BSc (Hons) Speech and Language Therapy

Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/7266

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A comparison and evaluation of external noise levels between urban and rural primary schools
(Queen Margaret University, 2016)
Environmental noise can have a detrimental effect on the physiology, motivation and cognition of school children (Evans and Lepore 1993) and can cause negative effects on a person's physiological, mental, motivational and cognitive functions (Berglund, Lindvall and Schwela 1999) as well as having a recognisable interference with communication, resulting in significant social consequences (Brammer and Laroche 2012). In 1999, the World Health Organisation (WHO) set guidelines to ensure noise levels do not exceed 35dB LAeq in the classroom and 55dB LAeq on the playground. Shield and Dockrell (2004) investigated whether these guidelines were being adhered to in a study of internal and external noise levels in London primary schools. In order to evaluate external noise levels within primary schools in Scotland, playground noise levels were compared between urban and rural environments during mid-morning break time, as well as the five minute period immediately prior to and after the break time. It was found that primary schools in urban settings were significantly louder than in rural settings although the level of noise produced by school children during play did not reflect noise levels within the environment. Observations during the investigation found that road traffic, weather and birds were the main sources of noise when the children were not on the playground. The average external noise level in urban school playgrounds exceeds the current WHO guideline and the effects of high noise levels on communication should be further investigated.
A comparison between gum and starch based thickeners on the perception of sensory characteristics 'taste', 'appearance' and 'consistency' in non-dysphagic swallowers.
(Queen Margaret University, 2017)
Modification of the texture and consistency of food and drink has been established as a leading management option for dysphagia. Adding thickening powders to drinks is an effective way of increasing the viscosity of the bolus consequently allowing individuals more control of liquid during the swallowing process. Throughout the United Kingdom, NHS trusts are beginning to transition from traditional starch based thickeners (SBTs) to gum based thickeners (GBTs) with the rationale that this will increase compliance levels. The current study aimed to investigate the presence of a preference for the sensory characteristics 'taste', 'appearance' and 'consistency' of GBTs compared to SBTs. In addition, the study aimed to examine if this preference was consistent at both 'syrup' and 'pudding' consistencies using two base beverages (water and orange juice). 30 non-dysphagic participants were asked to sample eight thickened drinks; (four SBT, four GBT) which had been thickened to both 'syrup' and 'pudding' consistency using water and orange juice as a base beverage. Participants were asked to rate the appearance, taste and consistency of the drinks on a scale of one to seven. The findings from the study highlighted that GBTs were perceived as more appealing in appearance, taste and consistency compared to SBTs. This preference remained consistent across 'syrup' and 'pudding' thick beverages and the two base beverages (orange juice and water). The current study also highlighted a preference for preferred 'syrup' thick beverages, with orange juice as a base beverage. These findings provide support for the trust wide transition to GBTs, and indicate that there is a preference for the sensory characteristics of GBTs compared to SBTs. This in turn may have a positive impact on compliance levels.
A corpus based study of first language acquisition of degree adverbs
(Queen Margaret University, 2016)
Research by Tribushinina and Dubinkina (2012) and Marshall and Van der Lely (2007) indicates that degree markers, including degree adverbs, may be an area of difficulty for children with Speech Language Impairment. This study investigates the acquisition of degree adverbs in English speaking children. Two corpora from the Child Language Exchange System (MacWhinney 2000) were used to investigate degree adverb use in the speech of children up to 7 years in both a structured and naturalistic setting. There was a small relative frequency of degree adverbs but the results showed that children use degree adverbs before 2;0. Their use increases with age, with the rate of increase slowing down between 5 and 7 years. The majority of degree adverbs were used correctly but errors with degree modification were present at 7 years, highlighting the length of the acquisition period. The overlapping age group of the two corpora revealed a greater number of degree adverbs produced during the unstructured setting. Scalar modifiers were the most frequently used type of degree adverb. Future research using experimental means is needed to support these results about the order and timing of acquisition of degree adverbs, including information about comprehension. Research on degree adverb use by English speaking children with Specific Language Impairment is also required.
A corpus-based study comparing the use of deixis in the language of children with Autism Spectrum Disorders with typically developing children.
