Children's Response Bias and Identification of Misarticulated Words.
Breanna I Krueger, Holly L Storkel
PMID 31944870WHAT IT FOUND
Preschoolers accepted common speech sound substitutions as real words more than uncommon substitutions.
Adding nonsense word anchors or a blank hiding option lowered their tendency to choose the real object picture.
Key findings
01Real-object selections were 93% to 94% for accurate words, 63% for common substitutions, 40% for uncommon substitutions, and 12% to 13% for unrelated nonwords.
02Children chose real objects less often for common substitutions (63%) than in the earlier study (78%), and less often for uncommon substitutions (40%) than in the earlier study (70%).
03When children could choose a blank hiding option instead of a novel object, real-object selections were 48% for common substitutions and 36% for uncommon substitutions, compared with 78% and 70% in the earlier study.
STILL TO COME
How it was doneWhat they foundWhat it means for SLPs
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What it does not show
The samples were small: 21 children in the first experiment and 19 children in the second experiment. The participants had to score within normal limits on articulation, vocabulary, and hearing tests, so this study did not test children with speech, language, or hearing difficulties. The task was a laboratory picture-choice task with line drawings and a mouse, not everyday understanding of a speaking peer. In the second experiment, the main difference between common and uncommon conditions was not significant, although planned comparisons showed a difference.
Declared interests
Breanna Krueger was supported by a doctoral training grant from the National Institute on Deafness and Other Communication Disorders.
The easy way to misread this
Do not conclude that these findings apply to children with speech sound disorders. The participants were preschoolers who passed articulation, vocabulary, and hearing screens.