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Memory for speech and speech for memory.

J L Locke, K J Kutz

Journal of Speech and Hearing Research

|March 1, 1975

Summary

This summary is machine-generated.

Children who substitute /w/ for /r/ struggle with speech memory. Misarticulating children confused their own speech sounds, impacting recall and challenging communication-focused views of speech disorders.

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Area of Science:

Speech-language pathology
Developmental psychology
Cognitive neuroscience

Background:

Speech sound disorders affect phoneme production.
Subvocalization plays a role in memory recall.
Perception of self-produced speech can differ from external speech.

Purpose of the Study:

To investigate speech sound perception and memory in children with /w/ for /r/ substitution.
To explore the relationship between speech production errors and auditory memory.
To examine the role of subvocalization in recall for children with speech sound disorders.

Main Methods:

Thirty kindergarteners (15 with /w/ for /r/ substitution, 15 controls) participated.
Two perception tests using /w/ and /r/ in minimally contrastive syllables were administered.

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A memory test involving unspoken recall of /w/ and /r/ stimuli was conducted.

Main Results:

Both groups accurately perceived external /w/ and /r/ productions.
Misarticulating children perceived their own /w/ for /r/ productions as /w/.
Misarticulating children showed significantly more /w/-/r/ confusions in unspoken recall.

Conclusions:

Speech sound disorders can impair memory, not just communication.
Misarticulation affects the perception of self-produced speech.
Subvocalization and echoic memory may support recall in speech perception and memory tasks.