(Queen Margaret University, 2017)
It is well established that children with Autism Spectrum Disorders (ASD) have difficulties with language, including the expressive use of deictic terms. This study compares the use of verbal deixis in children who have Autism Spectrum Disorders (ASD) with language matched typically developing (TYP) children. Language samples were obtained from the Child Language Data Exchange System, a collection of publicly available corpora of child speech (MacWhinney 2000). The Nadig corpus (Bang and Nadig 2015a), was selected, as it contained representative samples from both population groups under investigation and children were matched on language ability. Transcripts were evaluated with a specific focus on deixis as a pragmatic feature of speech. Results indicated that the frequency and type of deictic words uttered was relatively similar in typically developing children and those with an ASD diagnosis. Further experimental research is required to confirm these results. These findings obtained should be combined with research on the comprehension of deixis in both populations, as well as studies investigating non-verbal or gestural deixis.
A systematic literature review (2009-2017) investigating the efficacy of language comprehension intervention in children with a specific language impairment
(Queen Margaret University, 2017)
Background: Research shows language impairment with a receptive language component is more resistant to intervention than specific expressive difficulties or phonological delays. It is associated with a higher risk for comorbid behavioral difficulties, poor language development and academic progress outcomes. There have been no systematic literature reviews on the effectiveness of intervention targeting the receptive difficulties of children with SLI since 2010. Now a number of new studies focusing on this area have been completed. Aim: This literature review aimed to discuss the efficacy of the most current language comprehension intervention. The resulting clinical implications and the future research that should be undertaken will be discussed. Method: Ten interventions were included within the review with a total of 660 participants. Studies were all of high to moderately high methodological quality. Results: For the majority of the 660 participants (68%) intervention resulted in no significant or immediate effects on their comprehension. All studies used different outcome measures and with two measuring longitudinal outcomes. The majority of participants had intervention with collaborative SLT involvement. Conclusion: This literature review provides a strong evidence-base that SLTs have a significant role to play within the area of language comprehension intervention. SLT involvement was key to effective intervention. Indirect involvement in particular should be considered given resource limitations. The success of language comprehension for older children shows the importance of targeting this area in intervention. Future research should focus on language comprehension intervention for younger children, studies that include standardized outcome measures and longitudinal efficacy.
A Systematic Literature Review Examining the Academic and Social Adult Outcomes of Specific Language Impairment (SLI)
(Queen Margaret University, 2017)
Background: Specific Language Impairment (SLI) is a developmental language disorder that impedes a child's ability to learn, understand and produce language with no obvious cause. It has a profound impact on childhood and there is emerging evidence to suggest that this deficit can prolong into adulthood and lead to poor outcomes. Individuals with SLI are at risk of lower educational attainment, difficulty obtaining and maintaining employment, poorer friendships, reduced levels of independence and emotional and behavioural problems. Aim: This systematic literature review provides a summary of the academic and social adult outcomes of SLI. Protective factors that shield against poor outcomes are also considered. This literature review is useful in informing current and future policy in relation to intervention with this client group. Method: Twenty-one longitudinal studies were located and reviewed. Key terms were selected and three databases were searched separately. A data extraction form was used to collate all the data from the original articles and study quality was assessed. One study was a case study and the remaining twenty studies were cohort studies. Results: Individuals with SLI are at risk of poor academic and social outcomes in early adulthood in comparison to typically developing peers. Those with SLI were entered into fewer statutory examinations and received fewer qualifications. Individuals with SLI reported poorer friendships and lower levels of independence. Outcomes are heterogeneous- with some individuals displaying severely impaired functioning and others demonstrating subtle difficulties. Conclusions: The risks associated with SLI call for greater awareness of the disorder and research into older adult outcomes. Speech and Language Therapists (SLTs) play a pivotal role in providing timely intervention and offering appropriate guidance and support. Further research is needed to confirm the evidence-base behind SLT involvement.
