Relevant bibliographies by topics / Typically developing speech

Academic literature on the topic 'Typically developing speech'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Typically developing speech"

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Tashreefa, Ramandeep Kaur,. "TENSE MARKERS AMONG HINDI SPEAKING TYPICALLY DEVELOPING CHILDREN." Journal of Applied and Advanced Research 2, no. 6 (December 29, 2017): 364. http://dx.doi.org/10.21839/jaar.2017.v2i6.120.

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In grammar, tense is a category that expresses time reference with reference to the moment of speaking. Tenses are usually manifested by the use of specific forms of verbs, particularly in their conjugation patterns. Most of the previous research reveals that tenses develop with age and thus older children had more accurate speech and fewer error patterns in their speech. However, in Indian contexts, limited studies are noted in the area of language development in children with intellectual disability Hindi-speaking children. Thus, the present study aims to explore tense markers in Hindi speaking intellectually disabled children and its comparison across mental age (MA) matched typically developing children. The results revealed that syntax develops significantly with the age. Comparison across the two groups showed higher occurrences of tense forms among TD children when compared to the children with ID. Related studies are discussed clearly in the paper which reveals a number of studies supporting the finding. The present study has significant implications for the assessment of developmental speech disorders among Hindi-speaking group of Indian population.
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Darling-White, Meghan, and Symone Whitney Banks. "Speech Rate Varies With Sentence Length in Typically Developing Children." Journal of Speech, Language, and Hearing Research 64, no. 6S (June 18, 2021): 2385–91. http://dx.doi.org/10.1044/2020_jslhr-20-00276.

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Purpose The primary purpose of this study was to examine the effect of sentence length on speech rate and its characteristics, articulation rate and pauses, in typically developing children. Method Sixty-two typically developing children between the ages of 10 and 14 years repeated sentences varying in length from two to seven words. Dependent variables included speech rate (syllables per second), articulation rate (syllables per second), and proportion of time spent pausing. Results Speech rate and articulation rate significantly increased with increases in sentence length, but proportion of time spent pausing did not increase with sentence length. There were no significant main effects of age. Conclusions This is the first study to suggest that sentence length differentially impacts the component parts of speech rate, articulation rate and pause time. Increases in sentence length led to increases in speech rate, primarily due to increases in articulation rate and not increases in pause time. Articulation rate appears to be highly sensitive to the impact of sentence length, while a higher cognitive–linguistic load may be required to see sentence length effects on pause time.
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Leibold, Lori, Heather Porter, and Emily Buss. "Masked speech recognition in school-age children with Down syndrome." Journal of the Acoustical Society of America 151, no. 4 (April 2022): A186—A187. http://dx.doi.org/10.1121/10.0011048.

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Masked speech recognition is poorer for children who are typically developing compared to adults, particularly when the masker is two-talker speech. Audibility, receptive vocabulary size, and executive function contribute to these age effects, all areas of weakness for children with Down syndrome. This study sought to determine whether these weaknesses put children with Down syndrome (n = 15, 5–17 yrs) at a disadvantage when listening to masked speech compared to age-matched children who are typically developing. Speech-in-noise and speech-in-speech was assessed using an adaptive, forced-choice procedure with a picture-pointing response. Audiological testing and standardized assessments of receptive vocabulary, non-verbal cognition, and executive function were also completed. Overall, children with Down syndrome performed more poorly than their typically developing peers. While the relationship between age and SRTs differs between the noise and speech maskers for children who are typically developing, this interaction was not observed for children with Down syndrome. Controlling for age, SRTs for children with Down syndrome were associated with vocabulary and executive function scores with the noise masker but not the speech masker. Results suggest that masked speech recognition is more challenging and is limited by different factors for children with Down syndrome compared to those who are typically developing.
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Maas, Edwin, and Marja-Liisa Mailend. "Fricative Contrast and Coarticulation in Children With and Without Speech Sound Disorders." American Journal of Speech-Language Pathology 26, no. 2S (June 22, 2017): 649–63. http://dx.doi.org/10.1044/2017_ajslp-16-0110.

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Purpose The purpose of this study was, first, to expand our understanding of typical speech development regarding segmental contrast and anticipatory coarticulation, and second, to explore the potential diagnostic utility of acoustic measures of fricative contrast and anticipatory coarticulation in children with speech sound disorders (SSD). Method In a cross-sectional design, 10 adults, 17 typically developing children, and 11 children with SSD repeated carrier phrases with novel words with fricatives (/s/, /ʃ/). Dependent measures were 2 ratios derived from spectral mean, obtained from perceptually accurate tokens. Group analyses compared adults and typically developing children; individual children with SSD were compared to their respective typically developing peers. Results Typically developing children demonstrated smaller fricative acoustic contrast than adults but similar coarticulatory patterns. Three children with SSD showed smaller fricative acoustic contrast than their typically developing peers, and 2 children showed abnormal coarticulation. The 2 children with abnormal coarticulation both had a clinical diagnosis of childhood apraxia of speech; no clear pattern was evident regarding SSD subtype for smaller fricative contrast. Conclusions Children have not reached adult-like speech motor control for fricative production by age 10 even when fricatives are perceptually accurate. Present findings also suggest that abnormal coarticulation but not reduced fricative contrast is SSD-subtype–specific. Supplemental Materials S1: https://doi.org/10.23641/asha.5103070 . S2 and S3: https://doi.org/10.23641/asha.5106508
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Schölderle, Theresa, Elisabet Haas, Stefanie Baumeister, and Wolfram Ziegler. "Intelligibility, Articulation Rate, Fluency, and Communicative Efficiency in Typically Developing Children." Journal of Speech, Language, and Hearing Research 64, no. 7 (July 16, 2021): 2575–85. http://dx.doi.org/10.1044/2021_jslhr-20-00640.

