Dysarthric speech: Acoustic-phonetic features and intelligibility

137 Pages·2015·1.55 MB·English

ISMBS 2015

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BSTRACTS

A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z
LIST OF AUTHORS AND LINKS TO ASTRACTS
A back
ABELIN, Åsa
ADDA-DECKER, Martine
AKINCI, Mehmet-Ali
ALEXOPOULOU, Theodora
ALTINKAMIS, Feyza
ANDREOU, Georgia
ARMON-LOTEM, Sharon
AUSZMANN, Anita
ÁVILA, C.
AYYAD, Hadeel
B back
BABATSOULI, Elena 1, 2, 3
BALAS, Anna
BALL, Martin J. 1, 2
BALLARD, Elaine 1, 2
BAQUÉ, Lorraine
BARKER, Fiona
BASBØLL, Hans
BAUS, Cristina
BEDORE, Lisa
BEKE, András
BEN-DAVID, Avivit
BENDERS, Titia
BERNHARDT, B. May 1, 2, 3, 4, 5
BLANCO MONTAÑEZ, Gema
BODINI, Anna
BÓNA, Judit
BOTWINIK, Irena
BRECELJ, Irena
BRUGNEROTTO, Sara 1, 2
BUNTA, Ferenc
BURDEN, Camill
BURGOS, Pepi
BUSÀ, Maria Grazia
C back
CARBALLO, G.
CARLET, Angelica 1, 2
CEBRIAN, Juli
CHIONIDOU, Anastasia
CHLEBUS, Marcin
CHO, Mi-Hui
CHOUSI, Dimitra Denise
CHU, Man-ni
CLAUSEN, Marit Carolin
COLANTONI, Laura
COOK, Svetlana V. 1, 2
COSTA, Albert
CUCCHIARINI, Catia 1, 2
D back
DANVERS, Emily
DASTJERDI KAZEMI, Mehdi
DE JAGER, Aimée
DE LA FUENTE, Anahi Alba
DELAMOTTE, Régine
DODD, Barbara
DORNIK, Irena
DOS SANTOS, Christophe
DZIUBALSKA-KOŁACZYK, K.
E back
ESTERHUIZEN, Natania
EZRATI, Ruth
F back
FIKKERT, Paula
FOUGERON, Cécile
FOX-BOYER, Annette V. 1, 2, 3
FRANKLIN, Sue
FRESNEDA, D.
FRICKE, Silke
G back
GAFFNEY, Caitlin
GALACZI, Evelina
GALLARDO DEL PUERTO, F.
GANZEBOOM, Mario
GARAYZÁBAL HEINZE, Elena
GARMANN, Nina Gram 1, 2
GEERTZEN, Jeroen
GHOLAMI TEHRANI, Laya
GIANNAKOPOULOU, Anastasia
GILLIS, Steven
GÓMEZ LACABEX, Esther
GOR, Kira 1, 2
GRAY, Teresa
GRECH, Helen
GROHMANN, Kleanthes K. 1, 2, 3, 4
H back
HANSEN, Pernille
HARADA, Tetsuo
HAREL, Efrat
HATZIDAKI, Anna
HOLM, Elisabeth
HORVÁTH, Viktória
I back
INGRAM, David 1, 2
ISEL, Féderic
ISSA, Bernard
J back
JANI, Mátyás
JANSSEN, Bibi
JAUŠEVAC, Marika
JERMAN, Janez
JORDANIDISZ, Ágnes 1, 2
K back
KAMBANAROS, Maria 1, 2, 3, 4, 5
KAMIYAMA, Takeki
KARPAVA, Sviatlana
KASTENBAUM, Jessica
KEHOE-WINKLER, Margaret
KERN, Sophie
KHATTAB, Ghada
KIRAN, Swathi 1, 2
KJÆRBÆK, Laila
KLASSEN, Gabrielle
KLASSEN, Rachel
KOCJANČIČ ANTOLÍK, Tanja 1, 2
KOGOVŠEK, Damjana 1, 2, 3, 4, 5
KOPECKOVA, Romana
KORHONEN, Anna
KORONKIEWICZ, Bryan
KOŠIR, Stanislav
KÜHNERT, Barbara
KUL, Malgorzata
KUPISCH, Tanja
L back
LANG, Sigrun
LE ROUX, Jane
LEE, Shinsook 1, 2, 3
LEE, Taiying 1, 2
LESAR, Barbara
LEW-WILLIAMS, Casey
LI, Aike
LI, Lulu
LI, Xinxin
LICERAS, Juana M.
LIMA JR., Ronaldo
LIN, Yu-duo
LIU, C.
LLEÓ, Conxita
