A study of phonetic (sound) reinforcement and generalization learning.

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Content A STUDY OF PHONETIC (SOUND) REINFORCEMENT
/I
AND GENERALIZATION LEARNING
by
John Samuel CartaFalsa
III
A D is s e r ta tio n Presented to the
FACULTY OF THE GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In P a r tia l F u lf illm e n t o f the
Requirements f o r the Degree
DOCTOR OF PHILOSOPHY
(Communicative D iso rd e rs)
June 1972
UMI Number: DP22512
All rights reserved
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U N IVE R SITY O F S O U TH E R N C A LIFO R N IA
TH E GRADUATE SCHO O L
U N IV E R S IT Y PARK
LOS A N G ELES. C A L IF O R N IA 9 0 0 0 7
* * * / C w v d
C32L2-.
7 V m dissertation, w ritte n by
...............................JOHN..CARWALSA..................................
und er the d ire c tio n o f h.A?.... D isse rta tio n C om
m ittee, and a p p ro ve d by a ll its members, has
been presented to and accepted by T h e G raduate
S chool, in p a rtia l fu lfillm e n t o f requirem ents o f
the degree o f
D O C T O R O F P H IL O S O P H Y
Dean
D a te iT li!ie __ 197 2
ACKN OlEDGMENTS
To the Commifee,
w ith g r a titu d e
To the c h ild n ,
w ith fondness
To M arion,
wh much love.
i i
TABLE OF CONTENTS
Page
ACKNOWLEDGMENTS................................................................................................................. i i
LIST OF T A B L E S ................................................................................................................. v
Chapter
I, INTRODUCTION................................................. 1
I I . REVIEW OF LITERATURE ............................................................................... k
I I I . METHODS............................. 11
O v e r v ie w ............................................................................................. 11
S u b j e c t s ........................................................................................................ 15
S ubject C r i t e r i a .......................................................................... 15
S ubject Source ............................................................................... 15
Number o f S u b j e c t s ..................................................................... 15
Subject S e le c tio n .......................................................................... 16
Age L i m i t a t i o n ................................? ...................................... 16
A r t i c u l a t i o n Status ................................... . . . . . 16
Speech F a c i l i t y ....................................... 16
Verbal Comprehension Level ............................................. 16
Hearing A c u ity .......................................................................... 18
Health Status .......................................................................... 18
Study M a t e r i a l ......................................................................................... 19
Study M a te ria l P re s e n ta tio n . . . . . . ......................... 20
Study Sequence .......................................................................... 20
F i r s t Week (Study Episodes 1 - k ) ........................................ 22
Second Week (Study Episodes 5-8) 22
T h ird Week (Study Episodes 9"12) . 23
Fourth Week (Study Episodes 13-16) 23
F i f t h Week (Study Episodes 17-20) ................................... 23
S ix th Week (Study Episodes 21-2A) ................................... 23
i i i
Seventh Week (Study Episodes 25-28) . . . . . . . 26
E ighth Week (Study Episodes 29-32) ................................... 27
N inth W e e k .............................................................................................. 27
D a t a .................................................................................................................. 27
J u d g e s ........................................................................................................ 27
Data R e c o r d i n g .................................................................................... 28
Data P r e p a r a t i o n ............................................................................... 28
Data A n a l y s i s .................................................................................... 29
IV. R E S U L T S ................................................................................................................... 32
V. DISCUSSION, CONCLUSION, AND SUMMARY .............................................. 36
APPENDICES
A. CRITERIA D A T A .................................................................................................... h5
B. TOTAL SCORES FOR ALL ASPECTS OF S T U D Y ......................................... 53
C. TOTAL RAW SCORES FOR ALL ASPECTS OF S T U D Y ............................... 59
D. STATISTICAL FORMULAS ...................................................................................... 65
E. F O R M S ........................................................................................................................ 68
BIBLIOGRAPHY........................................................................................................................... J k
i v
LIST OF TABLES
Table Page
1. Study Episodes . . ........................................................................................... 13
2. McDonald Deep Test o f A r t i c u l a t i o n Pre-Post Scores . . . . 33
3. Spontaneous Speech Samples ....................................................................... 3^+
v
CHAPTER I
#
INTRODUCTION
A ccording to Chen and Irw in (l9*+6) the vowel usage o f a c h ild
approximates a d u lt vowel usage by two and o n e -h a lf years o f age.
Irw in (19*+7, 19*+8) supported by the work o f Voelker (193*0, reported
th a t by two and o n e -h a lf years o f age, the consonant c a p a b i1i t y o f the
c h ild approximates th a t o f the a d u lt. These e a r ly works im plied th a t
the motor components necessary to produce vowels and consonants were
a v a ila b le to the c h ild and he was able to produce them s i m i l a r l y to
the a d u lt.
The v a l i d i t y o f the works o f Chen, Irw in and Voelker ( i b i d .)
appears to hold tru e today. No evidence is p re s e n tly a v a ila b le to
show when p h y s io lo g ic a l development is completed f o r any given phoneti
u n i t (speech sound) (W in itz , 19&9; McCarthy, 1952; Lenneberg, 19&7).
This statement suggests the p o s s i b i l i t y th a t a s e rie s o f complex en
vironm ental fa c to rs begin to e x e rt e a r ly in flu e n c e on phonetic u n i t
2
(speech sound) development. The s tu d ie s o f R eingold, G erw irtz and
Ross (1959), Weisberg (1983) anc* Mower (1952, 1958, I 98O), Skinner
(1957), Krasner (1958), S a lz in g e r (1959, 1982) and Todd and Palmer
( 1988) suggest th a t so cia l re inforcem ent is an* i n f l u e n t i a l e n v iro n -
, mental fa c t o r in t h is development. French, C a rte r and Koenig (1930),
as w e ll as T ra v is (1931), introduced in to t h e i r w r it in g s the statement
th a t the frequency o f occurrence o f phonetic u n its (speech sounds) in
the language is an im portant environm ental f a c t o r . Thus, i t appears
th a t the a c q u is it io n o f pho n etic u n its (speech sounds) from two and
o n e -h a lf years upward r e f le c t s not e n t i r e l y a process o f p h y s io lo g ic a l
development but ra th e r a process o f s o c ia l re in forcem e n t based on the
frequency o f occurrence o f pho n e tic u n its (speech sounds) in the
language. That is , the c h ild has the mechanical a b i l i t y to produce
the phonetic u n its (speech sounds) o f the language system o f the
i community; b u t, i t is the language community which w i l l r e in fo r c e his
I
: use o f the pho n etic u n i t (speech sounds), depending on the frequency
o f the p ho n e tic u n i t (speech sounds) in the language system o f the
i
community.
A ccording to W in itz ( 1989) , frequency o f occurrence has two
1 e ff e c t s : ( l ) the more fre q u e n tly o c c u rrin g ’p ho n etic u n its (speech
sounds) are d is c rim in a te d more o fte n ; and (2) the more fre q u e n tly
o c c u rrin g phonetic u n its (speech sounds) are u tte re d or attem pted more
fr e q u e n tly . As is known, pho n etic u n its (speech sounds) in the la n -
; guage do not occur w ith equal frequency; thu s, some u n its (sounds)
3
have a g re a te r o p p o rtu n ity f o r use or p r a c tic e and f o r environm ental
re in forcem e n t than do o th e rs . The more fre qu e nt the occurrence o f the
pho n e tic u n it (speech sound) the more l i k e l y i t is to be heard and the
g re a te r the chance to receive s o c ia l re in fo rc e m e n t.
I t is speculated th a t p ho n etic u n i t (speech sound) usage is
c o n tin g e n t upon an environment which re in fo rc e s the p ho n e tic u n i t
(speech sound) w it h in the e xpressive language system and, i t is
f u r t h e r speculated th a t the more fre q u e n t so cia l re in forcem e n t and
usage the g re a te r lik e lih o o d f o r the phonetic u n it (speech sound)
to be u tte r e d , attem pted or even rehearsed.
The purpose o f t h i s in v e s tig a tio n can be s ta te d as fo llo w s :
i f the ty p ic a l c h ild o f 2.9 to 3 .0 years o f age has c a p a b i l i t y w ith
respect to the p o te n tia l p ro d u c tio n o f the phonetic u n its (speech
sounds) which are to be in te g ra te d in to the language system, but
because o f lack o f frequency o f occurrence in the language and con
sequent lack o f so c ia l re in fo rce m e n t does not in te g ra te them con
s i s t e n t l y ; then, i f given more fre q u e n t exposure to and re in forcem e n t
o f c e r ta in pho n etic u n its (speech sounds), the c h ild w i l l t r a n s f e r
these p ho n e tic u n its (speech sounds) to o th e r p a rts o f h is e xpressive
language system.
The fo llo w in g hypo thesis was in v e s tig a te d by t h i s study: the
g re a te r the frequency o f exposure to and re in forcem e n t o f s p e c ific
pho n etic u n its (speech sounds), the g re a te r w i l l be the evidence o f
g e n e r a liz a tio n le a rn in g .
CHAPTER I I
REVIEW OF LITERATURE
I
Irw in and h is a sso cia te s (19^1, 19^5, 19^+6a, 1 S^+6b , 19^6c, !
19^ 6d, 19^ 7a, 19*+7b, 19^+7c, 19^ 8 , 1951) in a s e rie s o f lo n g itu d in a l !
s tu d ie s o f vocal p ro du ctio ns o f c h ild r e n up to the age o f two and one- ;
h a l f re p o rt th a t the p ro d u c tio n o f d i f f e r e n t pho n etic u n its (speech
sounds) and the t o t a l number o f p h o n etic u n its (speech sounds) u tte re d i
i
increased w ith age. A t the age o f two and o n e -h a lf years the young
I
c h ild has the a b i l i t y to produce in spontaneous u tte ra n c e s , vowels !
I
and consonants s im i la r to the a d u lts in h is language community.
The a b i l i t y o f the c h ild to produce c o r r e c t ly pho netic u n its
(speech sounds) w it h in words has been researched by Wellman, e t a l .
(1931), Poole (193^), and Tempi in (1957). Wellman, e t a l . (1931)
s tu d ie d 2Qh pre-school c h ild r e n . One hundred and t h i r t y - t h r e e pho
n e tic u n its (speech sounds) were e l i c i t e d from each c h ild . Visual
(p ic tu r e s ) and a u d ito r y (q u estio n s) s t im u li were used. The chrono
lo g ic a l ages at which s e v e n ty -fiv e percent o f the c h ild re n s tud ie d
5
were able to produce c o r r e c t ly c e r t a in phon etic u n its (speech sounds)
are shown as fo llo w s :
Age______________________________ Consonants________
3 m , n , f , h , w , b
4 P> •», k » I
5 d , r, s, t j , t , V, z
6 d 5
Poole (193^) set her c r i t e r i o n a t one hundred percent to produce
c o r r e c t ly c e r ta in pho n etic u n its (speech sounds). She s e le c te d lAO
pre-school and school age c h ild r e n (315- 7-5 years o f age) from which
she e l i c i t e d responses by means o f a u d ito r y (q u e stio n s) and v is u a l
( p ic tu r e s ) s t i m u l i . The f o llo w in g c h ro n o lo g ic a l o rd er re g ardin g
c o rre c t p ro d u c tio n o f c e r ta in pho n etic u n its (speech sounds) shows
her fin d in g s :
Age Consonants
3*5 m, p, h, w , b
k -5 h > J> *<> d* 3 , *
5-5 f
6 -5 j \ v, ^ 3
7.5 r , s , O , h w
Tempi in (1957) s tu d ie d the u tte ra n c e s o f 2^0 boys and 250 g i r l s . One
hundred and s e v e n ty -s ix p ho n etic u n its (speech sounds) were
obtained from each c h ild in a spontaneous or a repeated phrase. The
e a r l i e s t c h ro n o lo g ic a l age, a t which s e v e n ty - fiv e percent o f the
c h ild re n s tu d ie d , c o r r e c t ly produced c e r ta in p ho n etic u n its (speech
sounds) in the i n i t i a l , medial and f i n a l p o s itio n , were a s c e rta in e d
as f o l 1ows:
Age Consonants________
3.0 m, h * , p, f, h, w
3.5 J
4 .0 k , b , d , g > r
**•5 s > f,
6.0 t , 6 , v, I
7.0 * , 5, d3
W in itz (1966, 1969) suggested th a t the p ho n etic (sound) development
s tu d ie s provided samplings which r e f l e c t the m astery o f the phonetic
u n its (speech sounds) w it h in u tte ra n c e s . He im p lied th a t i t was the
mastery and not the a b i l i t y to make the p ho n etic u n its (speech sounds)
w it h in the u tte ra n c e s .
Phonetic u n its (speech sounds) do not appear w ith equ^l f r e
quency in a language system. W in itz (1969) examined the r e la t io n s h ip
between frequency o f occurrence o f p hon etic u n its (speech sounds) in
j
a language and pho n etic u n i t (speech sound) development. He c o rre la te d }
I
I
the frequency o f c o r r e c t consonant p ro d u ctio n w ith the frequency o f !