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Purpose This article describes the developmental trajectories of four communication-related parameters (i.e., intelligibility, articulation rate, fluency, and communicative efficiency) in a cross-sectional study of typically developing children between 3 and 9 years. The four target parameters were related to auditory-perceptual parameters of speech function. Method One hundred forty-four typically developing children (ages 3;0–9;11 [years;months]; 72 girls and 72 boys) participated. Speech samples were collected using the materials of the Bogenhausen Dysarthria Scales for Childhood Dysarthria, a German assessment tool for childhood dysarthria, and analyzed following established auditory-perceptual criteria on relevant speech functions. To assess intelligibility, naïve listeners transcribed sentences repeated by the children. Articulation rate and fluency were measured by acoustic analyses; communicative efficiency was determined by multiplying the proportion of correctly transcribed syllables by speech rate. Results Intelligibility showed a steep developmental trajectory, with the majority of children obtaining a proportion of intelligible syllables close to 1.0 at the age of 5 years. Articulation rate demonstrated a flatter trajectory, with high variability still within the older children. Disfluencies, on the contrary, occurred only in the youngest children. By definition, communicative efficiency shared the characteristics of intelligibility and rate curves. A principal component analysis revealed, among other findings, strong connections between intelligibility and articulation, as well as between communicative efficiency, articulation, and rate measures. Conclusions While children speak intelligibly, in terms of the applied assessment, at a comparably young age, other communication-relevant parameters show a slower developmental progress. Knowledge on the typical development of communication-related parameters and on their complex relationships with functional speech variables is crucial for the clinical assessment of childhood dysarthria. Supplemental Material https://doi.org/10.23641/asha.14880285
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Wynn, Camille J., Stephanie A. Borrie, and Kiersten A. Pope. "Going With the Flow: An Examination of Entrainment in Typically Developing Children." Journal of Speech, Language, and Hearing Research 62, no. 10 (October 25, 2019): 3706–13. http://dx.doi.org/10.1044/2019_jslhr-s-19-0116.

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Purpose Conversational entrainment is the tendency for individuals to modify their behavior to more closely converge with the behavior of their communication partner and is an important aspect of successful interaction. Evidence of entrainment in adults is robust, yet research regarding its development in children is sparse. Here, we investigate the emergence of entrainment skills in typically developing children. Method Data were collected from a total of 50 typically developing children between the ages of 5 and 14 years. Children participated in a quasiconversational paradigm with a virtual interlocutor. Speech rate of the interlocutor was digitally manipulated to produce fast and slow speech rate conditions. Results Data from the fast and slow conditions were compared using linear mixed models. Results indicated that children, regardless of age, did not alter their speech to match the rate of the virtual interlocutor. Conclusions Findings suggest that entrainment in children may not be as robust as entrainment in adults and therefore not adequately captured with the current experimental paradigm. Modifications to the current paradigm will help identify a methodology sufficiently sensitive to capture the speech alignment phenomenon in children and provide much needed information regarding the typical stages of entrainment development.
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Allison, Kristen M., and Katherine C. Hustad. "Acoustic Predictors of Pediatric Dysarthria in Cerebral Palsy." Journal of Speech, Language, and Hearing Research 61, no. 3 (March 15, 2018): 462–78. http://dx.doi.org/10.1044/2017_jslhr-s-16-0414.

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Purpose The objectives of this study were to identify acoustic characteristics of connected speech that differentiate children with dysarthria secondary to cerebral palsy (CP) from typically developing children and to identify acoustic measures that best detect dysarthria in children with CP. Method Twenty 5-year-old children with dysarthria secondary to CP were compared to 20 age- and sex-matched typically developing children on 5 acoustic measures of connected speech. A logistic regression approach was used to derive an acoustic model that best predicted dysarthria status. Results Results indicated that children with dysarthria secondary to CP differed from typically developing children on measures of multiple segmental and suprasegmental speech characteristics. An acoustic model containing articulation rate and the F2 range of diphthongs differentiated children with dysarthria from typically developing children with 87.5% accuracy. Conclusion This study serves as a first step toward developing an acoustic model that can be used to improve early identification of dysarthria in children with CP.
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Archibald, Lisa M. D., Marc F. Joanisse, and Melany Shepherd. "Associations Between Key Language-Related Measures in Typically Developing School-Age Children." Zeitschrift für Psychologie / Journal of Psychology 216, no. 3 (January 2008): 161–71. http://dx.doi.org/10.1027/0044-3409.216.3.161.