LLISTERRI, Joaquim
LUDWIG, Anja
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MADRID CÁNOVAS, Sonia
MAHURA, Olebeng
MARCZYK, Anna
MARECKA, Marta
MARIN, Alja
MARKÓ, Alexandra
MATTICCHIO, Isabella
MEIR, Natalia
MENDOZA, E.
MENNEN, Ineke
MICHALOPOULOU, Lito-Eleni
MICHALOPOULOU, Stamatia
MILLARD, Kelly
MODARRESI, Yahya
MORA, Joan C.
MORENO-TORRES, Ignacio
MORFIDI, Eleni
MORGAN-SHORT, Kara
MÜLLER, Lisa-Maria
MÜLLER, Nicole 1, 2
MUÑOZ, J.
MUZNIK, Mojca
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NAIDOO, Chané
NAVARRO RUIZ, Mª Isabel
NEUBERGER, Tilda 1, 2
NEUMANN, Claus-Peter
NICOLADIS, Elena
NICOLAIDIS, Katerina
NIMZ, Katharina
NIZNIK, Marina
NOVŠAK BRCE, Jerneja 1, 2, 3, 4, 5
O back
OTWINOWSKA-KASZTELANIC, Agnieszka
OZBIČ, Martina 1, 2, 3, 4, 5
ÖZCAN, Fatma Hülya 1, 2
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PANDEY, Pramod
PAPADOPOULOU, Elena
PARK-JOHNSON, Sunny
PASCOE, Michelle
Patience, Matthew 1, 2
PAYNE, Elinor 1, 2
PENA, Elizabeth D.
PEREZ, D.
PEROTTO, Monica
PILLOT-LOISEAU, Claire 1, 2
POST, Brechtje 1, 2, 3, 4
POULI, Margarita
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Radu, Malina 1, 2
RAFAT, Yasaman
RALLO FABRA, Lucrecia
RASMUSSEN, Gitte
RATO, Anabela
REYNDERS, Juliette
RUIZ-PEÑA, Esperanza
RUVOLETTO, Samantha
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SALGERT, Katharina M.
SAMSARI, Eleni
SANOUDAKI, Eirini
SCHERER, Nancy
SCHMIDT, Elaine
SCHWAB, Sandra
SENIOR, Savannah
SHENG, Li
SHIN, Dong-Jin
SHOEMAKER, Ellenor
SHOOSHTARYZADEH, Froogh
SIMON, Ellen
SIMONSEN, Hanne Gram 1, 2
ŠKVOR, Jana
SOSA, Anna V.
SOTIROPOULOS, Dimitrios 1, 2
SPLENDIDO, Frida
STACKHOUSE, Joy
STAVRAKAKI, Stavroula
STEMBERGER, Joseph P. 1, 2, 3, 4, 5
STOEHR, Antje
STRIK, Helmer 1, 2
SUZANA, Roopa
SWOBODA-RYDZ, Urszula
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TARAROVA, Olga 1, 2
TASIOUDI, Matina
TAXITARI, Loukia
TAYLOR, Becky
THEODOROU, Eleni
THOMAS, Jamie A.
THORÉN, Bosse
TISMAN, Leetal
TO KIT SUM, Carol
TODAKA, Yuichi
TRONNIER, Mechtild
TZOURIADOU, Maria
U back
UEDA, Isao
UEYAMA, Motoko
ULBRICH, Christiane 1, 2
UTHER, M.
V back
VALLILA ROHTER, Sofia
VAN DE WEIJER, Joost
VAN DER MERWE, Amy
VAN HELL, Janet
VAN HOUT, Roeland
VANRYCKEGHEM, Martine
VELILLA GARCÍA, Katherine
VIHMAN, Marilyn
VIHMAN, Virve-Anneli
VOLSKAYA, Nina B.
VOUYOUKAS, Constantinos
W back
WAUQUIER, Sophie
WIESE, Richard
WILLIAMS, Lynn
WILLMES-VON HINCKELDEY
WOTTAWA, Jane
WREMBEL, Magdalena 1, 2
Y back
YAVAŞ, Mehmet 1, 2
YLINEN, S.
Z back
ZAJDÓ, Krisztina
ZARIFIAN, Talieh
ŽELJAN, Irena
ZEMBRZUSKI, Dariusz
ZETTERHOLM, Elisabeth
ZHAO, J.
PLENARY TALKS