*
those consonant sounds (p honetic u n its ) as they occur in the language,. ;
His c o r r e la t io n taken from data provided by Tempi in (1957), (the f r e -
i
quency o f c o r r e c t consonant p ro d u c tio n ) and by French, C a rte r and Koenig
(1930); T ra v is (1931) and Voelker (193*0, (the frequency o f occurrence
o f p ho n etic u n its (speech sounds) in the language) suggests th a t the
frequency o f occurrence o f p ho n etic u n its (speech sounds) as they
1
occur in the language is an im portant fa c t o r in phon etic u n i t (speech
sound) a c q u is it io n or usage. T h e re fo re , some phonetic u n its (speech |
sounds) have a g re a te r o p p o r tu n ity to fre q u e n t the language than o th e rs.
Operant c o n d itio n in g r e fe r s to a process in which the re o c c u r
rence o f a behavior is c o n tin g e n t upon the consequences o f the behavior)
(S kin n er, 1957). In operant c o n d itio n in g , behavior is segmented in to i
u n its c a lle d responses; environm ent is segmented in to u n its c a lle d
s t i m u l i . R e in fo rc in g s t im u li are made up o f environm ental events
1
which fo llo w responses. P o s itiv e r e in f o r c in g s tim u li increase the
frequency o f the responses they f o llo w . P o s itiv e r e in f o r c in g s t im u li j
1 may range from verbal to g e s tu ra l to mechanical s t i m u l i .
Vocal and verbal responses have been shown to be responsive
to c o n tro l by operant c o n d itio n in g . In two s tu d ie s conducted w ith
th re e month o ld in fa n ts , R heingold, e t a l . (1959) and Weisberg (19&3)
rep orte d th a t the v o c a liz a tio n s o f in fa n ts can be c o n d itio n e d and
th a t s o c ia l s tim u la tio n has r e in f o r c in g p r o p e r tie s . Rheingold and
1
h is a sso cia te s emphasized th a t the v o c a liz a tio n and v e r b a liz a t io n s ■
1
o f c h ild r e n can be m o d ifie d by a response which is c o n tin g e n t on the j
v o c a liz a tio n s and v e r b a liz a t io n s . What occurs im m ediately a f t e r the
v o c a liz a tio n and v e r b a liz a tio n s is most im p o rta n t. Krasner (1958)
re p o rts in a s e rie s o f s tu d ie s on operant c o n d itio n in g o f verbal be
h a v io r th a t verbal cues such as “ good," n r i g h t f n " f i n e " ; g e s tu ra l cues
such as a head nod, a touch, a sm ile; and mechanica1‘ cues such as a
l i g h t , a buzzer, a b e ll tone, r e s u lt in an increase in re in fo rc e d
verbal b eh a vio r. S a lz in g e r (1959), in his s tu d ie s o f verbal le a rn in g ,
in d ic a te d th a t verbal responses can be c o n t r o lle d by re in forcem e n t
procedures. He and h is a ssociate s (1982) demonstrated th a t verbal j
j
responses can increase or decrease as a fu n c tio n o f the re in fo rc e m e n t, j
Research has shown th a t one can serve as a s o c ia l r e in f o r c in g J
agent f o r a c h ild . By p ro v id in g c e r ta in kinds o f g r a t i f y i n g e x p e r i- J
I
ences when the c h ild m a n ifests a d esired behavior one can increase |
i
the frequency and p r e c is io n o f th a t behavior in the c h ild . (Bron- J
fenbrenne r, 1970; Sloane and MacAuley, 1988; S ta a ts , I 988; Isaacs, j
Thomas & Goldiamond, 1986.) 1
In essence then, w h ile d e a lin g w ith a young c h ild , a person
s e rv in g as a so c ia l r e in f o r c in g agent responds to the c h i l d ' s spon
taneous b eh a vio r. The s it u a t i o n must be conducive f o r such a happening
to occur, thus p e r m ittin g fre q u e n t s e le c tiv e responses on the p a rt o f
the so c ia l r e in f o r c in g agent. (B ro n fe n bren n er, 1970; Sloane and
MacAuley, I 988; Mednick, 1984; W in itz , 1989*)
"R einforcem ent o f responses, in the presence o f one s tim u lu s ,
increases the responses both in the presence o f th a t s tim u lu s and in
the presence o f o th e r s t i m u l i , " (W in itz , 1989; S ta a ts , 1988; Mednick,
19^4; Thorpe and W etzel, 1969; Reese, 1966; and Reynold, 1968). For
example, when a c h ild begins to v e r b a liz e , he d ir e c t s h is v e r b a liz a
tio n s to h is mother, who g e n e ra lly r e in fo r c e s t h i s verbal b eh a vio r.
Soon he extends h is v e r b a liz a tio n s to o th e r members o f the fa m ily .
S h o r tly th e r e a f te r frie n d s are brought in to h is verbal w orld and,
f i n a l l y , s tra n g e rs . This phenomena, "th e occurrence o f a response in
the presence o f o th e r s tim u lu s s it u a t io n s fo llo w in g it s c o n d itio n in g
in the presence o f one stim u lu s s i t u a t i o n , " is c a lle d g e n e r a liz a tio n
(W in itz , 1969; Reynolds, 1968). G e n e ra liz a tio n u s u a lly happens when
the s t im u li have c e r ta in p e r c e p tib le fe a tu re s in common w ith the o r i
g in a l stim u lu s which set up the re in fo rce m e n t (Sloane and MacAuley,
1966). For example, when a c h ild is r e in fo r c e d f o r c a ll i n g h is mother
"Mama," he i n i t i a l l y c a lls a l l female a d u lts "Mama." Thus, in the
process o f developing a p ho n e tic u n i t (speech sound) r e p e r to ir e , a
c h ild learns to d is c r im in a te c e r ta in p ho n e tic (sound) fe a tu re s and to
g e n e ra liz e c e r ta in pho n etic (sound) fe a tu re s (W in itz , 1969)-
In summary, one fin d s th a t ( l ) g e n e r a liz a tio n may p la y a s i g
n i f i c a n t ro le in the development o f p ho n e tic u n its (speech sounds);
(2) th a t c e r ta in p ho n etic u n its (speech sounds) fe a tu re s w it h in the
phonetic u n i t (speech sound) r e p e r to ir e may increase in frequency and
p re c is io n i f the fe a tu re s are fo llo w e d by a r e in f o r c in g event; and
(3) th a t the environm ent may p ro vide r e in f o r c in g events. In o th e r
words, i t is p o s s ib le th a t the use o f s o c ia l re in forcem e n t can s e le c
t i v e l y stre ng th en a c h i l d ' s p h o n e tic u n i t (speech sound) r e p e r to ir e
to such a degree th a t c e r ta in fe a tu re s w it h in h is r e p e r to ir e can
increase in frequency and p r e c is io n (Mednick, 196^+; Hingtgen & T ro s t,
I 966; and Isaacs, Thomas & Goidiamond, 1966).
CHAPTER I I 1
METHODS
Overv i ew
For the purpose o f g a th e rin g data f o r t h is study, the / r /
phoneme (speech sound) was chosen because o f it s expected frequency o f
o ccurrence. I t was a ls o chosen because o f the frequency w ith which
i t is d e fe c tiv e in c h ild r e n seen f o r c l i n i c a l tre a tm e n t. I t was con
sidered as a s in g le pho n etic u n i t (speech sound) re g ardle ss o f i t s
p o s itio n in words. Five S u b je cts, 3 boys and 2 g i r l s , who were between
the ages o f 2.9 and 3.0 and who ( l ) demonstrated incomplete a r t i c u l a
tio n developmental p a tte rn s w ith respect to the / r / phoneme (speech
sound); (2) had f a c i l i t y to use speech e a s ily ; (3) had a vo cab u la ry
comprehension level e q u iv a le n t to the 40th c e n t il e o f t h e i r chrono
lo g ic a l age; (4) had normal hearin g a c u ity th re s h o ld s ; (5) had no
apparent n e u ro lo g ic a l a b n o rm a litie s ; and (6 ) were a v a ila b le f o r the
t o t a l amount o f time needed f o r the stud y, underwent 32 Study Episodes
over a period o f 8 weeks on k con se cu tive days o f each week. By
11
12
r e f e r r in g to Table 1 one can v is u a liz e the e n t ir e study sequence o f
data g a th e rin g .
During the 1st week (Study Episodes 1 -4 ), 15-minute speech
samples were obtained from each Subject in a fr e e , spontaneous, and
u n c o n triv e d s it u a t io n by a pre-school te a ch er. T his was accomplished
as each Subject p a r tic ip a t e d in the pre-school program in and around-
the -sch o ol environm ent.
The 2nd week (Study Episodes 5-8) c o n siste d o f g a th e rin g
s p e c i f i c / r / phoneme word o b je c t responses in a 15-m inute r e s t r i c t e d ,
s ta n d a rd iz e d , and c o n triv e d s i t u a t i o n . This s i t u a t io n occurred in a
room f i l l e d w ith / r / phoneme word o b je c ts as w i l l be described under
Study M a te r ia l. S p e c ific / r / phoneme word o b je c t responses were
e l i c i t e d through the unscheduled use o f one or a l l o f 3 sta n d a rd ize d
que stio ns: What is it ? ; W hat's it s name?; What is th a t? . These ques
tio n s c a lle d a tt e n tio n to the / r / phoneme word o b je c ts . The s ta n
dardized questions were asked by a Naive In v e s tig a to r who was t o t a l l y
unaware o f the in te n t o f the stud y. She was not p e rm itte d to i n i t i a t e
any co n v e rs a tio n w ith a S ubject o th e r than to encourage the p ro d u c tio n
o f 10 / r / phoneme word o b je c t responses through the*unschedu1ed use o f
one o r a l l o f th re e s tan d ardized questions c e n te rin g on the / r / phoneme
word o b je c ts . I f a S ubject asked her a question about any o f the / r /
phoneme word o b je c ts she responded w ith 1 or 2 sta n d a rd ize d statem ents:
You t e l l me; I bet you know, you t e l l me. These statem ents focused on
the / r / phoneme word o b je c ts in o rd er to encourage an / r / phoneme word
o b je c t response.
13
TABLE I
STUDY EPISODES
Day 1 Day 2
Day 3 Day 4
Week 1
Spontaneous
Speech
1 5 -m in . Sample
Spontaneous
Speech
1 5 -m in . Sample
Spontaneous
Speech
1 5 -m in . Sample
Spontaneous
Speech
1 5 -m in . Sample
Week 2
C o n tro l 1ed
Speech
1 5 -m in . Sample
C o n tro l le d
Speech
1 5 -m in . Sample
C o n tro lT ed
Speech
1 5 -m in . Sample
C o n tro l 1ed
Speech
1 5 -m in . Sample
S . l *
C o n tro l 1ed
Speech
1 0 -m in . Sample
S . l
C o n tr o l 1ed
Speech
1 0 - m in . Sample
S .l
C o n tro l led
Speech
1 0 -m in . Sample
S .l
Cont r o l 1ed
Speech
1 0 -m in . Sample
Week 3
S . 2 * * *
C .W .O .L . 1
S . 2
C .W .O .L . 2
S . 2
C .W .O .L . 3
S . 2
C .W .O .L . 4
S . 3 *
C o n tro l led
Speech
1 0 -m in . Sample
S . 3
C o n tr o l 1ed
Speech
1 0 -m in . Sample
S . 3
C o n tro l led
Speech
1 0 -m in . Sample
S . 3
C o n tro l le d
Speech
1 0 -m in . Sample
S .l
C o n tro l 1ed
Speech
1 0 -m in . Sample
S . l
C o n tr o l 1ed
Speech
1 0 -m in . Sample
S .l
Cont r o l l e d
Speech
1 0 -m in . Sample
S . l
C o n tro l le d
Speech
1 0 -m in . Sample
Week 4 S . 2
C .W .O .L . 5
S . 2
C .W .O .L . 6
S.y2
C .W .O .L . 7
S . 2
C .W .O .L . 8
S . 3
C o n tro l 1ed
Speech
■10-m in. Sample
S . 3
C o n tr o l led
Speech
1 0 -m in . Sample
S . 3
C o n tro l led
Speech
1 0 -m in . Sample
S . 3
C o n tro l 1ed
Speech
1 0 -m in . Sample
S. 1
C o n tro l 1ed
Speech
1 0 -m in . Sample
S . l
C o n tr o l led
Speech
1 0 - m in . Sample
S . l
C o n tro l led
Speech
1 0 -m in . Sample
S . l
Cont r o l 1ed
Speech
1 0 -m in . Sample
Week 5
S . 2
C .W .O .L . 9
S . 2
C .W .O .L . 10
S . 2
C .W .O .L . I I
S . 2
C .W .O .L . 12
S . 3
C o n tro l 1ed
Speech
1 0 -m in . Sample
S . 3
C o n tr o l led
Speech
10 - m in . Sample
S . 3
C o n tro l led
Speech
1 0 -m in . Sample
S . 3
C o n tro l le d
Speech
1 0 -m in . Sample
S .l
C o n tro l le d
Speech
1 0 -m in . Sample
S . l
C o n tr o l 1ed
Speech
1 0 -m in . Sample
S . l
C o n tro l led
Speech
1 0 -m in . Sample
S . l
Cont r o l 1ed
Speech
1 0 -m in . Sample
Week 6 S . 2
C .W .O .L . 13
S . 2
C .W .O .L . 14
S . 2
C .W .O .L . 15
S . 2
C .W .O .L . 16
S . 3
C o n tro l 1ed
Speech
1 0 -m in . Sample
S . 3
Cont r o l 1ed
Speech
1 0 -m in . Sample
S . 3
C o n tro l led
Speech
1 0 -m in . Sample
S . 3
Cont r o l 1ed
Speech
1 0 -m in . Sample
Week 7
C o n tro l led
Speech
1 5 -m in . Sample
C o n tro l led
Speech
1 5 -m in . Sample
C o n tro l led
Speech
1 5 -m in . Sample
C o n tro l led
Speech
1 5 -m in . Sample
Week 8
Spontaneous
Speech
1 5 -m in . Sample
Spontaneous
Speech
1 5 -m in . Sample
Spontaneous
Speech
1 5 -m in . Sample
Spontaneous
Speech
1 5 -m in . Sample
* Segments 1, 2 , 3 * * Cue Word O b je c t ( C .W .O .L .)