A Systematic Literature Review of the Long-term Outcomes of Children with Speech and Language Impairments
(Queen Margaret University, 2016)
Background: It is widely accepted that childhood speech and language impairments can have negative long-term implications for the quality of life of these individuals in adulthood. The current literature base has explored areas such as long-term language/literacy, education, employment, social and mental health outcomes. The present study aims to examine the specific effects of early speech and language difficulties and to determine the extent to which this impacts upon affected individuals as they transition through young adulthood. It will also consider the differing outcomes for those with speech impairment relative to those with language impairment. Method: Three databases were systematically searched using specific search terminology to access articles relevant to the research topic. Articles retrieved went through a process of screening to remove material that was not deemed suitable for the present study. Ultimately, 14 longitudinal studies were selected for review and detailed discussion. Results: Overall, the long-term prospects for those with a history of speech-only impairment are positive, with outcomes being broadly similar to individuals with no history of speech and language difficulties. On the other hand, those with history of language impairment appear to be negatively affected to differing degrees in a range of domains. For example, results showed a general trend towards poorer mental health status, fewer close relationships and difficulty in maintaining consistent employment. Conclusion: Definitive conclusions cannot readily be drawn, owing in part to the heterogeneous nature of populations with speech and/or language impairments. However, results are indicative of the need for timely input from SLT and education services during childhood, as well as ongoing support during (and in the years after) the transition from post-compulsory education. Speech impairments are consistently seen to have fewer long-term negative consequences than language impairments.
A SYSTEMATIC LITERATURE REVIEW ON THE EFFECTS OF SLEEP ON COMMUNICATION WITHIN NEURODEVELOPMENTAL DISORDERS
(Queen Margaret University, 2017)
An initial review has shown the adverse effects that sleep disturbance has on communication in typically developing people, with even one poor night's sleep capable of producing a noticeable deterioration in communicative ability. Research has also been done to better understand sleep and its disorders along with the ways in which such sleep disturbance can impact the different ways people communicate. Neurodevelopmental disorders are a part of the speech and language therapy case load and their complex etiologies and symptoms, including sleep and communication problems, are an ever growing area of interest. This study aims to systematically review the relevant literature to better understand the sleep and communication presentations within neurodevelopmental disorders, as well as to look at the effects that sleep disorders have on communication in this particular group of people. Three databases were searched using specific search terms relevant to the study. The articles found were assessed using a screening process to ensure they were suitable for the study. This left 36 journal articles selected for data extraction and analysis. Overall, a range of sleep disorders and communication problems were found to be common in individuals with Neurodevelopmental Disorders. Sleep disorders were positively correlated with communication problems in a number of Neurodevelopmental disorders e.g. total sleep duration and communication problems, such as behavioural difficulties. A definite causal relationship between sleep and communication disorders could not be established in this study, although the positive effect of treatments for sleep on communication are indicative. The need for and potential nature of further research in this area is explored. The correlations should, however, be considered when looking at clinical practice, so that speech and language therapists take account of an individual's sleep difficulties as well as their communication ones during assessment and therapy.
A systematic review of the available literature from 1990 to 2014, investigating the effects of age and gender on tongue strength.
(Queen Margaret University, 2015)
The aim of this literature review is to examine the effects that age and gender may have on tongue strength, using the maximum isometric pressure generated by the anterior portion of the tongue against the hard palate. This search was confined to articles published between 1990 and 2014, contained within the following databases available through Queen Margaret University: SCOPUS, CINAHL, MEDLINE via EBSCOhost, and MEDLINE via Web of Knowledge. A final cohort of 19 articles was generated, taken from the original 117 articles located. The combined results of studies included in the final cohort, all of which included the maximum isometric tongue pressure measurements of the participants involved, showed a clear downwards trend in tongue strength throughout the lifespan for both men and women. Individually, the studies showed little difference in maximum isometric tongue pressure measurements between the male and female participants, and results were varied. These findings suggest that although there is a difference in tongue strength, it is not clinically significant. The results of the 19 articles scrutinised showed no definitive answer in regards to the effect of gender on tongue strength throughout adulthood; however, they did highlight the fact that this is an area that may benefit from additional, more in-depth examination. Limitations and variations of these studies have been examined, and a possible layout for a standardised study has been detailed, using Vanderwegen's (2013) article as a base.
