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A functional analysis of phonological knowledge and generalization learning in misarticulating children
J A Gierut1, M Elbert, D A Dinnsen
1Department of Psychology, Indiana University, Bloomington 47405.
Journal of Speech and Hearing Research
|December 1, 1987
Summary
Children's productive phonological knowledge influences their ability to generalize speech sounds. The specific point of intervention within their knowledge continuum impacts the extent of this generalization learning in speech sound disorders.
Area of Science:
- Speech-Language Pathology
- Developmental Psychology
- Linguistics
Background:
- Individual differences in generalization learning are observed in children with phonological disorders.
- Productive phonological knowledge is hypothesized to influence this learning variability.
Purpose of the Study:
- To evaluate the hypothesis that productive phonological knowledge influences generalization learning.
- To investigate the relationship between a child's knowledge continuum and generalization outcomes.
Main Methods:
- Generative analysis described phonological systems of 6 children with functional misarticulation.
- Productive phonological knowledge was determined and ranked on a continuum.
- Experimental treatment targeted sounds from each child's continuum.
- Post-treatment reassessment measured productive phonological knowledge.
Main Results:
- Productive phonological knowledge significantly influenced the amount of generalization learning.
- The extent of generalization was associated with the treatment initiation point on the knowledge continuum.
Conclusions:
- Child's productive phonological knowledge is a key factor in generalization learning.
- Intervention timing relative to phonological knowledge impacts generalization success.
- Findings inform understanding of individual differences in speech sound disorder treatment.