Randomized 1 - 1 6
14
The 3rd week (Study Episodes 9 -1 2 ), 4 th week (Study Episodes
1 3-16), 5th week (Study Episodes 17-20), and 6th week (Study Episodes
21-24) c o n s is te d o f g a th e rin g data from each o f 3 Segments w it h in each
o f the Study Episodes 9-2 4. A ll 3 Segments o f the Study Episodes 9-24
used a room f i l l e d w ith / r / phoneme word o b je c ts as w i l l be described
under Study M a te r ia l. Segments 1 and 3 conducted by the Naive I n v e s t i
g a to r focused on o b ta in in g s p e c i f i c / r / phoneme word o b je c t responses
w i t h in a 10-m inute r e s t r i c t e d , sta n d a rd iz e d , and c o n triv e d s it u a t i o n .
The Naive I n v e s tig a to r , through the unscheduled use o f one or a l l o f 3
s tan d a rdized questions (What is it? ; What's it s name?; What is th a t ? ) ,
centered on the / r / phoneme word o b je c ts , e l i c i t i n g 10 / r / phoneme
word o b je c t responses from a S u b je c t. Segment 2 conducted by the
In v e s tig a to r co nce n trate d on o b ta in in g 25 s p e c i f i c / r / phoneme cue
word o b je c t responses in a r e s t r i c t e d , s ta n d a rd iz e d , and c o n triv e d
s i t u a t i o n . The I n v e s tig a to r , through the scheduled use o f 2 s ta n
d ardize d phrases (This is a r o c k , Say ro c k ) , in v it e d the S ubject to
repeat the name o f the / r / phoneme cue word o b je c t. I f the S ubject
repeated the name o f the / r / phoneme cue word o b je c t, and the / r /
phoneme in the name was produced c o r r e c t l y , the In v e s tig a to r provided
immediate re in fo rc e m e n t by g iv in g a penny to the S u b je c t. I f the
S ubject repeated the name o f the / r / phoneme cue word o b je c t, and the
/ r / phoneme in the name was not produced c o r r e c t ly , no re in fo rce m e n t
took p lace.
The 7th week (Study Episodes 25-28) was a r e p e t it io n o f the
15
2nd week (Study Episodes 5 - 8 ) . The 8th week (Study Episodes 29-32) was
a d u p lic a te o f the 1st week (Study Episodes 1 -4 ).
D uring the 9 th week the McDonald Test was re a d m in is te re d .
Data d e riv e d from the McDonald Test and from each o f the 32
Study Episodes were used f o r the purpose o f p ro v id in g answers to the
hypothesis proposed in Chapter I.
Sub j ects
S ubject C r i t e r i a
C r i t e r i a included age l i m i t a t i o n , a r t i c u l a t i o n s ta tu s , vocabu
la r y comprehension le v e l, speech f a c i l i t y , h ea ring a c u it y , h e a lth
s ta tu s and a v a i l a b i l i t y f o r data g a th e rin g over a p eriod o f 9 weeks.
Subject Source
S ubjects were e n r o lle d a t the S u lliv a n Pre-S chool, Fountain
V a lle y , C a l if o r n ia . A l l shared the same classroom , the same p re
school teachers and p a r tic ip a t e d in the same p re-school program.
Number o f S ubjects
Five S u b je c ts , 3 males and 2 fem ales, p a r tic ip a t e d in the
stud y. In o rd er to o b ta in the 5 S u b je c ts , i t was necessary to screen
25 c h ild r e n between the ages o f 2.5 and 3.5 years who demonstrated
/ r / phoneme d e v ia tio n s . Out o f the 25, 17 were dism issed because they
d id not adhere to the a r t i c u l a t i o n s ta tu s as set f o r t h . Out o f the
rem aining 8 , 2 d id not adhere to the speech f a c i l i t y c r i t e r i o n and one
16
was u n a v a ila b le f o r the e n t ir e course o f data g a th e r in g . Five Subjects
f u l f i l l e d s t a t i s t i c a l and study c o n s id e ra tio n s .
S ubject S e le c tio n
Age L imi t a t i on - S ubjects had a minimum c h ro n o lo g ic a l age o f
2.9 years and a maximum age o f 3.0 years. The s e le c tio n o f t h i s age
was to preclude the e f f e c t o f the expected (n o rm a tive) age (4 .0 ) by
which the s e le c te d p h o n e tic u n i t (speech sound) m ight be used w ith
r e g u l a r i t y and normal q u a l i t y .
A r t i c u l a t i o n S tatus - S ubjects demonstrated incom plete a r t i c u
l a t io n developmental p a tte rn s w ith respect to the / r / phoneme as demon
s tra te d by the McDonald Deep Test o f A r t i c u l a t i o n . This c r i t e r i o n was
s a t i s f i e d by a t le a s t a seventy percent frequency o f i n c o r r e c t ly p ro
duced / r / phonemes. The seventy percent c r i t e r i o n guaranteed th a t i f
changes took p la c e , the change would be measurable. A seventy percent
c r i t e r i o n was a ls o a measure which was s u b s t a n t ia ll y beyond the r e l i a
b i l i t y va ria n c e o f the t e s t i t s e l f , so th a t any subsequent changes
could not be construed as due to e r r o r o f the t e s t . The 5 8 - item
Deep Test o f A r t i c u l a t i o n f o r the / r / phoneme re p orte d by McDonald
(1964) was used. The t e s t c o n s is ts o f two sets o f p ic tu r e s mounted
s id e -b y - s id e in a manner which perm its each p ic tu r e to be turned i n d i
v i d u a l l y . The p ic tu r e on the l e f t side e l i c i t s responses in which the
/ r / phoneme appears a t the end o f the word. The p ic t u r e on the r ig h t
side e l i c i t s responses in which the / r / phoneme appears a t the b e g in
ning o f th e w o rd .
17
To t e s t the p ro d u c tio n o f the sounds in movement sequences,
2 p ic tu r e s are exposed and the names o f both p ic tu r e s are said
to g e th e r; f o r example, a p ic t u r e o f a rope and a p ic tu r e o f a cow are
exposed and the S ub je ct says "rop e cow ."
The McDonald Test was a d m in is te re d by the In v e s tig a to r to a l l
Subjects i n d i v i d u a l l y . P re lim in a ry p r a c tic e was given o r a l l y by the
In v e s tig a to r (a cco rd ing to in s tr u c tio n s f o r t e s t a d m in is tr a tio n ) u n t i l
the S ubject responded a p p r o p r ia te ly to 5 t e s t samples. The score was
the number o f c o r r e c t ( \ / ) o r i n c o r r e c t ( X ) p ro d u c tio n s o f the / r /
phoneme.
Speech F a c i1 i t y - Each S ubject dem onstrated a f a c i l i t y to use
speech e a s i ly in a fr e e , spontaneous, and u n c o n triv e d s it u a t io n w it h in
the p re-school environm ent as determ ined by a 15-m inute re c o rd in g o f
h is spontaneous speech taken by one o f h is p re-school teachers on k
consecutive days. The 4, 15-minute re c o rd in g s were heard by 3 Speech
P a th o lo g is ts who were asked to l i s t e n to the re co rd ing s and to a t t e s t
to the speech f a c i l i t y .
Verbal Comprehension Level - S ubjects had a vocabulary compre
hension le ve l a t le a s t e q u iv a le n t to the 40th c e n t i l e o f t h e i r chrono
lo g ic a l age as measured by the Peabody Vocabulary T e s t, Form A (Dunn,
1959). The t e s t pro vide s an e s tim a te o f a S u b je c t's verbal compre
hension age through measuring h is h e a rin g vo ca b u la ry by means o f a
non-verbal response t o a b a tte r y o f 150 p ic t u r e p la te s . Each p la te
c o n ta in s k i l l u s t r a t i o n s w ith an a p p ro p ria te s tim u lu s word f o r one o f
18
the i l l u s t r a t i o n s . The Test is begun w ith p la te #1 as suggested by
Dunn (1959) and co ntinues u n t i l the Subject makes 6 e r r o r s in any 8
conse cu tive p re s e n ta tio n s . The Test was a d m in is te re d by the I n v e s t i
g a to r to each S ubject f o llo w in g a d m in is tr a tio n procedures set f o r t h in
the Test Manual. The score was the t o t a l number o f c o r r e c t responses
given by the S u b je c t.
Hearing A c u ity - Subjects had normal h ea rin g a c u ity th re s h o ld s
f o r pure-tones in both ears as determ ined by an a u d io lo g ic a l assess
ment. The c r i t e r i o n f o r normal h ea rin g in t h i s study was no p ure-
tone th re s h o ld s poorer than 15 db. H.L. f o r the p ure -to n e fre q u e n c ie s ,
250 Hz.; 500 Hz.; 2,000 Hz.; and 4,000 Hz. re ISO 1964 Standards.
A u d io lo g ic a l assessment was accom plished a t octave in t e r v a ls . The
t e s t instrum ent was the Peters AP/6 pure-to n e audiom eter c a lib r a te d
to 1964 ISO Standards. The o u tp u t was fed through a se t o f ear phones,
Western TDH-39, w ith ear phone cu shion s, MZ-41. The t e s t in g was done
in the IAC double booth, Model 404-A-CT-L by an American Speech and
Hearing A s s o c ia tio n C1i n i c a 11y C e r t if ie d A u d io lo g is t. C onditioned
p la y audiom etry was used to te s t each S ub je ct. The non-verbal
responses, i . e . , p la c in g a b lo c k on a peg, o f each S ubject were hand
recorded by the A u d io lo g is t on a screening audiogram.
H ealth S tatus - S ubjects had no apparent n e u ro lo g ic a l abnor
mal i t i e s o f e t i o l o g i c a l s ig n if ic a n c e as evidenced by a normal p e d ia
t r i c re p o r t subm itted to the In v e s t ig a t o r .
19
Study M a te ria l
O bjects whose names co ntained the / r / phoneme were chosen
a r b i t r a r i l y from those o b je c ts found in the S u b je c ts 1 S u lliv a n Pre-
School cla ss environm ent (S u lliv a n and Buchanan, 1968; Buchanan and
Johnson, 1970; S u lliv a n , 1969). F i f t y / r / phoneme o b je c ts were used
o f which 25 were known as cue word o b je c ts .
The 50 / r / phoneme word o b je c ts were: f i r e engine, tr u c k ,
drum, c a r, s c is s o rs , c h a ir , a ir p la n e , crayons, horse, paper, c r i b ,
r a t , iro n , f o r k , flo w e r , farm , b ir d , hammer, r a b b it , t r a i n , broom,
teddy bear, s t a r , re co rd , cash r e g is t e r , t r a c t o r , red, m ir r o r , h e a rt,
b u t t e r f l y , rib b o n , t u r t l e , r in g , t i r e , re in d e e r, r e f r i g e r a t o r , c ig a r
e t t e , grasshopper, dre ss, t r a y , g u i t a r , u m b re lla , to a s te r , fr o g , tr e e ,
w a te r, rock, ra in c o a t, r a t t l e and brush.
The 25 / r / phoneme cue word o b je c ts s e le c te d a r b i t r a r i l y from
the above l i s t were: tr u c k , drum, c a r, a ir p la n e , horse, f o r k , flo w e r ,
b u t t e r f l y , farm , grasshopper, s to r e , f i r e e ngine, u m b re lla , red,
broom, s c is s o r s , ir o n , b ir d , tr e e , teddy bear, t u r t l e , crayons, c h a ir ,
paper and rock.
O bjects represented by each o f the above 50 words were placed
on a 14 inch X 96 inch 3 -s h e lv e d , opensided bookcase, in a 6 fo o t X
8 fo o t room devoid o f a l l o th e r o b je c ts . The cue word o b je c ts were
placed in a p re -a rra ng e d and system atic manner through the use o f a
ta b le o f random numbers among the 25 / r / phoneme word o b je c ts on the
3-s h e lv e d , opensided bookcase. A ll o b je c ts were numbered and placed
20
in a cor re s p o n d in g ly numbered p o s itio n on one o f the 3 s h e lve s. Each
o b je c t was always placed in the same p o s itio n f o r a l l p re s e n ta tio n s
and a 11 S u b je c ts .