Achieving Natural Fluency using a Metronome based approach
(Queen Margaret University, 2016)
This study investigates person's ability to entrain to a stressed metronome to see if this produces fluent and natural speech. The concept of a stressed metronome is unexplored in current research. The literature shows that speaking one syllable on and syllable off to a metronome results in highly fluent, however also highly unnatural speech. This study aims to examine stressed syllable entrainment at three different speech rates to look at the effect this has on the speech naturalness ratings. Three different metronome rates in beats per minute were established to compare the effect they have on speech naturalness. A baseline speed was determined from the average of ten participant's speech rates. The fast and slower rates were determined from a method used in a previous study Twenty participants were recorded reading the stressed syllables highlighted in a passage to the metronome beat. The audio files were saved on a computer and analysed by studying the acoustic and provided waveform displays of the speech using PRAAT. Overall speech rate of each recording and the distance between onset of stressed vowels were analysed to determine entrainment at a gross and precise level. The overall speech rate was determined from where the speech signal began and ended. The distance between vowels were annotated and specific intervals in the speech data were marked. The recordings were then listened to and rated by naïve listeners on a 5 point scale. The Results show that overall, speakers can entrain to a stressed-timed metronome, on both a precise level and gross level. However, this does not increase naturalness of speech in all conditions. To conclude, a possible combination of syllable-timed and stressed-timed entrainment could be an effective method. This is the first step in a process to devising a method to achieve naturalness of speech and fluency simultaneously.
An investigation into speech errors made during imitated and spontaneous speech production in children with Down's syndrome.
(Queen Margaret University, 2016)
Aims: Down's Syndrome (DS) is the most common genetic cause of an intellectual disability (Barnes et al. 2009). Problems with speech production are amongst the most commonly reported difficulties for individuals with DS (Kumin 2006). Literature has noted increased skills in imitation compared to spontaneous speech (Dodd 2013). This study investigated the difference between speech errors made during imitated and spontaneous speech production in children and adolescents with DS. The assessments used were the CSIM for imitation and the DEAP for spontaneous speech. Method: Data previously collected from a Medical Research Council funded project was used. Data was collected using phonetic transcription and the International Phonetic Alphabet (International Phonetic Association 2005) chart. Data was analysed using a classification scheme adapted from the PPSA (Bates and Watson 2012). Results: The results show that a lower cognitive age displays a greater variability in the percentage of consonants correct between imitation and spontaneous speech. The majority of participants increased in their total number of errors during spontaneous speech, with all participants showing an equal or greater number of consistent error types in spontaneous speech. Younger participants displayed a greater number of error types in imitation whilst older participants contrasted in a greater number of errors during spontaneous speech. All participants had a mixed profile of typically developing and non-developmental errors. Conclusion: For the majority of individuals studied, spontaneous speech had greater speech sound errors than their imitation task. This concludes speech assessments cannot be used on their own within individual with DS. The assessment method chosen has an effect on the types and frequency of errors observed. A selection of elicitation and spontaneous speech tasks need to be used.
An investigation into the effect personality has on the amount a person, uh, hesitates.
(Queen Margaret University, 2016)
Within the current area of speech production, there has been some investigation into how speech can become disfluent and what factors have an effect on a speaker's ability to produce fluent speech: for example, gender, role of speaker and cognitive load of the utterance. However, little research has been conducted into the effect that personality has on fluency. Participants completed the Schizotypal Personality Questionnaire in order to generate a score for Interpersonal personality aspects. They also undertook two running speech tasks in order to see the effect that personality, specifically aspects of Interpersonal personality, have on the frequency of hesitations produced by the speakers. It was found that there is no significant correlation between an individual's Interpersonal score and the frequency with which they hesitate during running speech. The experiment did however find that there is a difference in the amount of hesitations produced between the two running speech tasks: participants produced a higher frequency of hesitations during the recall running speech task than during the commentary running speech task. This study highlights that there is no correlation between an individual's Interpersonal score and the frequency with which they hesitate during running speech although there is a difference in the production of hesitations between the two running speech tasks: higher frequency of hesitation produced during the recall running speech task.
