Helping children learn non-native articulations: the implications for ultrasound-based clinical intervention.

Joanne Cleland, James Scobbie, Satsuki Naki, Alan Wrench

Research output: Chapter in Book/Report/Conference proceedingConference contribution book

Abstract

An increasing number of studies are examining the effectiveness of ultrasound as a visual biofeedback device for speech production training or therapy. However, no randomised control trials exist. We compared the success of typically-developing children learning new articulations with and without ultrasound biofeedback. Thirty children aged 6-12 were randomly assigned to 2 groups: Group U were taught novel (non-English) consonants and vowels using ultrasound in addition to imitation, modelling, articulatory descriptions and feedback on performance. Group A were taught the same speech sounds, using the same methods but in the absence of ultrasound visual biofeedback. Results showed that both groups of children improved in their production of the novel sounds with the exception of the high back vowels [u,ɯ]. No advantage for Group U was found, except for the palatal stop [c].
LanguageEnglish
Title of host publicationProceedings of the 18th International Congress of Phonetic Sciences : ICPhS 2015
Editors The Scottish Consortium for ICPhS 2015
Place of PublicationScotland
Pages1-5
Number of pages5
Edition1
Publication statusPublished - 2015
Event18th International Congress of Phonetic Sciences - Glasgow, United Kingdom
Duration: 10 Aug 201514 Aug 2015
https://www.internationalphoneticassociation.org/icphs/icphs2015

Conference

Conference18th International Congress of Phonetic Sciences
CountryUnited Kingdom
CityGlasgow
Period10/08/1514/08/15
Internet address

Fingerprint

Phonetics
Group
Learning
imitation
Equipment and Supplies
Biofeedback (Psychology)
learning
performance
Therapeutics

Keywords

  • ultrasound
  • ultrasound visual biofeedback
  • speech
  • speech sounds

Cite this

Cleland, J., Scobbie, J., Naki, S., & Wrench, A. (2015). Helping children learn non-native articulations: the implications for ultrasound-based clinical intervention. In The Scottish Consortium for ICPhS 2015 (Ed.), Proceedings of the 18th International Congress of Phonetic Sciences : ICPhS 2015 (1 ed., pp. 1-5). [698] Scotland.
Cleland, Joanne ; Scobbie, James ; Naki, Satsuki ; Wrench, Alan. / Helping children learn non-native articulations : the implications for ultrasound-based clinical intervention. Proceedings of the 18th International Congress of Phonetic Sciences : ICPhS 2015. editor / The Scottish Consortium for ICPhS 2015. 1. ed. Scotland, 2015. pp. 1-5
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Cleland, J, Scobbie, J, Naki, S & Wrench, A 2015, Helping children learn non-native articulations: the implications for ultrasound-based clinical intervention. in The Scottish Consortium for ICPhS 2015 (ed.), Proceedings of the 18th International Congress of Phonetic Sciences : ICPhS 2015. 1 edn, 698, Scotland, pp. 1-5, 18th International Congress of Phonetic Sciences, Glasgow, United Kingdom, 10/08/15.

Helping children learn non-native articulations : the implications for ultrasound-based clinical intervention. / Cleland, Joanne; Scobbie, James; Naki, Satsuki; Wrench, Alan.

Proceedings of the 18th International Congress of Phonetic Sciences : ICPhS 2015. ed. / The Scottish Consortium for ICPhS 2015. 1. ed. Scotland, 2015. p. 1-5 698.

Research output: Chapter in Book/Report/Conference proceedingConference contribution book

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Cleland J, Scobbie J, Naki S, Wrench A. Helping children learn non-native articulations: the implications for ultrasound-based clinical intervention. In The Scottish Consortium for ICPhS 2015, editor, Proceedings of the 18th International Congress of Phonetic Sciences : ICPhS 2015. 1 ed. Scotland. 2015. p. 1-5. 698