Study M a te ria l P re s e n ta tio n
When the In v e s tig a to r and the S ubject were ready to commence
t h i s Segment, the In v e s tig a to r p o in te d to the cue word o b je c t. He said
the name o f the cue word o b je c t in a n a tu ra l v o ic e . The S ubject was
in v it e d to repeat the name o f the cue word o b je c t. I f the name o f the
cue word o b je c t was repeated, and was produced c o r r e c t l y , then the
In v e s tig a to r provided immediate re in fo rc e m e n t by g iv in g the S ubject
a penny which the S ubject placed in a piggy bank given him a t the
b eg inning o f Segment 2 o f each Episode 9-2k. Each S ubject had h is
own piggy bank w ith h is name p r in te d on i t . Two s tan d ardized phrases
were used in t h i s sequence:
In v e s tig a to r : T his is a rock
In v e s tig a to r : Say rock
S ubject: Responds
Study Sequence
Each S ub je ct p a r tic ip a t e d in 32 Study Episodes over a p e rio d
o f 8 conse cu tive weeks on k c o nse cu tive days o f each week. A ll 32
Study Episodes were conducted on the premises o f the S u lliv a n
21
Pre-S chool, Fountain V a lle y , C a l if o r n ia . A 6 fo o t X 8 fo o t room
devoid o f a l l o b je c ts except those s p e c ifie d under Study M a te ria l was
used f o r Study Episodes 5-28. Indoor and outdoor areas o f the p re
school were u t i l i z e d f o r Study Episodes 1-A and Study Episodes 29-32.
A Naive In v e s tig a to r was used. She was a Behavioral Science
major a t the U n iv e r s it y o f C a lif o r n ia a t Ir v in e and was t o t a l l y
unaware o f the in t e n t o f the stud y. Her r e s p o n s i b i l i t i e s were to
welcome each S ubject by name and encourage the S ubject to p la y w ith
/ r / phoneme word o b je c ts . She was not p e rm itte d to i n i t i a t e any con
v e rs a tio n w ith the S ubject o th e r than to encourage 10 / r / phoneme word
o b je c t responses by the S ubject through the unscheduled use o f one or
a l l o f 3 s ta n d a rd iz e d q u e s tio n s : What is it ? ; What's i t s name?; What
is th a t? . I f the S ubje ct asked her a q u e stio n about any o f the / r /
phoneme word o b je c ts she responded w ith one o f 2 sta n d a rd ize d s t a t e
ments: You t e l l me; I bet you know, you t e l l me. These statem ents
were made in o rd e r to encourage an / r / phoneme word o b je c t response.
In the event she was able to o b ta in 10 / r / phoneme word o b je c t
responses to her q ue stio ns before the a l l o t t e d tim e ’ o f the Study E p i
sode was com pleted, she was p e rm itte d to co n tin u e u n t i l th e time was
completed. In the event she was unable to o b ta in 10 / r / phoneme word
o b je c t responses w it h in the a l l o t t e d tim e o f the Study Episode, she
was p e rm itte d to c o n tin u e u n t i l the 10/ / f / phoneme word o b je c t
responses were o b ta in e d . However, in no Study Episode was i t neces
sary f o r her to exceed the tim e l i m i t .
22
F i r s t Week (Study Episodes 1-4)
A pre -sch oo l teacher too k a 15-minute speech sample o f each
o f the Subjects on 4 con se cu tive days. The speech samples were ob
ta in e d in a fr e e , spontaneous, and u n c o n triv e d s it u a t i o n as each
S ubject p a r t ic ip a t e d in h is p re-school program in and a ro u n d -th e -
school environm ent.
Second Week (Study Episodes 5-8)
Each S ubject p a r tic ip a t e d in a r e s t r i c t e d , s ta n d a rd iz e d , and
c o n triv e d session f o r 15 minutes on each 4 c o nse cu tive days. This
session was held in a room devoid o f a l l o b je c ts except a, bookcase
which housed the 50 / r / phoneme word o b je c ts . Each S ubject engaged
in t h i s 15-minute session w ith the Naive In v e s t ig a t o r . The Naive
In v e s tig a to r welcomed each S ubject by name, and encouraged the
S ubject to p la y w ith the o b je c ts by sa ying: "You can p la y w ith what
you s e e ." She d id not o th e rw is e i n i t i a t e any c o n v e rs a tio n w ith the
S ubject o th e r than to encourage 10 / r / phoneme word o b je c t responses
by the S ubject through the unscheduled use o f one o r a l l o f the 3
q ue stio ns d u rin g the 15-minute session:
1. What is i t ?
2. W hat's i t s name?
3. What is th a t?
I f th e S u b je c t asked th e Naive I n v e s t i g a t o r a q u e s tio n about one o f
th e 50 / r / phoneme word o b je c ts th e N aive I n v e s t i g a t o r responded w i t h
e i th e r:.
23
1 . You te l 1 me; or
2. I bet you know, you t e l l me.
T h ir d , F o u rth , F i f t h , and S ix th Week
(Study Episodes 9-2k)
Segment 1 - Each S ubject p a r tic ip a t e d in a r e s t r i c t e d , s ta n
d a rd iz e d , and c o n triv e d session f o r 10 m inutes. T h is session was held
in a room devoid o f a l l o b je c ts except a bookcase which housed the 50
/ r / phoneme word o b je c ts . Each S ubject engaged in t h i s 10-minute
session w ith the Naive I n v e s t ig a t o r . The Naive In v e s tig a to r welcomed
each S ubject by name, and encouraged the S ubject to p la y w ith the
o b je c ts by saying: "You can p la y w ith what you s e e ." She d id not
o th e rw is e i n i t i a t e any c o n v e rs a tio n w ith the S ub ject o th e r than to
encourage 10 / r / phoneme word o b je c t responses by the S ubject through
the unscheduled use o f one or a l l o f the 3 q ue stio ns d u rin g the 10-
m inute session:
1. What is i t ?
2. What's it s name?
3. What is th a t?
I f the Subject asked the Naive In v e s tig a to r a q u e stio n about one of
the 50 / r / phoneme word o b je c ts the Naive In v e s tig a to r responded w ith
e i th e r:
1. You t e l 1 me; or
2. I bet you know, you t e l l me.
A t the end o f the 10-minute p e rio d each / r / phoneme word
2 b
o b je c t was placed in i t s a p p ro p ria te place on the s h e lf by the Naive
In v e s tig a to r as was d escribe d under the heading o f Study M a te r ia l.
The Subject was in the room w ith h er.
Segment 2 - The Naive In v e s tig a to r l e f t the room and the
In v e s tig a to r e n te re d . Two sta n d a rd ize d phrases were used in t h i s
Segment:
I n v e s tig a to r : I'm going to say some words. I f
you say the words l i k e I do,
I ' l l g ive you a penny to put
i n the p i ggy bank.
The In v e s tig a to r presented each S ubject w ith the cue word
o b je c ts in the manner p re v io u s ly d escribe d under the heading o f Study
M a te ria l P r e s e n ta tio n .' The S ubject heard the name o f the cue word
o b je c t and was in v it e d to repeat the name o f the cue word o b je c t. I f
the name o f the cue word o b je c t was repeated and was produced c o r
r e c t l y then the In v e s tig a to r provided immediate re in fo rce m e n t by
g iv in g the S ubject a penny which the S ubje ct placed in the piggy bank.
Two sta n d a rd ize d phrases were always used in t h i s Segment:
I n v e s tig a to r : T his is a rock
In v e s tig a to r : Say rock
S ub je ct: Responds
Upon s e c u r in g a response th e I n v e s t i g a t o r c o n tin u e d w i t h th e
p r e s e n t a t io n o f th e n e x t cue word o b j e c t and c o n tin u e d in t h i s fa s h io n
u n t i l th e 25 cue word o b je c t s had been p re s e n te d . Each cue word
25
o b je c t was placed in i t s a p p ro p ria te spot by the In v e s tig a to r as p re
v io u s ly d escribed under the heading o f Study M a te r ia l. A f t e r the
p re s e n ta tio n o f the e n t ir e word l i s t and w ith o u t concern f o r the
amount o f tim e re q u ire d , the In v e s t ig a t o r l e f t the room.
A 25 / r / phoneme cue word o b je c ts l i s t was randomized by the
use o f a ta b le o f random numbers. There were 16 d i f f e r e n t l i s t s ,
each l i s t c o n ta in in g the same 25 / r / phoneme cue words. Each l i s t
was given to a l l S ub jects on the same day o f the 16-day Segment 2
sequence. The manner o f p re s e n ta tio n remained c o n s ta n t as d escrib e d
above.
Segment 3 - The Naive I n v e s tig a to r re -e n te re d the room. The
Naive In v e s tig a to r p a r tic ip a t e d in a r e s t r i c t e d , s ta n d a rd iz e d , and
c o n triv e d session w ith the S ubject f o r 10 m inutes. The Naive I n v e s t i
g a to r encouraged the S ub ject to p la y w ith the o b je c ts by saying:
"You can p la y w ith what you s e e ." She d id not o th e rw is e i n i t i a t e
any c o n v e rs a tio n w ith the S ub je ct o th e r than to encourage 10 / r /
phoneme word o b je c t responses by the S ubject through the unscheduled
use o f one o r a l l o f th re e q u e s tio n s , d u rin g the 10-minute sessio n:
1. What is it ?
2. W hat's i t s name?
3. What is th a t?
I f th e S u b je c t asked th e Naive I n v e s t i g a t o r a q u e s tio n a b o u t one o f
th e 50 / r / phoneme word o b je c t s th e N aive I n v e s t i g a t o r responded w i t h
e i t h e r :
26
1. You t e l 1 me; or
2. I bet you know, you t e l l me.
A t the end o f the p e rio d each / r / phoneme word o b je c t was
placed in it s a p p ro p ria te spot as p re v io u s ly d escribed under the
heading o f Study M a t e r ia l. The Naive In v e s tig a to r l e f t the room w ith
the S u b je c t.
Seventh Week (Study Episodes 25-28)
Each S ubject p a r t ic ip a t e d in a r e s t r i c t e d , s ta n d a rd iz e d , and
c o n triv e d session f o r 15 m inutes on each o f fo u r co nse cu tive days.
T h is session was held in a room devoid o f a l l o b je c ts except a book
case which housed the 50 / r / phoneme word o b je c ts . Each S ub je ct
engaged in t h i s 15-minute session w ith the Naive I n v e s t ig a t o r . The
Naive In v e s tig a to r welcomed each S ubject by name, and encouraged the
S ubject to p la y w ith the o b je c ts by saying: "You can p la y w ith what
you s e e ." She d id not o th e rw is e i n i t i a t e any c o n v e rs a tio n w ith the
S ubject o th e r than to encourage 10 / r / phoneme word o b je c t responses
by the S ubject through the unscheduled use o f one o r a l l o f the 3
q ue stio n s d u rin g the 15-m inute session:
1. What is i t ?
2. W hat's i t s name?
3. What is th a t?
I f th e S u b je c t asked th e Naive I n v e s t i g a t o r a q u e s tio n a b o u t one o f
th e 50 / r / phoneme word o b je c t s the N aive I n v e s t i g a t o r responded w i t h
e i t h e r :
27
1 . You te l 1 me; or
2. 1 bet you know, you t e l l me.
E ighth Week (Study Episodes 29-32)
A p re-school tea ch er took a 15-minute speech sample o f each o f
the S ubjects on fo u r co n s e c u tiv e days. The speech samples were ob
ta in e d in a f r e e , spontaneous, and u n c o n triv e d s i t u a t i o n as each
S ubject p a r tic ip a t e d in h is p re-school program.
N in th Week
The McDonald Test was re a d m in is te re d by the In v e s tig a to r
i n d i v i d u a l l y to each S ubject as p r e v io u s ly d escribe d under S ubject
S e le c tio n , A r t i c u l a t i o n S ta tu s .
Data
Judges
Speech P a th o lo g is ts h o ld in g the C e r t i f i c a t e o f C li n i c a l Com
petency in Speech P athology a n d /o r A u d io lo g y issued by the American
Speech and Hearing A s s o c ia tio n were used. A ll re c o rd in g s were heard
by 3 Speech P a th o lo g is ts . Each Speech P a th o lo g is t lis te n e d to the
re co rd ing s and was asked to : g ive an o p in io n on a 2 - p o in t c o r r e c t ( > / )
and i n c o r r e c t ( X ) scale o f the p ro d u c tio n q u a l i t y o f the / r / phoneme
w i t h i n each word o f the ta p in g . There were 9 groups, 3 judges in each
group. The groups were mixed as were the re co rd in g s in o rd e r to
p re clud e bias which m ight occur e i t h e r by the use o f c o n s is te n t groups
28
or knowledge o f the p a r t i c u l a r Segment from which the re c o rd in g s were
d rawn.
Data Recording
A ll a p p ro p ria te s e le c tio n processes and a l l Study Episodes
were recorded on a Panasonic RQ , 209 DAS Tape Recorder.
Data P re p a ra tio n
Pre scores and post scores from the McDonald Test were com
puted .
Scores from the 1st week (Study Episodes 1-4) and 8 th week
(Study Episodes 29-32) were computed. These scores c o n s is te d o f the
f i r s t 10 / r / phoneme word o b je c t responses o b ta in e d . T h is s e le c tio n
p ro vide d an equal number o f responses f o r each Study Episode and f u l
f i l l e d the c r i t e r i a f o r adequate number o f responses in the C hi-square
arrangem ent. A minimum expected frequency o f 10 is u s u a lly taken to
be accep tab le when th e re is o n ly a s in g le degree o f freedom (Hays,
1963).