An investigation into the relationship between electropalatography and ultrasound using the vowels /a/ and /i/ in typical adult speakers
(Queen Margaret University, 2015)
This study investigated the relationship between electropalatography (EPG) and ultrasound through comparison of quantitative measures derived from these two techniques. The measures used were two established EPG measures: WT and COG, and emergent ultrasound measures: DEI, TCPI and LOCa-i. A pre-existing corpus of simultaneous EPG and ultrasound recordings was used in which four adult speakers of Scottish English produced /CV#C/ sequences with the vowels /a, i/ and the consonants /p, f, t, s, k/. The quantitative measurements were taken at the acoustic mid-vowel point using the corresponding ultrasound and EPG images. Within technique, comparisons were made to establish the extent to which each measure was able to quantify the large gestural differences between the two vowels. Correlations were run between WT and DEI, and COG with TCPI and LOCa-i to allow comparisons of the extent to which the coupled measures quantify a similar aspect of tongue behaviour. Additionally, consonant-on-vowel coarticulatory effects were analysed using the measures WT and DEI. All five measures quantified aspects of tongue shape and consequential tongue-palate contact as different for the two vowels, with /i/ having larger values than /a/ on all measures. For /i/, there was a significant positive correlation between WT and DEI, and a significant negative correlation between COG and TCPI/LOCa-i. When individual speaker results are considered the relationship is less clear. EPG identified consonant on-vowel coarticulatory effects on /i/, whereas ultrasound identified consonant-on-vowel coarticulatory effects on /a/. The two techniques provide comparable information in their ability to quantify the large differences required in articulatory gesture for the vowels /i/ and /a/. When finer articulatory detail is concerned, the measures provide complementary information. The correlations suggest that the measures quantify slightly different aspects of movement. The results from the analysis on coarticulation show how the ultrasound can identify coarticulation in the two vowels when EPG does not, and vice versa. Adding information on tongue shape, information that EPG does not provide, these ultrasound measures have potential for use in both research and clinical settings, particularly in sounds where palatal contact is minimal, such as /a/.
Arabic Fundamental Frequency and Accent Effect
(Queen Margaret University, 2016)
Fundamental frequency (F0) is a key characteristic of voice, which can act as a tool for the differentiation in the meaning of words, an indicator tool of emotions/ moods and may also act as a tool in which sentences can be identified as statements or questions in English. This study aims to provide normative data of the F0 of steady state vowels (F0-SSV) and perturbation measures for Jordanian speaking males and females between the ages of 20-50 years old. In addition to looking at the F0-SSV of different Arabic accents of females to see if they fit within the range of the F0-SSV calculated for the female Jordanian Arabic speakers. 96 Participants were recorded in the capital city of Jordan, Amman producing prolonged vowels; /a/, /i/, /u/ and an elicited speech sample. The study was divided into two parts; part 1 provided normative data for Jordanian Arabic speakers, while part 2 looked at whether different accents and dialects of spoken Arabic causes change in F0-SSV. Recordings were analysed using PRAAT, and the F0, Jitter and Shimmer, and the Harmonics to noise ratio (H/N ratio) were documented. Results from the first part of the study provide normative data of F0-SSV and perturbation measurements for female and male Jordanian Arabic speakers. The F0-SSV range for females is 152.749 - 287.95 Hz, and the F0-SSV range for males is 103.939 - 232.193 Hz. Part 2 of this study show that from the two Arabic accents studied both F0-SSV measurements of the females Iraqi and Lebanese Arabic fit within the female F0-SSV range provided in part 1 of the study. Findings from this study are critically useful benefiting Speech and Language therapists (SLT's) worldwide clinically. SLT's dealing with Arabic speaking individuals anywhere in the world will be able to use the normative data provided to compare clients' voices in order to assess pathological voices.
Children's Awareness of Gender Markers in Speech What vocal parameters do children manipulate in role play?