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Three measures have been found to be predictive of developmental language impairment: nonword repetition, the production of English past tense, and categorical speech perception. Despite this, direct comparisons of these tasks have been limited. The present study explored the associations between these measures and other language and cognitive skills in an unselected group of 100 children aged 6 to 11 years. The children completed standardized tests of nonverbal ability, receptive language, and reading, as well as nonword repetition, past tense production, and categorical speech perception tasks. Nonword repetition and past tense were highly correlated. Variance in nonword repetition was explained additionally by digit recall, whereas receptive language, age, and digit recall accounted for significant portions of variance in past tense production. Categorical speech perception was not associated with any of the measures in the study. The extent to which common and distinct factors underlie the key language-related measures is discussed.
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Stromswold, Karin, and Aliza Lichtenstein. "The Relationship between Phoneme Production and Perception in Speech-Impaired and Typically-Developing Children." Biolinguistics 11 (January 10, 2018): 31–56. http://dx.doi.org/10.5964/bioling.9075.

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One of the central questions that Eric Lenneberg raised in his seminal book, Biological Foundations of Language is: What is the relationship between language comprehension and language production? This paper reviews Lenneberg’s case study of a child with congenital anarthria and then presents the results of two studies that investigate the relationship between phoneme perception and production. The first study investigates the phoneme identification skills of a child with developmental apraxia who, like the anarthric child studied by Lenneberg, had essentially no speech yet had no difficulty understanding speech. The second study investigates the extent to which 28 typically-developing children’s ability to identify phonemes is related to their ability to produce phonemes. The results of both studies support Lenneberg’s conclusion that children’s ability to perceive speech is not dependent on their ability to produce speech. Thus, Lenneberg’s original case study and the two studies presented in this paper argue against gestural theories of speech perception such as the Motor Theory.
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Korhonen, Vesa, and Stefan Werner. "Autistic traits and attention to speech: Evidence from typically developing individuals." Logopedics Phoniatrics Vocology 42, no. 1 (May 23, 2016): 44–50. http://dx.doi.org/10.1080/14015439.2016.1186731.

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Dissertations / Theses on the topic "Typically developing speech"

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Boucher, Kurtt R. "Patterns of anticipatory coarticulation in adults and typically developing children." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1899.pdf.

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Wallis, Adele K. "Investigating the discourse abilities of typically developing adolescents." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/415324.

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Background: A comprehensive assessment of language ability addresses an individual’s language skills in form, content, and use. The analysis of language performance in discourse production provides information from a functional perspective, that is not examined in standardised, norm-referenced assessment tools. Language sample analysis offers the speech pathologist an ecologically valid tool for identifying strengths and weaknesses in an individual’s text-level language. In making clinical decisions regarding the most relevant and appropriate discourses to evaluate, the speech pathologist needs to consider two factors: (a) the type of elicitation task and (b)the measures used to assess language performance. Discourse production hasbeen studied extensively in relation to the school-aged child but has primarily been viewed through an educational lens. This needs to be extended to describe and evaluate the discourse production of adolescents in genres other than those with an education bias. Specifically, are there discourses that could provide relevant and meaningful information regarding adolescent language, for the speech pathologist in a mental health context? The overall aim of this research is to consider the effectiveness of four elicitation tasks in eliciting spontaneous language samples from typically developing adolescents in order to evaluate language use at word, sentence, and text level for the mental health context. Method: Forty-five, typically developing adolescents (25 younger adolescents: 12-13 years and 20 older adolescents: 16-17 years) participated in an assessment protocol consisting of four discourse elicitation tasks. These included: story generation to a wordless picture book, fable retell, telling personal narratives, and a monologic response to stories that contained a moral dilemma. First, discourse production was examined at (a) word level (lexical diversity, lexical complexity, three semantic domains –affective, social, and cognitive, and verbal facility) and (b) sentence level (verbalproductivity and syntactic complexity) across the four tasks. Second, the problem stories from the personal narratives were studied by analysing text level narrative coherence. Three holistic approaches for evaluating coherence: (a) high-point coherence, (b) story grammar coherence, and (c) Gricean coherence were used to rate the adolescents’ problem stories. Third, adolescents’ monologic responses on the moral dilemma task, which used stories from Kohlberg’s work on the stages of moral development (1976), were examined using a coding schema developed from Bloom’s taxonomy of thinking (1975) to evaluate the language used in critical thinking and reasoning. Results: Descriptive statistics were calculated across eight word and sentence level performance measures, demonstrating sensitivity to context but not age. Results on the moral dilemma task generally followed a normal distribution and could potentially provide benchmark measures for this context. Performance on the personal narratives was much more varied, reflecting highly individualistic samples elicited by this discourse task. Results from rating the problem stories for narrative coherence revealed that adolescents performed at an acceptable level on all three measures and that there was moderate to strong correlation between them. Finally, the coding schema developed to examine the language used for critical thinking clearly demonstrated the progression in skills between the two age groups, highlighting the shift from processes involved in data gathering to drawing conclusions in reasoning. Clinical Implications: Language performance in discourse production is an essential component of language assessment to provide a comprehensive profile of an individual’s language ability. The two elicitation tasks: personal narratives and the moral dilemma task show strong potential as clinical tools that are age-appropriate for adolescent populations and provide relevant and meaningful information for the speech pathology clinician, particularly in the mental health setting. Conclusions: The four elicitation tasks successfully yielded language samples from the adolescent participants, that could be analysed at word, sentence, and text level. The moral dilemma task shows promise for norming purposes.
Thesis (Masters)
Master of Philosophy (MPhil)
School of Health Sci & Soc Wrk
Griffith Health
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Swanson, Leah Terese. "Anticipatory Coarticulation in Typically Developing Children and in Children with Speech Disorders." Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/297455.