Scores from the 2nd week (Study. Episodes 5-8) and 7th week
(Study Episodes 25-28) were computed. The f i r s t 10 / r / phoneme word
o b je c t responses were s e le c te d . T h is s e le c tio n provided an equal
number o f responses f o r each Study Episode and f u l f i l l e d the c r i t e r i a
f o r adequate number o f responses in the C hi-square arrangem ent. A
minimum expected frequency o f 10 is u s u a lly taken to be a ccep tab le
when th e re is o n ly a s in g le degree o f freedom (Hays, 1963).
29
Scores from the 3 rd , 4 th , 5 th , and 6th weeks (Study Episodes
9-24) were computed. Jn the case o f Segments I and 3, the f i r s t 10
/ r / phoneme word o b je c t responses were s e le c te d . T h is s e le c tio n p ro
vided an equal number o f responses f o r each segment arad f u l f i l l e d the
c r i t e r i a f o r adequate numbers o f responses in the C hi-square a rra n g e
ment. A minimum expected frequency o f 10 is u s u a lly taken to be
acceptable when th e re is o n ly a s in g le degree o f freedom (Hays, 1963).
In the case o f Segment 2, scores from each o f the 16 segments o f the
25 / r / phoneme cue word o b je c t responses were computed.
Data A n a ly s is
This Study was a S in g le S ubject research design in which each
S u b je ct c o n trib u te d both c o n t r o lle d data and expe rim ental d a ta , o r in
o th e r words, each S ubject served as h is own c o n t r o l.
Data c o lle c te d from the McDonald Test were examined to see i f
the pre and post scores o f each S ubject showed a s i g n i f i c a n t change.
The C hi-square t e s t was used as a measure o f the s ig n if ic a n c e o f the
change (Hays, 1963). In o rd er to ensure th a t the change was not due
to chance, a change was considered s i g n i f i c a n t i f the p ro b a b i1i t y was
a t the .99 1e v e l .
Data c o lle c te d from the 1st week (Study Episodes 1-4) and
8 th week (Study Episodes 29-32) were examined to see i f the scores o f
the 1st week and o f the 8 th week o f each S ubject showed a s i g n i f i c a n t
change. The C hi-square t e s t was used as a measure o f the s ig n if ic a n c e
o f the change (Hays, 1963). In ord er to ensure th a t the change was
30
not due to chance, a change was conside red to be s i g n i f i c a n t i f the
p r o b a b i l i t y was a t the .99 le v e l. In the few cases where the judges
d id not hear 10 / r / phoneme word o b je c t responses on the tapes, the
number o f c o r r e c t or in c o r r e c t responses heard were both increased in
p ro p o rtio n to equal 10. For example, i f 3 c o r r e c t and 2 in c o r r e c t
responses were heard, t h i s was considered 6 c o r r e c t and 4 in c o r r e c t
f o r c a lc u la t io n purposes.
Data c o lle c te d from the 2nd week (Study Episodes 5 -3 ) and
t
7th week (Study Episodes 25-28) were examined to see i f the scores
o f the 2nd week and the scores o f the 7th week o f each S ubject showed
a s i g n i f i c a n t change. The C hi-square t e s t was used as a measure o f
the s ig n if ic a n c e o f the change (Hays, 1963). In o rd er to ensure th a t
the change was not due to chance, a change was considered to be s i g
n i f i c a n t i f the p r o b a b i l i t y was a t the .99 le v e l.
Data c o lle c te d from Segments 1 and 3 o f the 3 rd , 4 th , 5 th ,
and 6th weeks (Study Episodes 9-24) were examined to see whether or
not th e re was a s i g n i f i c a n t l y p ro g re s s iv e change in the scores d u rin g
the course o f the s tu d y . The method used was to represent the number
o f c o r r e c t and in c o r r e c t responses as a lin e a r fu n c tio n o f tim e u sin g
a 1east-sq u ares curve f i t (Hays, 1963).
Data c o lle c te d from Segment 2 o f the 3 rd , 4 th , 5 th , and 6th
weeks (Study Episodes 9-24) were examined to see whether or not th e re
was a s i g n i f i c a n t l y p ro g re s s iv e change in the scores d u rin g the course
o f the stu d y. The method used was to re p re sen t the number o f c o r r e c t
31
and in c o r r e c t responses as a lin e a r fu n c tio n o f tim e u sin g a le a s t -
squares curve f i t (Hays, 1963).
CHAPTER IV
RESULTS
Oata from which s t a t i s t i c a l l y s i g n i f i c a n t c o n c lu s io n s could be
drawn were d e riv e d from the McDonald Test and the 1st week (Study
Episodes 1 -4j_ and the 8th week (Study; Epi sodes 29-32).
In the case o f the McDonald T e £ t, S ubject 3 and S ubje ct 4
showed changes in a r t i c u l a t i o n q u a l i t y scores w ith a p r o b a b i l i t y
g re a te r t h a n . 999. S u b je ct 1 and S ubject 2 showed changes in a r t i c u
l a t i o n q u a l i t y scores w ith a p r o b a b i l i t y g re a te r than .99, whereas
S ubject 5 showed no s t a t i s t i c a l 1y dem onstrable change in a r t i c u l a t i o n
q u a l i t y scores (see Table 2 |.
In the case o f the 1st week (Study Episodes 1-4) and the 8th
week (Study Episodes 2 9-3 2 ), S ubject 1, S ub je ct 3, S ub je ct 4, and
S ubject 5 showed changes in a r t i c u l a t i o n q u a l i t y scores w ith a p ro -
b i l i t y g re a te r than .999, whereas S u b je ct 2 shoWdd no s t a t i s t i c a l l y
dem onstrable change (see Table 3 ).
In the 2nd week (Study Episodes 5 -8 ) and the 7th week (Study
32
33 :
i
TABLE 2
McDonald deep test of a r t ic u l a t io n
PRE-POST SCORES
Cor
re c t
Pre
1 incor
re c t
Cor
re c t
Post
1 incor
re c t
X2 d f
S ubject 1 6 168
25 149 62.315
1
S ubject 2 8 166 18 156 13.102 1
S ubject 3 8 166 131 43
1982.26 1
S ubject 4 8 166
69 105 487.54
1
S ubject 5 3 169 8 166
1 .853
1
TABLE 3
SPONTANEOUS SPEECH SAMPLES
1st Week (Study Episodes 1-4) 8th Week (Study Episodes 29-32)
Cor
re c t
1 n c o r-
re c t
Cor
re c t
1 n c o r-
re c t
X2 d f
Subj ect 1 0 1 20
25 95. 83.47
1
Subj e ct 2 1 1 1 09 9 11 1
.4003
1
Subj e c t
3 15 105 29 91 14.93
1
S ubject 4
3.77
116.2
15 105 20.86 1
Subj e c t
5
0 90
17 73 30.49 1
Episodes 25-28) so few / r / phoneme word o b je c t responses c o r r e c t l y
!
produced appeared th a t no in fere n ce s w ith regard to change could be
drawn. The same could be said o f Segments 1 and 3 o f the 3rd week !
I
through the 6th week (Study Episodes 9~2k) .
In the case o f Study Treatm ent 2 o f the 3rd week through the 1
j
6th week (Study Episodes 9 -2 4 ), many c o r r e c t l y produced / r / phoneme ,
cue word o b je c t responses appeared. However, the disagreem ent among
the judges exceeded the changes which o ccu rre d d u rin g the d u r a tio n o f ;
the Study.
i
i
I
i
*
I
I
i
I
I
I
CHAPTER V
DISCUSSION, CONCLUSION AND SUMMARY
Pre and post a r t i c u l a t i o n q u a l i t y scores “showed s u b s ta n tia l
and s t a t i s t i c a l l y s i g n i f i c a n t changes f o r 4 o f the 5 S u b je c ts . I t
was s u r p r is in g th a t no such changes could be found in a review o f the
week-by-week scores o f Segment 2 o f the 3rd week through the 6th week
(Study Episodes 9 -2 4 ). Some s p e c u la tio n can be made re g a rd in g t h is
showi n g .
I t is co n ce iva b le th a t l i t t l e or no success occurred in e s
t a b l i s h i n g , as a c o n d itio n e d r e in f o r c e r , the sim ple p a ir in g o f the
/ r / phoneme cue word w ith the penny. Perhaps the S u b je c ts , as a group,
were sim p ly unable to a s s o c ia te an / r / phoneme cue word, response and
r e in f o r c e r so t h a t su ccessful c o n d itio n in g could take p la c e . The
r e in f o r c e r , which could have o r i g i n a l l y been a source o f p le a s u re , was
not p e r s i s t e n t l y in stru m e n ta l in c r e a tin g d e s ir a b le consequences. The
S u b je c ts , as a group, could have viewed the accum ulatio n o f la rg e r and
36
37
la r g e r amounts o f pennies u n im p o rta n t and, th e r e fo r e , were r e l a t i v e l y
c o n te n t w ith e arnin g a c o n s is te n t number o f pennies each day. There
is the p o s s i b i l i t y th a t the o v e r a ll sameness o f Segment 2 o f Study
Episodes 9-24 was in stru m e n ta l in t r i g g e r i n g a d r i l l e f f e c t w ith it s
r e s u lt a n t re d u c tio n o f c la s s ic a l operant e f f e c t . And s t i l l a nother
s p e c u la tio n focuses on measurement. The measurements o f the pre and
post a r t i c u 1 a tio n qua 1i t y scores were a d i f f e r e n t kin d o f measurement
than those among Segment 2 o f Study Episodes is not known. What would
have happened ( l ) i f more s p e c i f i c s ta n d a rd iz e d phrases were used in
o rd e r to make c le a r e r , and more d e f i n i t e , the a s s o c ia tio n among / r /
phoneme cue word, response and re in f o r c e r ; (2) i f the same sta n d a rd ize d
phrases were used but w ith o u t the accompanying r e in f o r c e r ; (3) i f
v a rio u s r e in fo r c e r s w ith p o s s ib ly d i f f e r e n t potency e f f e c t s were used.
These are m a tte rs o f concern.
I t was s u r p r is in g to fin d th a t r e s u lts f o r Segments 1 and 3
o f the Study Episodes 9-24 showed no s t a t i s t i c a l s ig n if ic a n c e . On the
basis o f the s t a t i s t i c a l l y s i g n i f i c a n t showing o f the 1st week (Study
Episodes 1-4) and the 8th week (Study Episodes 29-32) o f 4 out o f the
5 S u b je c ts , an expectancy o f successive increase in sco res, which would
have le n t support to such s i g n i f i c a n c e ,. was a n t ic ip a t e d .
The r e s u lts seem t o c o n t r a d ic t the c la s s ic a l operant expe cta
t i o n . T y p i c a l l y , a p ro g re s s iv e increm ent o f s k i l l is accom plished
w ith r e l a t i v e ease in the la b o r a to r y s e t t in g w h ile th e re is some
d i f f i c u l t y in g e n e r a l i z a t i o n •o f the s k i l l . In t h i s study the in c r e
mental phenomenon could not be demonstrated but the appearance o f
38
g e n e r a liz a tio n was s i g n i f i c a n t l y beyond chance. The absence o f the
p ro g re s s iv e increment expectancy could have been a design a r t i f a c t .
The sameness o f the design procedures may have tr ig g e r e d an adap-
t a t io n - - c o n s is t e n c y e f f e c t , th a t is , the re was a decrease in the
d e s ire d behavior which tended to occur w ith the repeated response o f
the same s tim u lu s in the same environment^ The behavior remained
r e l a t i v e l y s t a t i c as long as the repeated response o f the same s tim u
lus in the same environm ent d id not change. T h is occurrence suggests
the p o s s i b i l i t y t h a t w h ile the s tim u lu s and i t s response may remain
the same, the environm ent must be v a rie d and changed in o rd e r f o r an
increased verbal r e p e r to ir e to be a c q u ire d . A nother s p e c u la tio n has to
do w ith the p o s s ib le change in the o v e r a ll speech i n t e l l i g i b i l i t y o f
the S u b je c ts , as a group, d u rin g the course o f the stu d y . Although
the study d id not measure o v e r a ll speech i n t e l l i g i b i l i t y the mere
fa c t t h a t such an occurrence could have taken place should not be
ov e rlo o k e d . T his occurrence m ight have in flu e n c e d the o p in io n s o f the
Judges and could have had a w id e r range o f in flu e n c e on the changes o f
the a r t i c u l a t i o n q u a l i t y scores than m ight have o r i g i n a l l y been sus
pected. A f u r t h e r c o n je c tu re concerns the la ck o f s ig n if ic a n c e among
s i m i l a r kinds o f d ata. The c o n t r o lle d speech samples o f Study E pi-
"V
sodes 5-8 and Study Episodes 25-28 were the same kin d o f c o n tr o lle d
speech samples as the samples o f Segments 1 and 3 o f Study Episodes
S-2k. In those bodies o f data no s ig n if ic a n c e could be found. Yet
when o th e r kinds o f s im i la r data such as pre and post McDonald Test
39
scores and pre and post Spontaneous Speech Samples were compared s i g
n if ic a n c e w e ll beyond chance was o b ta in e d . There is no p o s s i b i l i t y
t h e r e fo r e th a t the lack o f s ig n if ic a n c e in the form er bodies o f data
could be due to comparison o f d i s s i m i l a r s c a le s . The evidence again
p o in ts to some kin d o f a d a p ta tio n - c o n s is te n c y e f f e c t which ch ara c
t e r iz e d the bodies o f n o n s ig n if ic a n t d a ta . Pre and post McDonald
Test Scores and Spontaneous Speech Samples showing as they d id a
change o f high s ig n if ic a n c e focuses c l e a r l y on a c h a lle n g in g p o s s i
b i l i t y , namely, th a t one can dem onstrate the fa c t o f le a rn in g and
g e n e r a liz a tio n d e s p ite the presence o f the seeming e f f e c t s o f adap
t a t i on-cons i stency . What would have o ccurred (1) i f random samples
s i m i l a r to those taken in the 1st week (Study Episodes 1-k ) were used
throu g ho u t the study; (2) i f ra th e r than have the Study Sequences
presented on co n se cu tive days, an u n p re d ic ta b le schedule or a schedule
o f a lt e r n a t e days were u t i l i z e d ; (3) i f the Naive In v e s tig a to r was
p e rm itte d to make some s tan d ardized responses in a d d itio n to the s ta n
dardize d q u e s tio n s , and (k) i f the environm ent o f the Study Episodes
was v a rie d and changed, are to p ic s w o rth y o f c a re fu l stud y.
