Apraxia of Speech: Perceptual Analysis of Trisyllabic Words Across Repeated Sampling Occasions

Apraxia of Speech: Perceptual Analysis of Trisyllabic Words Across Repeated Sampling Occasion

Apraxia of Speech: Perceptual Analysis of Mono-, Bi-, and Trisyllabic Words Across Repeated Sampling Occasions

The primary characteristics considered to define acquired apraxia of speech (AOS) have continued to evolve, but a few characteristics remain controversial among researchers and clinicians (McNeil, Robin, & Schmidt, 2009). Particularly, the consistency or variability of speech sound errors in AOS (Croot, 2002). For years, variability of speech sound errors has been considered a primary characteristic of AOS (Deal & Darley, 1972; Johns & Darley, 1970; Wertz, LaPointe, & Rosenbek, 1984). Apraxic errors were considered to be variable with regard to the location of the error within a word (Johns & Darley; LaPointe & Johns, 1975) and the nature of the error (Johns & Darley; LaPointe & Horner, 1976) across repeated productions of the same stimuli. Conversely, more recent research with “pure” apraxic speakers and speakers with AOS and accompanying aphasia has suggested that speech sound errors may not be variable (Mauszycki, Dromey, & Wambaugh, 2007; Mauszycki, Wambaugh, & Cameron, 2010a, 2010b; Mlcoch, Darley, & Noll, 1982; McNeil, Odell, Miller, & Hunter, 1995; Shuster & Wambaugh, 2003; Wambaugh, Nessler, Bennett & Mauszycki, 2004). However, there are limited data examining sound errors over time (i.e., beyond a single session). Furthermore, the influence of conditions of stimuli presentation on sound errors remains uncertain. The purpose of this investigation was to further examine variability of speech production in individuals with AOS and aphasia. Of specific interest were the effects of repeated sampling and conditions of stimulus presentation (i.e., random and blocked by sound) on the variability of error types identified using narrow phonetic transcription

Effects of Age, Gender and Education on Semantic Fluency for Living and Artifact Categories

The purpose of this study was to analyze the effects of age, gender and education on semantic fluency for four living and four artifact categories. Thirty males and thirty females in two age groups matched for education level were included. Results revealed females named significantly more fruit and furniture items while males named more tools. Participants with a college degree had a significant advantage for clothing. Older males and younger females named more four-footed animals than did their gender-matched peers. There was no significant difference between living versus artifact categories overall. Implications will be discussed