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Purpose: To assess the differences in anticipatory coarticulation in adults, typically developing children, and children with speech sound disorders, to address whether children develop smaller speech motor plans from larger speech motor plants, and to determine whether children with speech sound disorders exhibit abnormal coarticulation. Method: Speech samples from 10 adult women, 8 typically-developing children (aged 5 to 11 years), and 6 speech sound disordered children. Nine CVC nonwords were elicited using combinations of /s/, /j/, /i/, and /u/. Results: Adults exhibited whole utterance modifications. Younger children appeared to exhibit less coarticulation than adults. Children with speech sound disorders had idiosyncratic findings. Conclusions: These preliminary data support the hypothesis that children start with smaller units. This implies that children over time develop greater coarticulation. The data also showed that children with speech sound disorders have idiosyncratic coarticulation. Clearer patters and stronger conclusions may emerge with a larger sample size.
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Wilhjelm, Karen Nicole. "Contexts for facilitating emergent literacy in typically developing preschoolers." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0309104-222655/unrestricted/WiljelmK040704f.pdf.

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Thesis (M.S.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-0309104-222655. Includes bibliographical references. Also available via Internet at the UMI web site.
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Nissen, Shawn L. "An Acoustic Analysis of Voiceless Obstruents Produced by Adults and Typically Developing Children." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1041225568.

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Flores, Heidi. "Acoustic characteristics of a caregiver speech to children with autism and typically developing children." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106236.

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This study compares acoustic properties of mean pitch, pitch range, and duration in maternal speech to children with autism spectrum disorder (ASD) or typically developing children (TD) with a focus on the extent of the production of child-directed (CD) speech modification relative to their adult-directed (AD) speech. Twenty-five caregivers with a typically developing child (M = 23.45 months) and fifteen caregivers with a child with autism (M = 55.21 months), matched on their child's receptive language ability, were enrolled in the study. CD speech samples were collected during a 10-minute storybook session where caregivers read two storybooks to their child. AD speech samples were collected via a 5-10 minute semi-structured interview with the primary caregiver in order to elicit the same words spoken in both CD and AD contexts. Difference scores were calculated for each word appearing in both contexts for each acoustic property in order to examine CD speech modification. The results of an independent samples t-test showed no significant differences in CD speech modification between groups across these three acoustic properties. However, CD speech modification was negatively correlated with chronological age, indicating that caregivers produced less CD speech modification the older the child was. Finally, for children who showed less growth in their receptive language abilities between time 1 and time 3, caregivers demonstrated greater pitch range modification. Findings are discussed in relation to caregivers responding to characteristics of the child.
La présente étude compare les propriétés acoustiques de hauteur moyenne, la tessiture et la durée du discours maternel envers son enfant présentant soit un trouble du spectre autistique (TSA) soit un développement typique (DT), avec une attention particulière allouée à la production du discours dirigé vers l'enfant (DE) par rapport au discours dirigé vers l'adulte (DA). Vingt-cinq familles avec un enfant DT et quinze familles avec un enfant TSA, appariés sur les habiletés en langage réceptif de l'enfant, ont été recrutées pour cette étude. Les échantillons de discours DE ont été recueillis lors d'une session de lecture d'un livre de 10 minutes, pendant laquelle les mères lisaient deux histoires à leur enfant. Les discours DA ont été recueillis lors d'entretiens semi-structurés de 5-10 minutes avec un des parents afin d'obtenir les mêmes mots prononcés dans les contextes de discours DE et DA. Les différences entre les scores ont été calculées pour chaque mot prononcé dans les deux types de contexte et pour chaque propriété acoustique, dans le but d'étudier les modifications dans le discours DE. Les résultats des tests t pour échantillons indépendants ne montre aucune différence significative au niveau des discours DE entre les deux groupes, et ce pour tous les types de propriétés acoustiques. Cependant, les modifications du discours DE sont négativement corrélées à l'âge chronologique, c'est-à-dire que plus l'enfant est âgé, moins les parents produisent de modifications de discours DE. Enfin, pour les enfants qui montrent un moindre développement de leurs capacités langagières entre les temps 1 et 3 de l'étude, les parents démontrent quant à eux le plus de modifications de tessiture. Ces résultats sont discutés en relation avec les réponses apportées par les parents en fonction des caractéristiques de l'enfant.
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Gangji, Nazneen. "Phonological development in Swahili a descriptive, cross-sectional study of typically developing pre-schoolers in Tanzania." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/2916.

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Swahili is widely spoken in East African countries, but to date there are no culturally and linguistically appropriate materials available for speech language therapists working in the region. The challenges of assessing and managing Swahili speaking children with speech difficulties are further exacerbated by the limited research available on the typical acquisition of Swahili phonology. This exploratory study aimed to describe the phonological development of 24 typically-developing first language Swahili speaking children between the ages of 3;0 and 5;11 years in Dar es Salaam, Tanzania. A cross-sectional design was used with six groups of four children in six month age bands.
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Ford, Tracy A. "Feature retention and phonological knowledge across children with suspected developmental apraxia of speech, phonological impairment, and typically developing speech." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0328102-121538/unrestricted/FordT041902.pdf.

