Cognitive Factors and Residual Speech Errors: Basic Science, Translational Research, and Some Clinical Frameworks.

Area of Science:

• Speech-Language Pathology
• Cognitive Science
• Developmental Psychology

Background:

• Residual speech errors (RSEs) persist despite therapy.
• Cognitive factors are increasingly recognized as potential contributors to RSEs.
• Understanding these relationships can inform targeted interventions.

Purpose of the Study:

• To explore the theoretical and empirical links between cognitive abilities and RSEs.
• To review cognitive domains relevant to RSEs and assessment methods.
• To discuss clinical implications for cognitive-based speech therapy.

Main Methods:

• Literature review of theoretical and empirical studies.
• Analysis of cognitive domains including flexibility, memory, and self-monitoring.
• Examination of existing translational research on cognitive training.

Main Results:

• Cognitive flexibility, short-term memory, and long-term memory appear linked to RSEs.
• Preliminary evidence does not strongly support links with inhibitory control or attention.
• Self-monitoring training shows mixed but potentially beneficial results for RSEs.

Conclusions:

• Cognitive skills, especially self-monitoring, are potential targets for intervention in RSEs.
• Further research controlling for language and temperament is needed.
• Clinical frameworks incorporating cognitive skills may enhance speech sound change.