Multilingualism and acquired neurogenic speech disorders
Martin J. Ball
Linköping University
[email protected]

Acquired neurogenic communication disorders can affect language, speech, or both. If speech is impaired,
this can be at the phonetic level, phonological level or both. While neurogenic speech disorders have been
researched for a considerable time, much of this work has been restricted to a few languages (mainly
English, with German, French, Japanese and Chinese also represented). Further, the work has
concentrated on monolingual speakers. In this presentation I aim to outline the main acquired speech
disorders, and give examples of research into multilingual aspects of this topic.
The various types of acquired neurogenic speech disorders support a tripartite analysis of normal
speech production. Dysarthria (of varying sub-types) is a disorder of the neural pathways and muscle
activity: the implementation of the motor plans for speech. Apraxia of speech on the other hand is a
disorder of compilation of those motor plans (seen through the fact that novel utterances are disordered,
while often formulaic utterances are not). Aphasia (at least when it affects speech rather than just
language) manifests as a disorder at the phonological level; for example, paraphasias disrupt the normal
ordering of segments, and jargon aphasias affect both speech sound inventories and the link between
sound and meaning. There are other acquired disorders (such as progressive speech deterioration) that to
some extent cut across these levels of speech production, however.
I will illustrate examples of various acquired neurogenic speech disorders in multilingual speakers, and
in lesser reported languages (lesser reported in the context of these disorders), drawn from recent
literature. In this respect, I am particularly grateful to my colleagues Nick Miller and Anja Lowit, for their
ground-breaking 2014 collection. We will conclude by spending some time considering an example of
jargon aphasia produced by a previously bilingual speaker (that is, she was bilingual before the acquired
neurological damage). This example consists of non-perseverative non-word jargon, produced by a
Louisiana French-English bilingual woman with aphasia. The client’s jargon has internal systematicity:
There are clear preference patterns in terms of segment frequencies, and sequential properties (preferred
syllable structures, and stress assignment in di- or multisyllabic strings). These systematic properties
show overlaps with both the French and English phonological system and structure. Therefore, while she
does not have access to the lexicon of either language, it would seem that she accesses both the French
and English phonological systems.
I conclude by pointing the way forward to the establishment of a Disordered Speech Bank (similar to
AphasiaBank) where examples of these acquired speech disorders across languages and from multilingual
speakers could be stored and made available for research and education.

Reference
Miller, N., & Lowit, A. (Eds.) (2014). Motor speech disorders: A cross-language perspective. Bristol:
Multilingual Matters.

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Consonantal phonotactics in SLA: Predictions and reality
Katarzyna Dziubalska-Kołaczyk
Adam Mickiewicz University Poznań
[email protected]

Interest in the acquisition of language had started among philosophers, psychologists, anthropologists,
physiologists, and others, long before linguistics became a separate discipline. First came the fascination
with child’s speech. The early linguistic accounts were provided, for example, by Baudouin de Courtenay
(1870), Jakobson (1941) and Leopold (1939, 1947, 1949, 1952). Leopold’s study concerned his bilingual
children. Baudouin’s children were multilingual. Later, around the middle of the 20th century, the interest
in second language acquisition by adults developed, originally mainly comparative and oriented on
teaching and learning a foreign tongue. The studies dealt with foreign language transfer (starting with
Lado, 1957) or bilingual interference (initiated by Weinreich, 1963). Today we deal with cross-linguistic
influence in second and third language or in a multilingual setting.
Irrespective of the type of study, a theory of language acquisition is needed, enhanced by a bridge
theory from psychology, which would provide basis for predictions concerning the nature of the
acquisition process and its results. On the linguistic side, since Jakobson and Greenberg, language
universals have guided the research, complemented by language-specific limitations imposed on them.
The idea of statistical learning has contributed greatly in the recent decades, not necessarily contradicting
the former assumptions (cf. e.g., the most recent publications by Yavaş (ed.) (2015) or Gut et al. (eds)
(2015).
In this talk I will concentrate on the SLA of phonology with special emphasis on consonantal
phonotactics. The research reported has been conducted within the framework of natural linguistics
(Stampe, 1979; Donegan & Stampe, 1979; Dressler, 1985, 1996) with the psychological perspective of
innateness, emergentism and self-organization. Predictions have been derived from the theory of Beats-
and-Binding Phonology and its model of phonotactics (Dziubalska-Kołaczyk, 2002, 2009, 2014). I will
review the results of a number of studies in order to (a) discuss the raison d’être of the formulated
predictions (cf. universal preferences vs. statistical analysis of corpora), (b) identify the problematic
concepts confusing the analysis (e.g., interference, a native speaker) (c) suggest some helpful extensions
of the former (e.g., repair, a prototypical native speaker). The main exercise ground for the above
discussion will come from the investigation of the influence which universal phonotactic and
morphonotactic (Dressler & Dziubalska-Kołaczyk, 2006) preferences have on the acquisition of
consonant clusters in a second language.

Keywords: phonotactics, morphonotactics, beats-and-binding phonology, acquisition

References
Gut, U., Fuchs, R., & Wunder, E. (Eds.) (2015). Universal or diverse paths to English phonology. Berlin,
Boston: De Gruyter Mouton.
Yavaş, M. (Ed.). (2015). Unusual productions in phonology: Universal and language-specific
considerations. NY: Psychology Press, Taylor & Francis Group.

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