Experiments supported the following: (1) output-error assumption, by finding larger emotional responses for verbal slips than for correct vocalizations; (2) editing assumption, by finding that edited vocal responses require more processing time than unedited responses; (3) social acceptability editing criterion, by observing that neutral verbal…

This article, addressed to singing and choral teachers, examines functional voice disorders resulting from incorrect or abused functions of the laryngeal mechanism. Symptoms, testing methods, and correction techniques, short of medical help, are outlined for disorders of resonance, registration, articulation, and of the vocal fold mass.…

Though frequently defined as the difference between spontaneous and imitative testing responses, additional clinical procedures for the evaluation of stimulability are reviewed. The clinical implications of isolated sound, syllable, and word-level stimulability are also discussed. (Author/DLS)

Twenty-four normal, misarticulation-free second-grade children participated in tasks designed to test their ability to perceive misarticulations in contextual speech. Results indicate that children are able to successfully identify sentences in which misarticulated words occur in addition to specific misarticulated words within sentences. (SW)

When 20 highly talkative and 20 much less talkative preschool children were measured for articulation, grammar, receptive syntax, and sentence repetition, the performances of the highly talkative children were significantly superior on all measures. (Author/RL)

The articulator positions of a man with deafness who had a cochlear implant were measured with an electromagnetic midsagittal articulometer system with and without auditory feedback via his implant. Findings suggest that the cochlear implant was providing important auditory cues that can be used to monitor speech and maintain phonemic contrasts.…

A study of 36 children (ages 3-5) compared traditional and phonological treatment of 36 children with multiple articulation disorders. Results found that the response of children in the traditional therapy group was substantially inferior; the children in the phonological therapy group showed more improvement with fewer therapy sessions. (CR)