Showing papers in "Journal of Communication Disorders in 2003"
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TL;DR: An attempt is made to link the model to its role in both normal and disordered language functions, with particular reference to implications for both the normal processing of language, and its potential disorders.
1,957 citations
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TL;DR: Evidence is reviewed suggesting that the lexical/morphological learning and sentence comprehension/processing problems of many of these children are associated with their deficient working memory functioning.
244 citations
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TL;DR: It is suggested that with further refinement to improve test-retest reliability, nonword repetition holds promise as a diagnostic measure for SLI in preschool children.
154 citations
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TL;DR: Results revealed that significantly more goals were attained using SR procedures than CH, but that a majority of participants learned to use external aids using both strategies, suggesting the potential benefits of strategy training beyond the early stages of dementia.
140 citations
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TL;DR: Chi-square analyses revealed that males were more likely to exhibit co-occurring speech disorders than females, especially articulation and phonology, especially in males than females.
130 citations
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TL;DR: Although several issues remain to be resolved in the acoustic analysis of voice disorder in dysarthria, steps can be taken now to promote the reliability, validity, and clinical utility of such analyses.
126 citations
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TL;DR: It will be concluded that in addition to the "phonological system," the WM model should include a "semantic system," involving a 'semantic store' and a " semantic search" process.
120 citations
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TL;DR: The influence of listener experience and academic training in cleft palate speech on perceptual ratings of nasality was described and the influence of experience and training on the nasality/nasalance relationship was described.
98 citations
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TL;DR: The argument is advanced that diminished scores on tests of language comprehension and production result primarily from attenuated span capacity, difficulty focusing attention, encoding, and activation of long-term knowledge rather than from loss of linguistic knowledge.
80 citations
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TL;DR: Results were that a flattened fundamental frequency contour negatively influences speech intelligibility regardless of the nature of the competing background noise.
59 citations
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TL;DR: Intervention techniques that capitalize on spared memory systems and take advantage of principles of learning and remembering have been successful in teaching individuals with AD new information and allowing them to maintain better functioning throughout the disease course.
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TL;DR: A comprehensive cognitive-linguistic intervention program for mild to moderate Alzheimer's disease patients that provided communication skills practice in the context of health-enhancing and esteem-building community-based activities: physical fitness training and supervised volunteer work is described.
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TL;DR: This study was conducted to determine preference for filtered self-monitored speech in a delayed feedback paradigm and demonstrated a clear preference for low-pass filtered speech, supporting earlier findings, but the transfer function itself was unable to be determined.
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TL;DR: A high prevalence of reduced intelligibility in patients with a 22q11.2 deletion indicates an obvious communication limitation in younger children, and for some individuals even as teenagers and adults.
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TL;DR: Data indicate that near stuttering onset, children whose stuttering eventually persisted demonstrated significantly smaller frequency change than that of the recovered group, and it is suggested that the F2 transitions should continue to be investigated as a possible predictor of stuttering pathways.
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TL;DR: Three strategies for promoting generalization and maintenance in school settings are suggested based on current research evidence, including probing and training for generalization, incorporating real-life elements into therapy, and training clients to self-regulate their behavior.
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TL;DR: In this article, implicit learning was discussed as a theoretical rationale to support rehabilitation along with practical issues related to the provision of speech-language pathology services for residents with Alzheimer's disease in LTC settings.
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TL;DR: Qualitative methodology was used to explore communication behaviors of 13 female adolescents with language problems who resided in a correctional facility, raising concerns of whether the current educational system is adequately considering how language deficits and disorders impact this troubled population.
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TL;DR: Results indicated that the strongest predictors of word attack skills were phonological awareness and grammaticality judgment, and the amount of discrepancy between IQ scores and reading achievement did not distinguish groups of poor readers.
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TL;DR: A typical, yet fictionalized woman with Alzheimer's disease during her first week at a nursing home and what areas of difficulty a speech-language pathologist may or may not be able to contribute to the success of this resident is described.
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TL;DR: The findings suggest that syntactic difficulties that are characteristic of children with DS may delay them in overcoming the optional subject (OS) phenomena and suggest an inadequate knowledge of argument structure at this stage of language development.
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TL;DR: A phonological examination showed similarities between groups regarding sentential and syllabic factors that affect omission rates, as well as an interesting difference that suggests different strategies the groups use in acquiring adult targets.
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TL;DR: Testing the Lexical Representation Hypothesis in a group of school-aged children provided developmental data for lexicalization of idioms and the relationship between lexicalized and familiarity.
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TL;DR: The word length effect was significant for all three groups in full recall, but not in probed recall, supporting the hypothesis that children with language impairment demonstrate limited capacity for processing verbal output.
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TL;DR: Although some patients improved their performances in the presence of a toy, there were no significant group differences between the toy and no toy conditions for any experimental measure.
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TL;DR: Acoustic analyses of the subjects' productions revealed that unlike the control subject, the AOS subjects did not produce differences in FO, duration and amplitude cues within their prosodic structures to convey the different emotions.
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TL;DR: The present study measured naming reaction times of normal and reading disordered children to a series of centrally presented picture stimuli of varying vocabulary age and spatial dimension and indicated significant interactions of Group x Dimension and Group x Vocabulary.