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Simmons, Emily S. "Examining Narrative Development in Young Typically Developing Spanish-English Dual Language Learners." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1555692434329274.

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McGahey, Holly Jannice. "Early Speech and Language Development: A Comparison of Typically Developing Children to Children with Cleft Palate." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0429104-112749/unrestricted/McGahey051804f.pdf.

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Thesis (M.S.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-0429104-112749. Includes bibliographical references. Also available via Internet at the UMI web site.
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Book chapters on the topic "Typically developing speech"

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Lyakso, Elena, Olga Frolova, and Aleksey Grigorev. "A Comparison of Acoustic Features of Speech of Typically Developing Children and Children with Autism Spectrum Disorders." In Speech and Computer, 43–50. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43958-7_4.

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Makhnytkina, Olesia, Aleksey Grigorev, and Aleksander Nikolaev. "Analysis of Dialogues of Typically Developing Children, Children with Down Syndrome and ASD Using Machine Learning Methods." In Speech and Computer, 397–406. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87802-3_36.

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Lyakso, Elena, and Olga Frolova. "Speech Interaction in “Mother-Child” Dyads with 4−7 Years Old Typically Developing Children and Children with Autism Spectrum Disorders." In Speech and Computer, 347–56. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99579-3_37.

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Grigorev, Alexey, Olga Frolova, and Elena Lyakso. "Acoustic Features of Speech of Typically Developing Children Aged 5–16 Years." In Communications in Computer and Information Science, 152–63. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01204-5_15.

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Balčiūnienė, Ingrida, and Aleksandr N. Kornev. "Quantitative Analysis of Language Competence vs. Performance in Russian- and Lithuanian-Speaking 6 Year-Olds." In Frontiers in Artificial Intelligence and Applications. IOS Press, 2020. http://dx.doi.org/10.3233/faia200627.

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The paper deals with a comparative analysis of the Part-of-Speech Profile between different languages and discourse genres in 6-year-old typically developing Russian- vs. Lithuanian-speaking children. Results of the study inspire a discussion on a possibility to evaluate both language competence and language performance of the same subject on the basis of his/her distribution of parts of speech in the discourse.
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Eichler, Matthew A., and Las Johansen Balios Caluza. "Cloud-Based Social Media as LMS." In Advances in Educational Technologies and Instructional Design, 94–105. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9924-3.ch007.

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Social media, with its ubiquitous characteristics and availability for use throughout the world, may serve as a replacement for many features typically associated with learning management systems (LMS). These systems are generally free to use, rely on robust servers with high speed connections, and are already widely used on mobile phones and other devices, unlike learning management systems, which are typically used for the duration of educational experience and then no longer available to students. Due to low budgets available for IT, universities in developing and newly developed countries may consider alternatives to the LMS, which is both expensive, and relies either on paid services or the provisioning of servers. Educators should consider potential negative aspects and positive aspects of the use of these tools in higher education before adopting for widespread use. STEM learning may be especially enhanced through the use of social networking services (SNS) as LMS.
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Xu, Shaoyi, and Tianhang Fu. "Geometric Programming Based Resource Allocation for 5G High-Speed Mobile Networks." In Research Anthology on Developing and Optimizing 5G Networks and the Impact on Society, 811–28. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7708-0.ch033.

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The high-speed railway (HSR) is a typical application case in 5G systems. Mobile relay stations (MRSs) which are mounted in a high-speed train (HST) is popular system architecture for high-speed mobile communications. However, sharing spectrums between the macro cell and the MRS cell, interference exists in this hybrid system. In this chapter, we investigate the downlink of a multi-cellular decode and forward (DF) relayed orthogonal frequency division multiple access (OFDMA) system and formulate the problem to maximize the system sum rate of all cells subject to a total power constraint and a new proposed time delay constraint. An effective resource allocation scheme combined by greedy sub-carriers allocation and geometric programming (GP) based power allocation algorithm is proposed to optimize subcarrier allocation and power allocation. Numerical experiments verify that the proposed resource allocation scheme outperforms the other traditional approaches and the necessity of introducing the time delay constraint.
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Furbish, David Jon. "Fluid Kinematics." In Fluid Physics in Geology. Oxford University Press, 1997. http://dx.doi.org/10.1093/oso/9780195077018.003.0011.

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Let us momentarily recall an elementary problem from physics: describing the motion of a ballistic particle. To do this in a formal way first required developing expressions for the geometry of motion, independently of any treatment of the forces producing the motion. One may recall that this task involved defining expressions for the speed, velocity, and acceleration of the particle with respect to a specified coordinate system. In fact, a clear geometrical description of particle motion was essential for understanding its cause. We require similar, explicit descriptions for fluid motion to later relate this motion to the forces involved. Fluid kinematics thus involves the description of flow without explicit treatment of the forces producing motion. In this regard, our treatment of fluid kinematics actually is a pedagogical step toward the topic of fluid dynamics, wherein forces are explicitly treated. Our essential objective is to derive an expression that describes how the velocity of a fluid is changing. A change in velocity implies that the fluid is accelerating and, therefore, that a net force is acting on the fluid. Consider Newton’s second law, F = ma, which states that the net force F acting on a particle of mass m equals the product of this mass and the acceleration a. We thus seek an explicit expression for the acceleration a. We will supplement this later with an expression for F to obtain a full dynamical description of fluid motion. This chapter will introduce the idea of a substantive derivative, which will be used numerous times in subsequent chapters. In developing this idea, we will distinguish between Eulerian and Lagrangian views of fluid motion, and introduce the important concept of a convective acceleration. In most situations of interest in geology, convective accelerations arise when a real boundary induces a change in the direction or magnitude of the velocity of nearby flow; convective accelerations therefore typically involve converging or diverging flow. A good example is flow in a river channel whose bed is irregular due to bedform topography, for example, due to a point bar in a meander bend.
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Padmavathi, A., and G. L. Sumalata. "High Performance Area Efficient Scalable In-Place Real Valued FFT." In Advances in Transdisciplinary Engineering. IOS Press, 2023. http://dx.doi.org/10.3233/atde221277.