N e v e rth e le s s , some le a rn in g must have taken place as demon
s tr a te d by s u b s ta n tia l and s i g n i f i c a n t changes between the pre and
post McDonald Test scores and the scores between the 1st week (Study
Episodes 1-k ) and the 8 th week (Study Episodes 2 9-32).
The s t a t i s t i c a l l y s i g n i f i c a n t evidence from k o f the 5 S ubjects
supports the h y p o th e s is , namely, th a t the g re a te r the frequency o f
k o
exposure to and re in fo rc e m e n t o f s p e c i f i c p h o n e tic u n its (speech
sounds), the g re a te r w i l l be the evidence o f g e n e r a liz a tio n le a rn in g .
The present study was designed to in v e s tig a te the h ypo thesis
th a t the g re a te r the frequency o f exposure to and re in fo rc e m e n t o f
s p e c i f i c p h o n e tic u n its (speech sounds), the g re a te r w i l l be the e v i
dence o f g e n e r a liz a tio n le a r n in g . The / r / phoneme (speech sound) was
chosen. I t was considered as a s in g le p h o n e tic u n i t (speech sound)
i .
re g a rdle ss o f i t s p o s itio n in words.
A 6 fo o t X 8 fo o t room, on the premises o f the S u lliv a n Pre-
School , Fountain V a lle y , C a l i f o r n i a , was used. The room was devoid
o f a l l o b je c ts except fo r a \k inch X inch 3 -sh elve d opensided
bookcase which housed 50 / r / phoneme word o b je c ts chosen a r b i t r a r i l y
from those o b je c ts found in the S u b je c t's pre -sch oo l environm ent.
T w e n ty -fiv e o f these 50 / r / phoneme word o b je c ts were se le c te d a t
random and were c a lle d the / r / phoneme cue word o b je c ts . A l i s t con
s i s t i n g o f the names o f these 25 / r / phoneme cue word o b je c ts was com
p ile d and randomized. There were 16 d i f f e r e n t l i s t s w ith each l i s t
c o n ta in in g the same 25 / r / phoneme cue words. Each l i s t was given to
a l l S ubjects on the same day.
Five S u b je c ts , 3 males and 2 fem ales, were used. A l l 5 Sub
j e c t s , between the ages o f 2.9 and 3 .0 , were e n r o lle d a t the S u lliv a n
P re-S choo l, Fountain V a lle y , C a li f o r n i a . A ll shared the same c la s s
room, the same p re -sch oo l teachers and p a r tic ip a t e d in the same p re
school programs. A ll S ub jects demonstrated incom plete developmental
41
p a tte rn s w ith respect to the / r / phoneme; had f a c i l i t y to use speech
e a s ily ; had a v o cab u la ry comprehension le v e l e q u iv a le n t to the 40th
c e n t i l e o f t h e i r c h ro n o lo g ic a l age; had normal h ea rin g a c u ity t h r e s
h o ld s , had no apparent n e u ro lo g ic a l a b n o rm a litie s ; and were a v a ila b le
f o r the t o t a l amount o f tim e needed f o r the stud y.
Each S ubject underwent 32 Study Episodes over a p e rio d o f
8 weeks on 4 co n se cu tive days o f each week. During the 1st week
(Study Episodes 1 -4 ), 15-minute speech samples were obta in ed from each
S ubject in a fr e e , spontaneous, and u n c o n triv e d s i t u a t i o n by a p re
school tea ch er as each S ub je ct p a r t i c ip a t e d in the pre-school program
in and a ro u n d -th e -s c h o o l environm en t. The 2nd week (Study Episodes
5 -8 ) c o n s is te d o f g a th e rin g s p e c i f i c / r / phoneme word o b je c t responses
in a 15-m inute r e s t r i c t e d , s ta n d a rd iz e d , and c o n triv e d s i t u a t i o n .
T his s i t u a t i o n in vo lved the use of / r / phoneme word o b je c ts . S p e c ific
/ r / phoneme word o b je c t responses were e l i c i t e d through the unscheduled
use o f one o r a l l o f 3 s ta n d a rd iz e d q u e stio ns c a l l i n g a t t e n t i o n to the
/ r / phoneme word o b je c ts . The s ta n d a rd iz e d que stio ns were asked by a
Naive In v e s tig a to r who was t o t a l l y unaware o f the in te n t o f the stud y.
She was not p e rm itte d to i n i t i a t e any c o n v e rs a tio n w ith the S ubject
o th e r than to encourage 10 / r / phoneme word o b je c t responses through
the unscheduled use o f one or a l l o f th re e s ta n d a rd iz e d questions
c e n te rin g on the / r / phoneme word o b je c ts . I f the S ubject asked her a
q u e stio n about any o f the / r / phoneme word o b je c ts she responded w ith
1 or 2 s ta n d a rd iz e d sta te m e n ts, a g a in , fo c u s in g on the / r / phoneme
42
word o b je c ts , in o rd e r to encourage an / r / phoneme word o b je c t
response.
The 3rd week (Study Episodes 9 -1 2 ) , 4 th week (Study Episodes
13-16), 5 th week (Study Episodes 17-20), and 6th week (Study Episodes
21-24) c o n s is te d o f g a th e rin g data from each o f the 3 Segments w it h in
each Episode. A ll- 3 Segments o f the Study Episodes 9-24 employed / r /
phoneme word o b je c t responses w i t h in a 10-minute r e s t r i c t e d , s ta n d a rd
ized, and c o n triv e d s i t u a t i o n . The Naive In v e s tig a to r through the un
scheduled use o f one or a l l o f 3 s ta n d a rd iz e d q u e s tio n s , c e n te rin g on
the / r / phoneme word o b je c ts , e l i c i t e d 10 / r / phoneme word o b je c t re
sponses from the S u b je c t. Segment 2, conducted by the I n v e s t ig a t o r ,
co nce n tra te d on o b ta in in g 25 s p e c i f i c / r / phoneme cue word o b je c t
responses in a r e s t r i c t e d , s ta n d a rd iz e d , and c o n tr iv e d s i t u a t i o n . The
In v e s t ig a t o r , through the scheduled use o f 2 s ta n d a rd iz e d phrases,
in v ite d the S ubject to repeat the name o f the / r / phoneme cue word
o b je c t. I f the S ub ject repeated the name o f the / r / phoneme cue word
o b je c t , and the / r / phoneme in the name was produced c o r r e c t l y , the
In v e s tig a to r p ro vide d immediate re in fo rce m e n t by g iv in g a penny to
the S u b je c t. I f the S u b je ct repeated the name o f the / r / phoneme cue
word o b je c t , and the / r / phoneme in the name was not produced c o r
r e c t l y , no re in fo rc e m e n t took p la c e .
The 7th week (Study Episodes 25-28) was a r e p e t i t i o n o f the
2nd week (Study Episodes 5 - 8 ) . The 8th week (Study Episodes 29-32)
was a d u p lic a te o f the 1st week (Study Episodes 1 -4 ). D uring the 9th
^3
week the McDonald Test showed changes in a r t i c u l a t i o n q u a lit y scores
in 2 Subjects w ith a P > .999. Two S ub jects showed changes in a r t i c u
la t i o n q u a l i t y scores w ith a P > . 9 9 . One S ubject showed no s t a t i s
t i c a l l y dem onstrable change in a r t i c u l a t i o n q u a l i t y scores. Data
d e riv e d from the 1st week (Study Episodes 1-4) and the 8th week (Study
Episodes 29-32) showed k Subjects w ith changes in a r t i c u l a t i o n q u a l i t y
scores w ith a P > .999 whereas one S ubject showed no s t a t i s t i c a l l y
dem onstrable change in a r t i c u l a t i o n scores.
S t a t i s t i c a l l y s i g n i f i c a n t evidence from k out o f 5 Subjects
supports the h ypo the sis t h a t the g re a te r the frequency o f exposure to
and re in fo rc e m e n t o f s p e c i f i c p ho n etic u n its (speech sounds) the
g re a te r w i l l be the evidence o f g e n e r a liz a tio n le a rn in g .
a p p e d c e s
\k
APPatX A
CtUTSfc W f c
46
McDonald deep tes t of a r t ic u l a t io n
CRITERION SCORES
C o rre ct 1ncor re c t
%
S ubject 1 6 168
96.5
S ubject 2 8 1 66
9 5 .^
S ubject 3 8 166 95 A
S ubject 4 8 166 95 A
S ubject 5 5 169 97.1
47
PEABODY. PICTURE VOCABULARY TEST
CRITERION SCORES
Vocabu1a ry
Recogn i t ion
Raw
Score Sex
S ubject 1 Ma 1 e
Female S ub je ct 2
Ma 1 e S ubject 3
S ubject 4 Fema1e
S ubject 5 Male
Name
Address:
: S u, I
Age: a , / P Sex: M
Date:
J S L 7
Phone:
Occupation: Birthdate:
Examiner:
Audiometer: Referral Source:
PTA SRT
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Bin.
PB%
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Quiet:
PB% _____ _(&_
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Noise:
PB% S/N
_______ @_____ dB____
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Reliability:
Test Conditions:.
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t;60
2 70
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90
100
110
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500 1000 2000
4000 8000
Effective Masking Used on
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AC
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Remarks:
Name : ^ clL? > €. c C Sex: Date:
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Address: Phone:
Occupation: Birthdate: Examiner:
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Quiet:
PB% _______ < S 1 _
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Reliability:
Test Conditions:
c o °
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Remarks:
— L-
AC
BC
■ R -
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APPENDIX 2
Name A y : V i Jo Sex: /*/. Date: /O. 7 i.
Address: Phone:
Occupation: Birthdate: Examiner:
Audiometer: Referral Source:
PTA SRT
Bin.
PB%
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Quiet:
PB%-------------@ —
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@
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Reliability:
Test Conditions:.
c ec
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u a c cd —
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BC
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Remarks:
APPENDIX 3
Name: Age: 2 . / / Sex: P. Date:
Address:
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Phone:
Occupation: Birthdate: Examiner:
Audiometer:
-
Referral Source:
PTA SRT
R ._
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R. dB( )
L_______@____ dB( )
R. _@ dB( )
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Quiet:
PB% _______
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Noise:
PB% S/N
__________ dB_____
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Reliability:
Test Conditions:.
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500 1000 2000
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8 50
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2 70
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80
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100
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4000 8000
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Remarks:
AC
BC
■ L R-
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APPENDIX 4
......_ . _ _ • .,.- . . ____-
------------------------------------■ • -...............
Name: 1)^ P C~^ &
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Age: * ? Sex: A f Date:
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Address:
Phone:
Occupation: Birthdate: Examiner:
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Referral Source:
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Quiet:
PR®/.