(Queen Margaret University, 2017)
This study begins a discussion into children's understanding of gender. This study examines what vocal features children understand to be gender specific. This potentially adds to other research around the topic of gender development in children. Six girls (7-11 years old) participated in a role play scenario; this included the reading of a play, once in their own natural voice, followed by a reading in their character roles. The characters within the play were either female or male, and ranged in age. Children showed a range of voice adjustments when acting out a role, but some specific voice settings were seen in the children acting out adult male roles. When playing a female, common features of voice changed including; tension within the vocal tract and larynx, lowering of the larynx, spreading of the lips, fronting of the lingual features (tongue). When playing a male, both children demonstrated exaggerated backing of all vocal tract features including tongue body, tip/blade of the tongue, and lowering of the tongue and rounding of the lips. Contrary to expectations, F0 (Fundamental Frequency) was not manipulated as expected and there were minimal changes to phonation types. The data was analysed using Vocal Profile Analysis Protocol, an acoustic perceptual analysis technique. F0 was also measured, using vocal programme PRAAT. I also asked experienced listeners to give some insight into perception of the different voices which is included in the results chapter. This project is a preliminary study into children's awareness of gender specific vocal features. Observations about what voice features they perceive to be salient markers of gender, through manipulation of their voices in play, can be made.
A Comparison of Pragmatic Language in Children with Autism Spectrum Disorder and Typically Developing Children.
(2018)
Background: Children with Autism Spectrum Disorder (ASD) present with difficulties using pragmatic language and the use of speech acts in social communication is an important indicator of pragmatic skills. Speech acts are associated with the communication intent, performed during conversation, and the acquisition of speech acts is different in children with ASD versus typically developing children (TDC) (Adams 2002). Objective: This study compared the pragmatic language in language matched children with ASD and TDC. Methods: Participants consisted of 21 mother-child dyads aged 12-74 months with ASD (n=10) and TDC (n=11). A language sample was obtained from the Child Language Data Exchange System, the ‘Nadig Corpus’ was chosen and the transcripts from this data base were analysed focusing on speech acts between both groups of children and their mothers. Results: Typically Developing Children produced a higher frequency of speech acts in comparison to the ASD children. The ASD group produced more variety of speech acts when compared to the TDC. There were no differences in the variety of parental speech acts. The ASD parents produced a greater number of imperatives in comparison to the TDC mothers. Conclusion: The findings from the study have highlighted the differences between children with ASD and TDC in their use of speech acts, it emphasises the importance of parental input and identifies strategies and interventions for enhancing child language development.
Days vs Daze: The variation of /e/ in (London) Derry English using Ultrasound Tongue Imaging
(Queen Margaret University, 2017)
This study was an analytical pilot study, carried out on 3 participants with a (London) Derry English accent which examined how the /e/ vowel performed depending on 3 key contexts, open, tautomorphemic closed and heteromorphemic closed syllables. The study was motivated by Harris' days vs daze quasi-phonemic contrast (1990). The /e/ vowel has been a topic of interest due to its variation in the Northern Irish English accents (Hughes et al., 2012, McCafferty, 1999 and Wells, 1982ab) The tongue's movement was analysed using ultrasound tongue imaging technology. The data collected was quantitatively analysed with the dependent variable being the position of the tongue whilst the independent variable was the /e/ vowel. The results confirmed the variability of the FACE vowel /e/, showing differences between the 3 participants and within the 3 key contexts of each participant. Participants 1 and 2 performed as predicted in the literature where the open and heteromorphemic closed syllables are produced as a monophthong [e] whilst the tautomorphemic closed syllable is produced as a diphthong [iə]. Participant 3 however produced a monophthong variant [e] in all 3 key contexts similar to other accents of English. The study highlighted the diphthongisation of the /e/ vowel when it was produced as a monophthong. The data collected also enabled the duration of the vowel within each of the 3 key contexts to be analysed which resulted in the open syllable production 'day' being the longest whilst the tautomorphemic closed syllable 'daze' was the shortest. The results raise questions such as are [iə] and [e] different vowels rather than variants of /e/ or is coarticulation having an influence on the production of the /e/ vowel in the (London) Derry English accent.