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An approach for formulating an area-latency and optimized architecture for an in RFFT is outlined in this study. In this paper, modified butterfly block with an addition of re programmable clock divider for generation of variable clock has been proposed. Because of its numerous uses in traditional digital signal processing and other developing domains, efficient computing of the real-valued Fast Fourier transform (RFFT) has got attention in recent years. Scalable in-place RFFT structure for larger inputs and efficiency with high throughput which is an important scenario that leads to the increase in size of memory and accessing issues of storage memory. A butterfly block, that does the computations of butterfly unit per clock period, is typical in an in-place FFT configuration. Study suggests that the in-place FFT can significantly improve the butterfly block structures and thereby providing reduction in parameters such as area occupancy and time delay. However, by changing the structure of butterfly blocks at higher input implementations, fourier transform calculations can be made such that good efficiency is obtained. Every application has several modules that run at different speeds, that needs clock which can be programmable according to the application’s parameters. To address this, a reprogrammable clock divider was implemented, and the parameters efficiency was studied and determined to be improved timing and area to existing implementations. The proposed method is implemented using Xilinx ISE 14.7 and the area, delay of existing and implemented designs are compared.
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Barbashova, Iryna. "MASS PEDAGOGICAL EXPERIENCE OF SENSORY DEVELOPMENT OF PRIMARY SCHOOL STUDENTS." In Integration of traditional and innovation processes of development of modern science. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-021-6-4.

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A condition for the effectiveness of sensory development of primary school students is a critical study of the pedagogical experience of its organization. The importance of solving this problem is caused by the fact that school practice lays the foundation of pedagogical science and must take into account both modern scientific achievements and requirements of regulatory state documents. The purpose of the study is to highlight the mass pedagogical experience of sensory development of primary school students. To achieve this goal, written and oral interviews with teachers (questionnaires, interviews, talks) and observation of professional activities were used. It has been revealed that teachers are aware of the meaning of sensory development and distinguish its leading areas – the forming of vision, hearing and touch of schoolchildren; identify students’ typical difficulties in distinguishing mixed colors, complex shapes of objects, sonorous, hissing and whistling consonants, as well as in reproducing the nuances of coloring of objects, the relationship between size and spatial arrangement, inclined and rounded elements of letters, sequence of sounds in an audible word. At the same time, teachers are poorly oriented in the program material of perceptual development, admit insufficient awareness of the laws of sensory processes, and want to know more about the latest techniques and technologies of their forming. Observation of the real educational process allowed to establish a wide range of didactic influences used by educators in order to form different types of students’ perception. Teachers organize studies of colored objects, correcting children's verbal designations of colors and their shades; suggest exercises for superimposing objects of different shapes and sizes (arranging by size, placing figures in given proportions, etc.); form students' ideas about speech sounds (observation of the work of speech organs, modeling the properties of sounds with conditional chips, analysis of the phonetic structure of words, etc.); provide perception of musical works, demonstrate sounds of musical instruments and singing voices, use symbols to record the gradations of sounds in pitch, duration and volume, encourage students to reproduce the properties of musical sounds in singing and rhythmic movements; create conditions for touching objects made of different materials. However, teachers do not pay enough attention to distinguishing and naming color nuances, three-dimensional geometric shapes, symbols of voicedness and voicelessness of consonants, comparison of musical sounds by timbre qualities, and verbal characteristics of tactile sensory impressions. The conducted research proves that the mass pedagogical experience ensures the implementation of program requirements for improving the sensory sphere of primary school students, but shows a lack of teachers’ awareness of children's sensory processes and unstable motivation to solve problems of developing students’ perception. The prospect for further scientific research is to study the program, educational and methodological resources of forming the processes of perception in primary school students.
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Conference papers on the topic "Typically developing speech"

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Arciuli, Joanne, Kate Philips, Benjamin Bailey, Alexandre Forndran, Adam Vogel, and Kirrie Ballard. "Production of Lexical Stress Matures Late in Typically Developing Children." In Speech Prosody 2022. ISCA: ISCA, 2022. http://dx.doi.org/10.21437/speechprosody.2022-80.

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Saxena, Babita, Sunita Arora, Karunesh Arora, and Hemant Keshwal. "Acoustical Analysis of Speech of ASD Children and Typically Developing Children." In 2022 25th Conference of the Oriental COCOSDA International Committee for the Co-ordination and Standardisation of Speech Databases and Assessment Techniques (O-COCOSDA). IEEE, 2022. http://dx.doi.org/10.1109/o-cocosda202257103.2022.9997993.

