, 1999) Scobbie, James M.; Hewlett, Nigel; Turk, Alice E.Item Autosegmental Representation in a Declarative Constraint-based Framework(Garland Publishing Inc., 1997-11-30) Scobbie, James M.Item Whose right? - Who's right?(Royal College of Speech & Language Therapists, 1999) Stansfield, Jois; Hobden, ChristineItem Covert contrast as a stage in the acquisition of phonetics and phonology : working paper(QMU Speech Science Research Centre, 1996) Scobbie, James M.; Gibbon, Fiona; Hardcastle, William J.; Fletcher, PaulPaper adds to the growing body of evidence that children can acquire phonological systems before they are able to master the phonetic skills needed to convey the contrasts in that systemItem Why do some aphasics show an advantage on some tests of nonpropositional (automatic) speech?(New York, Academic Press, 1999-10-15) Lum, Carmel; Ellis, Andrew W.Sixteen aphasic patients were given three pairs of tasks that compared the production of the same items in either propositional or nonpropositional contexts. A nonpropositional number production task involved counting from 1 to 10 while the propositional version of that task involved naming the Arabic numbers 1 to 10 in nonconsecutive order. A nonpropositional picture-naming task involved naming pictures with the aid of familiar phrase cues (e.g., Don't beat around the BUSH) while in the propositional version the cues were novel phrases (e.g., Don't dig behind the BUSH). Finally a nonpropositional phrase repetition task involved repeating well-known phrases while the propositional version involved repeating novel phrases. The group as a whole showed strong nonpropositional advantages for number production and picture naming with a somewhat weaker advantage for phrase repetition. Only 5 of the individual patients showed nonpropositional advantages on all three pairs of tasks: the remaining 11 patients showed a significant nonpropositional advantage on one or two of the pairs of tasks, but not on all three. All of the patients showed a nonpropositional advantage on at least one pair of tasks, and there were no examples of better performance on the propositional than on the nonpropositional version of any task. Contrasting patterns of performance seen in different patients was related to their performance on a battery of cognitive and linguistic tasks that was given to each patient.Item Declarative Phonology(Université Laval, Québec, 1992) Bird, Steven; Coleman, John S.; Pierrehumbert, Janet; Scobbie, James M.