The effect of an individual’s gender and height, and the perceptual characteristics of a bolus on sip volume
(2018)
Background: This study placed focus on variables that may influence the amount of liquid an individual takes on an initial sip from a cup. There is ambiguity surrounding whether gender or height affects sip volume due to anatomical and structural differences that present between the sexes. There are also limited studies surrounding perceptual characteristics of a bolus and to what extent colour and taste affect sip volume. Research Aims: This current study aimed to determine the extent to which sip volume is affected by personal characteristics (e.g. height or gender of an individual). If there is a change in sip volume between the sexes when height categories are kept the same or different. Additionally, it aimed to investigate if sip volume is affected by internal characteristics such as taste or visual perception of the bolus. Method: 49 participants with typical swallows were recruited to fall within predetermined height categories: 160-165 cm, 170-175 cm or 180-185 cm. They were required to take a sip from nine different cups, as the study was repeated. Three of the cups contained unmodified still water, three contained unsweetened red water and the final three contained clear sweetened water. The cups were weighed before and after the participant took a sip to obtain an average sip volume result for each individual. Results: The findings from this study presented an average sip volume result of 20.36 ml. This highlighted no gender or height effect on sip volume, with no presenting difference between the three height categories. However, a weak positive correlation was present suggesting when height increased so did sip volume. It was also found that neither sweetness nor the colour red increased average sip volume. Discussion: Clinical considerations need to be made to modification of swallow assessments that do not yet incorporate larger bolus sizes. Alongside ways to elicit change in bolus size using perceptual characteristics.
Eh… I forgot what I was going to say. How do memory and lexical access affect speech fluency?
(Queen Margaret University, 2015)
Many studies revolving around speech research have questioned what may cause disfluency in typical speakers by considering aspects such as gender, age and personality factors. However, the results established between these groups are inconsistent and therefore, unreliable. This study provides evidence to suggest that the reason it is so difficult to find reliable trends in the frequency and types of disfluencies between groups, is because so much variation can be identified within groups. This study attempts to fill a gap in our understanding about disfluencies in typical speakers. This study investigates the variation in the disfluencies observed in spontaneous speech (average frequency and type of disfluencies observed across 3 running speech tasks) and how they correlate with working memory and rate of lexical access variation. The results were examined using SPSS to establish any correlations. A digit span task was employed to establish working memory abilities. It was found that working memory abilities correlate negatively with the frequency of disfluencies found in spontaneous speech. Working memory scores also showed a strong negative correlation with the frequency of repair disfluencies. An attempt to explain this correlation is made during this study in relation to the ability to self-monitor in speech (Jacquemot and Scott 2006). To determine the rate of lexical access 3 verbal fluency tasks were used: 2 semantic and 1 letter fluency task. These results highlight a negative correlation between lexical access and the frequency of disfluencies in spontaneous speech. Another significant negative correlation is found between lexical access and hesitations: if lexical access is slow, hesitations are used to allow extra time to retrieve words. This study highlights that lexical access and working memory abilities contribute to the variation in disfluencies found in spontaneous speech and attempt is made to explain why this is the case.
Gender Vocal Markers: What do Children view as Salient? An Extended Research Proposal Exploring Feasibility and Clinical Significance
(Queen Margaret University, 2017)
Background While children are capable of accurately identifying the gender of an adult voice from audio recordings, what is uncertain is which vocal markers they find salient in recognising male or female vocal characteristic? Through play, regardless of the type of play, children consciously or subconsciously process and develop an increased awareness of the vocal markers associated with gender. This is displayed on both a linguistic and phonetic level. For example, vocal markers are employed when a child adopts the role of an adult male or female during play. Method Within this Extended Research Proposal, a pilot study was used to investigate the variables associated with a larger more extensive Study. The pilot study required the design and completion of a questionnaire conducted via face-to-face interviews. Participants were ten parents of children age 6 to 8 years old. The information gained will be used to aid the design of the Proposed Study i.e. identifying and dealing with unforeseen issues therefore minimising the number of potential errors that could occur. Results Obtained The Pilot Study revealed the following as significant to the Proposed Study: The Activity used to elicit data will be the Comic Strip Activity only It will be no longer than 15 minutes in duration The parent will be given the opportunity to be present during the data collection session Conclusions drawn The proposed study could clarify if the adjustments which children make when vocally portraying an adult (male or female) could, potentially put them at risk of developing a voice disorder. Identifying gender vocal markers could pinpoint precursors to disorder. This may help to understand the factors associated with the higher prevalence of Voice Disorder in boys.