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Nacharova, Margarita, and Vladimir Pavlenko. "EEG PATTERN VARIATION DURING WORD PERCEPTION IN TYPICALLY DEVELOPING CHILDREN AND CHILDREN WITH SPEECH IMPAIRMENT." In XVIII INTERNATIONAL INTERDISCIPLINARY CONGRESS NEUROSCIENCE FOR MEDICINE AND PSYCHOLOGY. LCC MAKS Press, 2022. http://dx.doi.org/10.29003/m2861.sudak.ns2022-18/245-246.

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Abraham, Ajish K., M. Pushpavathi, N. Sreedevi, A. Navya, C. M. Vikram, and S. R. Mahadeva Prasanna. "Spectral Moment and Duration of Burst of Plosives in Speech of Children with Hearing Impairment and Typically Developing Children — A Comparative Study." In Interspeech 2020. ISCA: ISCA, 2020. http://dx.doi.org/10.21437/interspeech.2020-1805.

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A. Lipinski, Tomas. "To Speak or Not to Speak: Developing Legal Standards for Anonymous Speech on the Internet." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2526.

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This paper explores recent developments in the regulation of Internet speech, in specific, injurious or defamatory speech and the impact such speech has on the rights of anonymous speakers to remain anonymous as opposed to having their identity revealed to plaintiffs or other third parties. The paper proceeds in four sections. First, a brief history of the legal attempts to regulate defamatory Internet speech in the United States is presented. As discussed below this regulation has altered the traditional legal paradigm of responsibility and as a result creates potential problems for the future of anonymous speech on the Internet. As a result plaintiffs are no longer pursuing litigation against service providers but taking their dispute directly to the anonymous speaker. Second, several cases have arisen in the United States where plaintiffs have requested the identity of the anonymous Internet speaker be revealed. These cases are surveyed. Third, the cases are analyzed in order to determine the factors that courts require to be present before the identity of an anonymous speaker will be revealed. The release is typically accomplished by the enforcement of a discovery subpoena issued by the moving party. The factors courts have used are as follows: jurisdiction, good faith (both internal and external), necessity (basic and sometimes absolute), and at times proprietary interest. Finally, these factors are applied in three scenarios—e-commerce, education, and employment—to guide institutions when adopting policies that regulate when the identity of an anonymous speaker— a customer, a student or an employee—would be released as part of an internal initiative, but would nonetheless be consistent with developing legal standards.
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Singhal, Anshul, Pranay Jain, Piyush Chanana, Dhruv Jain, Rohan Paul, M. Balakrishnan, and P. V. M. Rao. "Application of Shape Memory Alloy (SMA) Based Actuation for Refreshable Display of Braille." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-13159.

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Persons with blindness access computers with the help of refreshable Braille displays and speech synthesis softwares. Braille has distinguished advantages over synthetic speech, especially because of its important role in uplifting education, employment and income. However, commercially available Braille displays are typically priced in the range of 2500–4000 USD (65–100 USD per Braille character) and are thus inaccessible to users in both developed and developing countries. Development of affordable Braille displays is thus a critical need. Shape Memory Alloy (SMA) based actuation is a potential low-cost alternative to currently employed piezoelectric actuation, and is being used here to develop an affordable Braille display. This paper discusses key challenges identified in SMA based actuation and proposes methods to overcome the same. Prior attempts at developing tactile displays employing SMA based actuation are reviewed and important considerations for the present study are drawn. The configuration and the design of the actuator are thus arrived at. This paper further discusses the performance of fabricated prototypes and the feedback received from limited user trials. It concludes with a discussion on future scope of the work.
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Smirnova, Yana, Aleksandr Mudruk, and Anna Makashova. "Lack of joint attention in preschoolers with different forms of atypical development." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-29.

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The article analyzes the problem of the deficit of the mechanism of joint attention, which affects the formation of the child's ability to separate intentions as a social foundation for the processes of mastering cognitive functions, using speech and learning. The study is devoted to a comparative analysis of the picture of atypical joint attention in a sample of children with different forms of developmental disabilities. To understand the normative and deficient manifestations of joint attention, a comparative study of a sample of typically developing preschool children with groups of children with atypical development was carried out. The aim of the study was to highlight the manifestation of a deficit in joint attention, which prevents involvement in dyadic (bilateral) interactions with an adult, which are necessary for the comprehensive development and learning of a child. Methodology. In an experimental situation of real interaction of a child with an adult and with the help of an eye tracker, it was possible to fix eye movements as a marker of joint attention in real time. The specificity of the functional organization of oculomotor activity as an indicator of the child's participation in joint attention is highlighted. Results and its discussion. Methods of tracking eye movements made it possible to analyze critical shifts of attention, changes in focus of attention, gaze shifting, eye recognition as an informative sign and perception of the partner's gaze direction as a necessary condition for the effective establishment of an episode of joint attention. Conclusions. The following were recorded as diagnostic markers of joint attention disorders in preschoolers with different forms of atypical development: difficulties in following the direction of an adult's gaze; anticipatory actions of the child or decision-making by the method of "guessing" / "trial and error"; the predominance of the orientation of the child's attention to the object, and not to the adult; dispersion of fixations of visual attention; the use of additional multimodal means of establishing joint attention (head turn, gestures, speech, etc.); decrease in the accuracy of fixing visual attention.
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Durand, Paul-Emile, Lucas Wise, Emmanuel Joy, and Alain Rossetto. "Design of the viaducts for the Line 3 of the Riyadh Metro LRT in Saudi Arabia." In IABSE Conference, Kuala Lumpur 2018: Engineering the Developing World. Zurich, Switzerland: International Association for Bridge and Structural Engineering (IABSE), 2018. http://dx.doi.org/10.2749/kualalumpur.2018.0291.