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Noise:
PB%
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dB
S/N
(a ) dB _ _
Reliability: ■
Test Conditions:.
a > a e *'
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Remarks:
APPENDIX 5
APPEDIX B
TOTAL SCORES FOR ILL ASPECTS OF STUDY
53
54
TOTAL SCORES FOR ALL ASPECTS OF STUDY
Cor
re c t
1n c o r-
re c t
Cor
re c t
1n c o r-
re c t
McDona1d
Deep Test o f
A r t i c u 1 a t i on 6 168 25 149
Week 1-Week 8
Spontaneous
Speech Samples 0 120
25 95
Week 2-Week
7
C ontrol 1ed
Speech Samples 0 120 1
119
Cor
re c t
1n c o r-
re c t
Cor
re c t
1n c o r-
re c t
Cor
re c t
1n c o r-
re c t
Cor
re c t
1 n c o r-
re c t
Segment 1 4 1 16 0 120 3 117
6 1 14
Segment 2 79
221 36 264 84 216
75 225
Segment 3 8 1 12 1
119
2 118 0 120
Week 3 Week 4 Week 5 Week 6
SUBJECT 1
55
TOTAL SCORES FOR ALL ASPECTS OF STUDY
Cor
re c t
1 ncor
re c t
Cor
re c t
1 ncor
re c t
McDona1d
Deep Test o f
A r t i c u 1 a t i on
8 1 66 18 156
Week 1-Week 8
Spontaneous
Speech Samples 1 1 109
9
1 1 1
Week 2-Week
7
C ontrol 1ed
Speech Samples 0 120 2 1 18
Cor- 1
re c t
n c o r- Cor
re c t re c t
1n c o r-
re c t
Cor
re c t
1 n c o r-
re c t
Cor
re c t
1n c o r-
re c t
Segment 1 2 118 0 120 2 118 0 120
Segment 2 72 228 67 233 57 2^3 93 207
Segment 3 k 116 3 117 5 115
10 1 10
Week 3 Week k Week 5 Week 6
SUBJECT 2
56
TOTAL SCORES FOR ALL ASPECTS OF STUDY
Cor
re c t
1 ncor
re c t
Cor
re c t
1 ncor
re c t
McDona1d
Deep Test o f
A r t ic u 1 a t ion
8 166 131 43
Week 1-Week 8
Spontaneous
Speech Samples 15 105 29 91
Week 2-Week
7
C ontrol 1ed
Speech Samples 0 120 0 1 20
Cor- In c o r
re c t re c t
Cor
re c t
1n c o r-
re c t
Cor
re c t
1 n c o r-
re c t
Cor
re c t
1n c o r-
r e c t
Segment 1 1 119
3 117
2 118 10 110
Segment 2 57 243
26 274 74 226
65 235
Segment 3 1 119
2 118 8 1 12 1
119
Week 3 Week 4 Week 5 Week 6
SUBJECT 3
57
TOTAL SCORES FOR ALL ASPECTS OF STUDY
Cor
re c t
1ncor-
re c t
Cor
re c t
1ncor-
re c t
McDona1d
Deep Test o f
A r t 1cu 1 a t i on
8 1 66 69 105
Week 1-Week 8
Spontaneous
Speech Samples 3.77 116.2 : 15 105
Week 2-Week
7
C ontrol 1ed
Speech Samples 0 120 0 120
Cor- In c o r
re c t re c t
Cor
re c t
1n c o r-
re c t
Cor- 1
re c t
n c o r-
re c t
Cor- 1
re c t
n c o r-
re c t
Segment 1 1 119 0 120
9
1 1 1 1 1 109
Segment 2 75 225 65 235 71 229
86 214
Segment 3 4 116 0 120
9
1 1 1 12 108
Week 3 Week k Week 5 Week 6
SUBJECT 4
58
TOTAL SCORES FOR ALL ASPECTS OF STUDY
Cor
r e c t
1n co r-
re c t
Cor
r e c t
1n c o r-
r e c t
McDona1d
Deep Test o f
A r t i c u 1 a t i on
5 169 8 166
Week 1-Week 8
Spontaneous
Speech Samples
0 90
17 73
Week 2-Week
7
C ontrol 1ed
Speech Samples 0 90 0 90
C or- In c o r
r e c t re c t
Cor
r e c t
In c o r-
r e c t
Cor- In c o r
r e c t re c t
Cor- In c o r
r e c t re c t
Segment 1 1 119
0 120 4 116 0 120
Segment 2 50 250 40 260 30
270
97 213
Segment 3 3 117
1 119 3 117
0 120
Week 3 Week 4 Week 5 Week 6
SUBJECT 5
APPENDIX C
TOTAL RAW SCORES FOR ALL ASPECTS OF STUDY
59
60
Day 1 Day 2 * Day
3
Day b
Week 1 Judge 1 10
7
10
5
10 4 10 10
and Judge 2 10 6 10
5
10 b 10
5
Week 2 Judge 3 10 S 10 4 10 3 10 6
A B A B A B A B
Day 1 Day 2 Day 3 Day 4
Judge 1 10 16 9 10 10 18 7 8 2
9 1 1015 9 1 9 1
11 14
9 1
Week 3 Judge 2 10 19 6 10 10
17 8
10 10 18 7 10
9 1
22 3
7 3
Judqe 3 10 20 5 10 10 23 2 10 10 24 1 10
9 1 23 2
9 1
Judge T 10 25
10 10 23 2 10 10 21 4 10 10 20 5 10
Week b Judge % 110
25
10 10
25
10 10 22 3 10 10
17 8 S 1
Judqe 3 10
25
10 10 lb 1 10 10 20 5 10 10 20 5 10
Judge 1 10
18 7 9 1
10 13 12 10 10
10 7
10 10 18 9 10
Week 5 Judge 2
7 3 16 9
10 . 1.0 21 b 10 10 21 4 10 10 23 2 10
Judqe 3 10 18 7 9 1
10 13 12 10 10 19 6
10 10 18 9 10
Judge 1 10 15 10 10 10
17 8
10
7 3 20 5 10 10 19 6 10
Week 6 Judge 2 10 1510 10 10 17 8 10
7 3
20 5 10 10 19 6 10
Judqe 3 10 18 7 10 10 2 1 b 10 10 22 3 10 10 22 3 10
i c D E C D E C D E C D E
Day 1 Day 2 Day 3 Day 4
Week 7 Judge 1 1 0 10 10
7 3
10*
7 3
10 10
and Judge 2 10 8 2 10
9 1
10
7 3
10
7 3
Week 8 Judqe 3 10 10 9 1 6 4 10 6 4 10 6 4
A B A B A B A B
SUBJECT
RAW SCORES
A - C o n tr o lle d Speech Samples
B - Spontaneous Speech Samples
C - Segment 1
D - Segment 2
E - Segment 3
61
Day 1 Day 2 Day 3 Day A
Week 1 Judge 1 10 10 10 1 10
7
10 0
and Judge 2 10
1 5 1
10 1 10 A 10 2
Week 2 Judqe 3 10 A 6 10 2 1 10
5
10 0
A B A B A B A B
Day 1 Day 2 Day 3 Day A
Judge 1 10 1510 10 10 15 10 10 10 16 9 10 10 16 9 10
Week
3
Judge 2 10 15 10 10 10
1 7 8
10 10 21 A8 2
9 1
21 A
9 1
Judqe
3
10 21 A
9 1
9 i
23 2 10 10 2A 1 10 10 2A 1 10
Judge 1 10 2A 1 10 10
25
10 10 7 18 8 2 10 18 7 10
Week A Judge 2 10
25
10 10
2 5
10 10
1 2 1 3 9 1
10 21 A 10
Judqe 3 10
25
10 10 2A 1 10 10
9 16 10 10
18 7 10
Judge 1 10 1 8 7 10 10 1 8 7 10 10 22 3 10
9 1
20 5 10
Week 5
Judge 2 10 21 A
9 1 9 1 1 8 7 7 3
10 21 A 10 10 22 3
10
Judqe
3
10 21 A 10 10 19 6 10 10 23 2
9 1
10 20 5
10
Judge 1 10 178
7 3
10 1 2 1 3 10 10
1 7 8 9 1
10 20 5
9 1
Week 6 Judge 2 10 178 10 10 16 9 10 10
1 9 6 8 2 10 17 8 10
Judqe 3 10 21 A
7 3
10 1 3 12 10 10
1 9 6
10 10 19 6 10
C D E c D E C D E c D E
Day 1
Day 2 Day
3
Day A
Week 7 Judge 1 10 10 10 10 8 2 !10 10 10
and Judge 2 10 10 10 8 2 10 10 10 8 2
Week 8 Judqe 3 10 9 1
10 10 10
9 1
10
7 3
A B A B A B A B
SUBJECT 2 A - C o n tr o lle d Speech Samples
B - Spontaneous Speech Samples
C - Segment 1
RAW SCORES D - Segment 2
E - Segment 3
62
Day 1
Day 2 Day 3
Day 4
Week 1 Judge 1 10 2 1 10 10 10
5
10 6
and Judge 2 10 2 10
7 3
10 4 10 4
Week 2 Judqe 3 10 2 1 10 8 2 10 2 10
3
A B . A B A B A B
Day 1 Day 2 Day 3 cay 4
Judge 1 10
20 5
10 10 21 4 10 10
20 5
10 10 16 9 10
Week 3 Judge 2
9 1 20 5 9 1
10
19 6
10 10
20 5
10 10
187
10
Judqe 3 10 23 2 10 10 23 2 10 10
22 3
10 10 21 4 10
Judge 1 10 23 2 JO 10
25
10
9 1
18 $
9 1
10 23 2 10
Week 4 Judge 2 10 241 10 10
25
1 0
9 1
22 3
9 1
10 23 2 10
Judqe 3 10 24 1 10 10
25
10
9 1
19 6 10 10 23 2 10
Judge 1 10 178 10 10
205 7 3
10 196
9 1
10 19 6
10
Week 5 Judge 2 10
19 6 10 8 2
19 6
10 10
18 7
10 10 18 7 10
Judqe 3 10
18 7
10 10 21 4
7 3
10 196
9 1
10 19 6
10
Judge 1 10
20 5
10
9 1
21 4
9 1
8 2 178 10 10 22 3 10
Week 6 Judge 2
9 1 18 7 10
9 1 19 6
10
7 3 205
10 10
20 5
10
Judqe 3 10
19 6
10 10 20 5 10 8 2 19 6 10 10 20 5 10
c D E C D E * C D E c D E
Day 1 Day 2 Day
3
Day 4
Week 7 Judge 1 10 8 2 10 "8 2 10 8 2 10 10
and Judge 2 10
7 3
10
7 3
10
7 3
10
9 1
Week 8 Judqe 3 10 6 4 10
7 3.
10
5 5
10
9 1
A B A B A B A B
SUBJECT 3 A - C o n tr o lle d Speech Samples
B - Spontaneous Speech Samples
C - Segment 1
RAW SCORES D - Segment 2
E - Segment 3
63
Day . 1 Day 2 Day 3
Day 4
Week 1 Judge 1 10
9 1
10 3
10
3 10 10
and Judge 2 10 8 1 10 2 10 2 10 10
Week 2 Judqe 3 10 5 1
10 2 10 2 10 10
A B A B A B A B
Judge 1
Week 3 Judge 2
Judqe 3
D
10
10
10
ay 1
18 7
20 5
24 1
10
10
10
D
10
10
10
ay 2
14 1 1
19 6
24 1
10
9 1
10
D
10
9 1
10
ay 3
18 7
17 8
23 2
10
9 1
9 1
D
10
10
10
ay 4
1213
15 10
2 1 4
10
9 1
10
Judge 1
Week 4 Judge 2
Judqe 3 ’
10
10
10
24 1
23 2
24 1
10
10
10
10
10
10
25
25
25
10
10
10
10
10
10
13 12
9 16
12 13
10
10
10
10
10
10
20 5
187
17 8
10
10
10
Judge 1
Week 5 Judge 2
Judqe 3
9 1
9 1
9 1
17 8
15 10
19 6
10
10
10
10
8 2
10
22 3
16 9
22 3
8 2
10
8 2
9 1
9 1
9 1
19 6
18 7
21 4
9 1
9 1
9 1
10
9 1
10
22 3
25
23 2
10
8 2
10
Judge 1
Week 6 Judge 2
Judqe 3
10
10
8 2
19 6
178
20 5
9 1
6 4
7 3
10
10.
10
17 8
16 9
19 6
10
9 1
9 1
10
6 4
10
17 8
17 8
17 8
10
9 1
10
8 2
73
10
16 9
20 5
19 6
10
9 1
10
C D E C D E C D E C D E
Day 1 Day 2 Day
3
Day 4
Week 7 Judge 1 10 10 10
9 1
10
9 1
10
9 1
and Judge 2 10 6 4 10 10 10 10 10
9 1
Week 8 Judqe 3 10
-9 1
10
7 3
10 8 2 10
9 1
A B A B A B A B
SUBJECT 4 A - C o n tr o lle d Speech Samples
B - Spontaneous Speech Samples
C - Segment 1
RAW SCORES D - Segment 2
E - Segment 3
64
Day 1 Day 2 Day 3
Day 4
Week 1 Judge 1 10
9
10 3
10' 2 - -
and Judge 2 10 8 10 2 10 0 - -
Week 2 Judqe 3 10 6 10 1 to 0 - -
A B A B A B A B
Judge 1
Week 3 Judge 2
Judqe 3
D
10
9 1
10
ay 1
18 7
20 5
22 3
10
9 1
10
D
10
10
10
ay 2
18 7
20 5
22 3
10
10
10
D
10
10
10
ay 3
22 3
20 5
25
10
10
10
D
10
10
10
ay 4
21 4
19 6
23 2
10
8 2
10
Judge 1
IWeek 4 Judge 2
Judqe 3
10
10
10
25
25
25
10
10
10
10
10
10
25
25
25
10
10
10
10
10
10
1213
21 4
23 2
9 1
10
10
10
10
10
16 9
19 6
19 6
10
10
10
Judge 1
Week 5 Judge 2
Judqe 3
10
8 2
10
22 3
22 3
22 3
9 1
9 1
9 1
10
9 1
10
22 3
22 3
23 2
10
10
10
10
10
10
23 2
22 3
23 2
10
10
10
10
9 1
10
22 3
24 1
23 2
10
10
10
Judge 1
Week 6 Judge 2
Judqe 3
10
10
10
16 9
19 6
19 6
10
10
10
10
10
10
169
19 6
19 6
10
10
10
10
10
10
19 6
19 6
20 5
10
10
10
10
10
10
14 1 1
17 18
16 9
10
10
10
C D E C D E C D E c d; e
Day 1 Day 2 Day
3 Day 4
Week 7 Judge 1 10 10 10 10 10 10 - -
and Judge 2 1 0
9 1
10
7 3
10 4 6 - -
Week 8 Judqe 3 1 0
9 1
10 7 3
10
7 3
- -
A B A B A B A B
SUBJECT 5 A - C o n tr o lle d Speech Samples
B - Spontaneous Speech Samples
C - Segment 1
RAW SCORES D - Segment 2
E - Segment 3
w ? ra & H v&
STAT \ ST \ OIL FORMULAS
is
66
X2=£ b-E)
Chi-squae Formula
67
y = a + bx
b - r 5q
S x
Formula f o r A p p lic a t io n o f Least-squares
APPEIX E
FPiS
Please Note:
Pages 69-73, Appendix E:
MIndividual Record Sheet
for a Deep Test of Articu
lation,1 ' copyright 1964 by
Stanwix House and "Peabody
Picture Vocabulary Test,"
copyright 1959 by Lloyd M.