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<p>In June 2013, three consortia were awarded the three construction packages that constitute the whole Riyadh Metro Project in Saudi Arabia for a total of 6 lines and 180 kilometres.</p><p>International Bridge Technologies was in charge, as a subconsultant of Idom, of the complete structural scope of services for the 25.6 km of elevated viaduct that Riyadh Metro Package 2 comprises (Line 3, around 41.6 km, out of which 25.6 km are elevated). This scope consisted of the full range of services from conceptual tender design to final detailed design, including shop drawings production, construction engineering and construction site support.</p><p>The Line 3 elevated viaduct consists of a three-cells precast segmental box-girder with typical simply-supported spans of 37 m and special continuous spans of 50 m. Six long span structures with spans varying from 60 m to 95 m were required for the special crossings over existing interchanges. Typical and continuous spans are erected span-by-span with an overhead truss while long spans are erected in balanced cantilever with cranes on the ground or lifting frames on the deck.</p><p>The present paper is centred on the design of the elevated viaduct and presents the different structures with key features and how they were constructed to permit large scale standardisation and speed of construction. Some key design aspects are developed, in particular the design approach for the 3-cells box-girder as the most effective solution to satisfy the imposed aesthetic criteria. This paper also exposes the design approach adopted to produce a “design-for-demand” by relying as much as practically possible on a realistic modelling of the alignment and by limiting parametric design. This allowed for an optimisation of material quantities.</p>
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Thelen, Robert F., John D. Herbst, Doug Wardell, and Brian T. Murphy. "Testing of a 3 MW High Speed Generator and Turbine Drive for a Hybrid Vehicle Propulsion System." In ASME 2008 Power Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/power2008-60153.

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The need for increased design flexibility and reduced weight and volume for electric power generation infrastructure has driven an increased interest in the use of high speed generators directly driven by gas turbine prime movers for both military and commercial power generation applications. This transition has been facilitated by the use of dc distribution and recent advances in the performance of solid state power conversion equipment, enabling designers to decouple the power generation frequency from typical 60 Hz ac loads. Operation of the generator at the turbine output speed eliminates the need for a speed reduction gearbox and can significantly increase the volumetric and gravimetric power density of the power generation system. This is particularly true for turbines in the 3 to 10 MW power range which typically operate with power turbine speeds of 7,000 to 16,000 rpm. The University of Texas at Austin, Center for Electromechanics (UT-CEM) is currently developing a 3 MW high speed generator and turbine drive system for a hybrid vehicle propulsion system as a part of the Federal Railroad Administration’s Advanced Locomotive Propulsion System (ALPS) Program. The ALPS system consists of a 3 MW turbine/alternator prime mover coupled with a 480 MJ, 2 MW flywheel energy storage system. Although designed as the prime mover for a high speed passenger locomotive, the compact turbine/alternator package is well suited for use in marine applications as an auxiliary turbine generator set or as the primary propulsion system for smaller vessels. The ALPS 3 MW high speed generator and turbine drive system were originally presented at the ASME Turbo Expo 2005 [1]. This follow-on paper presents the results of mechanical spin testing and No-Load electrical testing of the high speed generator and the Static Load testing of the generator and turbine drive system at NAVSEA (Philadelphia, PA) with a fixed resistive load. The generator has been tested to a 1.5 MW power level in the Static Load procedures and is being prepared for the final test phase to include dynamic power exchange with the flywheel.
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Reid, John D., Ronald K. Faller, and Dean L. Sicking. "High Speed Crash Barrier Investigation Using Simulation." In ASME 2000 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2000. http://dx.doi.org/10.1115/imece2000-2473.

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Abstract Auto racing has become one of the most popular sporting venues in the United States. For these events, vehicles typically travel around oval tracks at extremely high speeds, in some cases in excess of 365 km/h. At these higher speeds, these vehicles may be involved in multi-car collisions or impacts with the exterior rigid walls, potentially resulting in serious driver injuries or fatalities. Although infrequent, serious harm has also occurred to spectators as flying vehicle debris has passed over protective fencing. As a result of these accidents, researchers at the Midwest Roadside Safety Facility, in cooperation with the Indy Racing League, Indianapolis Motor Speedway, and Kestrel Advisors, Inc., have been investigating and developing several energy-absorbing barrier concepts that would provide increased track safety. Two concepts — one using HDPE plates and one using crushable foam — are described herein. Preliminary results from the computer simulation effort show great potential for increasing the safety of race track barriers.
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Reports on the topic "Typically developing speech"

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Olsen, Matthew. Investigation of Speech Samples from Typically Developing Preschool Age Children: A Comparison of Single Words and Imitated Sentences Elicited with the PABA-E. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.434.

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