Dunn, not microfilmed at
request of author. Available
for consultation at Uni
versity of Southern California
Library.
University Microfilms.
Instructions: W ithin the brackets write the phonetic symbol for the sound deep tested, e.g.'.Q sJ Use the symbols you prefer to
indicate w hether the sound was articulated correctly or the nature of the incorrect articulation (substitution, omission, or dis
tortion) for each of the indicated phonetic contexts. Not all phonetic contexts can be tested. To determ ine the percent of cor
rect articulations, divide the num ber of correct responses by the num ber of phonemes tested and multiply the quotient by
a >
o >
<
a >
E
o
Z
c
£
"c
©
c n
o
o
-C
u
to
o
~o
~o
<
% Corred
Date Tested
% Corred
/ Date Tested.
% Corred
Date Tested
p — 1 — P P
_ 1
— P
P
_ 1 -J p
P
_ 1
— P
b _ 2 _ b b _ 2 _ b b _ 2 _ b b _ 2 __b
t _ 3 _ t t _ 3
t _ 3 _ t
t _ 3 __t
d _ 4 _ d d _ 4 _ d d _ 4 _ d d _ 4 __d
k — 5 _ k k _ 5 — k k _ 5 _ k
k _ 5 _ k
g — 6
— 9 9
_ 6
— 9 9
_ 6
— 9 9
_ 6
— 9
m __ 7 __m m _ 7 _ _ m
m _ 7 __m m _ 7 __m
n __ 8
— n
n _ 8 __n n _ 8 __n n _ 8 __n
f _ 9 _ f
f _ 9 _ f ' f _ 9 _ f f _ 9 _ f
v _ 1 0 __V V _ 10 _ V V _ 10 __ V V _ 10 __V
0 _ 1 1 _ 0 0 _ 11 __0 V 0 _ 11 __0 0 _ 11 __0
tS _ 12 __< 5 tS _ 12 _ tS < 5 _ 12 ts _ 12 _ts
s _ 13 __s s _ 13 __s s _ 13 __s s _ 13 __s
z _ 14 __z z _ 14 __z z _ 14 __z z _ 14 _L Z
S _ 15 - S s
_ 15
- S s
_ 15
- S - s
_ 15
- S
uO
1
o
- t S ts
_ 16 - t s ts _ 16
- t s ts
_ 16
- t s
d3 _ 17 — d3
d3
_ 17
— ^3 d3 _ 17
— d3 d3
_ 17 — d3
1 _ 18 _ 1 I _ 18 _ 1
1 _ 18 _ 1 1 _ 18 _ 1
r _ 19 __r r _ 19 __r r _ 19 r r
— >9
__r
o
< N
1
— J J ’
_ 20
— J j
_ 2 0
— j i
__ 20
— J
w _ 21 _ w w _ 2 1 __w w _ 21 __w w _ 21 __w
h _ 22 _ h h _ 22
— k
h _ 2 2 _ h h __ 22 _ h
9 — 23 — 0 0
_ 23
— 9 0
_ 2 3
— 0 0
_ 23
— 9
i _ 24 __i i __24 _ i i __24 __i " i _ 24 __i
I _ 25 _ I I_25
— 1 ;
I — 25 _ I I _ 25 _ I
£ — 26 __e e _ 2 6 --- £ £ _ 2 6 __ £ £ _ 26 _ £
ae _ 27 __ae ae _ 27 __ae ae — 27 __ae ae _ 27 __ae
a _ 28 __ A A _ 28 __ A A _ 28 __ A A _ 28 __ A
u _ 29 __u u
— 29 __u u _ 29 __u u _ 29 __u
d; _ 30 — 3 3 _ 30 — 3 3 _ 30 __ 3 3 __ 30 __ 3
^Correct
Date Tested
*The numbers correspond to the sentence num ber or pid ure num ber in The Deep Test of Articulation
Q S ian w lx House I % 4
70
(S id e One)
Peabody Picture
Vocabulary Test
by Lloyd M. Dunn, Ph.D.
FORM
a
IN D IV ID U A L TEST RECORD
NAME__
SCHOOL
( l a s t )
( o r a g e n c y o r a d d r e s s )
EXAMINER.
AGE DATA
Date of testing
Date of birth . .
Age ...................
( y e a r ) ( m o n t h ) ( d a y )
( y e a r ) ( m o n t h ) ( d a y )
( y e a r s ) ( m o n t h s )
( f i r s t ) ( i n i t i a l )
TEACH ER _
SEX: M F GRADE_____
( c i r c l e ) ( o r p h o n e )
.TIM E.
( o r c o u n s e l o r o r s u p e r v i s o r )
_ CODE______________
( m i n . ) ( o r r a c e o r d e s c e n t )
TEST SCORES
Raw score . (fr°.m . Pa .e? ?>.............................
Intelligence quotient ( I . Q . ) ..........................
Percentile score ( % i l e ) ...............................
Mental age ( M .A .) ..........................................
C O N V E R S IO N OF M O N T H S TO N U M E R A L S FOR USE IN R EC O R D IN G AGE DATA
M o n t h . . . . . . . . . . . Jan. Feb. March April May June July Aug. Sept. Oct. Nov. Dec.
No. of Month:
O TH ER TE S T DATA
Names of tests
PPVT, Form B ...........................
10 11 12
Date CA Score Type of score
LAN G U AG E B A C K G R O U N D
Language of the home:____
Quality of language:
Quantity of speech:
Intelligibility of speech:
( i f o t h e r t h a n s t a n d a r d E n g l i s h )
□ good for age
□ talkative
□ good
□ fair for age
□ average
□ fair
□
□
□
poor for age
taciturn
poor
REASON FOR T E S T IN G
C o p y r i g h t © 1 9 5 9 b y
L l o y d M . D u n n / T h e r e p r o d u c t i o n
o r d u p l i c a t i o n o f t h i s f o r m
i n a n y w a y i s a v i o l a t i o n
o f t h e c o p y r i g h t l a w . AGS
Published by
AMERICAN GUIDANCE SERVICE, INC.
Publishers' Building, Circle Pines, Minnesota 55014
7 1
(S id e Two)
SCORE SHEET
FORM
a
Suggested Starting Points (see manual page 8)
Age Category Begin with:
below 3-3 Plate No. 1
3-3 to 4-2..................Plate No. 15
4-3 to 5-5..................Plate No. 25
5-6 to 7-5..................Plate No. 40
7-6 to 9-5..................Plate No. 50
Age Category Begin with:
9-6 to 11-5...............Plate No. 60
11-6 to 13-5............ Plate No. 70
13-6 to 15-5............ Plate No. 80
15-6 to 17-5............ Plate No. 90
above 17-6...............Plate No. 100
BASAL: 8 consecutive correct responses
CEILING: 6 errors in 8 consecutive responses
*TO RECORD ERRORS: Make oblique strokes through the geometric figures. Every eighth figure is id<
Plate
N o . W o rd K ey R es p . Errors*
Plate
N o. W o rd K e y R es p . Errors*
P late
N o . W o rd K e y R e s p . E rro r
1 car .............. • • (4)
o 26 teach er . . . • • (2 ) 51 su b m arine . . . (4) n
2 c o w .............. ■ . . (3) n 2 7 building . . • • (3 ) 52 th e r m o s ............ (4) A
3 baby ...........
• • (1)
A 28 arrow . . . . • • (3) -<>
53 projector (3) O
4 girl .............. • - (2) 29 kangaroo . . • • (2) -O 54 group .............. (4) \y
5 ball ..............
. . ( 1 ) V 30 accident . . • • (3) n
55 t a c k lin g ............ (3) ☆
6 block ....
• • -(3)
☆ 31 nest ............ • • (3) A
56 transportation
(1) <>
7 c lo w n ...........
• - (2) <> 32 caboose . . . • - (4)
o 57 c o u n t e r ............
(1) o
8 key ..............
• - (1)
C) 33 envelope . . • (1)
a; 58 cerem ony (2) n
9 can .............. • • (4) n 34 picking . . .
• ■ (2)
. ☆ 59 p o d .................... (3) A
10 chicken . . . • • (2) A 35 badge ....
• - (1) <>
60 bronco ............ (4)
o
11 blowing . . . • - (4)
o
36 goggles . . .
• - (3)
o 61 directing (3) _ V/
12 fan ............... . . (2) V 37 peacock . . .
• - (2 ) n 62 funnel .............. (4)
☆
13 digging . . .
• • (1)
☆ 38 queen .... . . (3) ... A 63 d e lig h t.............. (2) <>
14 skirt ...........
■ • . ( 1 )
<> 39 coach . . . .
■ • (4)
o 64 le c t u r e r ............ (3) o
15 catching . • • • (4) C) 40 whip ...........
• • (1)
\y 65 communication (2) n
16 drum .. ..
■ • (1)
□ 41 net .............
• - (4)
. ☆ 66 archer ............. (4)_ . A
17 l e a f ............. ■ • •(3) A 42 freckle . . . .
• - (4) < >
67 s ta d iu m ........... (1)
O
18 t y i n g .......... • • • (4)
o
43 e a g le ...........
• • (3)
o 68 excavate . . . .
(1)
s ?
19 fe n c e .......... . . . ( 1 ) V 4 4 twist ...........
• ■ (2)
□ 69 assaulting . . . (4). ☆
20 bat .............. . . . (2 )
☆
45 shining . . .
• ■ (4)
A 70 s t u n t ......................
(1) < >
21 bee ................... . . (4) < > 46 d i a l ..................
• • (2 )
O 71 meringue . . . .
(1)
C )
2 2 bush .............. . . . (3) ( ) 47 yawning . . .
• • (2 ) V 72 appliance . . . (3) n
23 pouring . .
• . . ( 1 )
n
48 tum ble . . . . • • (2).
☆
73 c h e m is t ............... (4) A
24 sewing . . .
■ . . ( 1 )
A 49 signal . . . .
• • (1) 0 74 arctic .................. (3)
o
25 wiener . . . ■ • • (4)
O
50 capsule . . .
• ■ (1)
C) 75 destruction . . (4) V
2
72
(Side Three)
RAW SCORE CALCULATIONS
Ceiling item
Less errors
Raw score .
:al to facilitate the determination of the basal or ceiling.
Plate Plate Plate
No. Word Key Resp. Errors* No. Word Key Resp. Errors* No. Word Key Resp. Errors*
76 porter . . . . (3)
☆
101 graduated . • (3) A 126 dormer . . . . ( 2 ) 0
77 c o a s t......... (2) V 102 hieroglyphic • (2) 127 coniferous . . (2) O
78 hoisting . . . (4) o 103 orate .........
(1)
V 128 consternation (4) n
79 wailing . . . .
(1) n 104 cascade . .. (3)
☆
129 obese ......... (3) A
80 coil ............ (2) A 105 illumination (4) 0 130 gauntlet (4) &
81 kayak .... (3).
o 106 nape .........
• (1)
( ) 131 inclement . .
(1)
V
82 sentry ... . (2) \7 107 genealogist (?) n 132 c u p o la .........
( !)
☆
83 furrow . . . . (4) ☆ 108 embossed . • ( 2 ) A 133 obliterate . . . (2) 0
84 b e a m ......... (1) <> 109 mercantile . • (4)
o
134 burnishing . . (3) ( )
85 fragment . . (3) ( ) 110 encumbered (2) V 135 b o v in e ......... (1)
n
86 hovering . . ( 2 ) n 111 entice . . . . (4)
☆
136 eminence . . . (4) A
87 bereavement (3) A 112 concentric . (3)— <7 137 legume (3)
O
88 crag ......... (4).
O
113 vitreous . . . (3) O 138 senile ......... (4) V
89 tantrum . . . (2) V 114 sibling . . . .
(1)
□
139 deleterious (2)
☆
90 submerge .
(1)
☆
115 machete . . (2)
A 140 ra ze .............. (4) 0
91 descend (3) 116 w a if............ (4)
O
141 ambulation . (2)------ (J
92 hassock . .. (2) (J 117 cornice . . .
(1)
V 142 cravat .........
(1)----------
□
93 c a n in e .........
(1)
n 118 timorous . . (3)
☆
143 im p a le......... (2)
A
94 probing
(1) -
A 119 fettered . . . ( 1 )----- 0 144 marsupial . . (4)
O
95 angling
(1)
O
120 tartan . . . . (2) o 145 predatory . . . (3) V
96 appraising . (3) V 121 sulky ......... (3) n 146 incertitude . .
(1)
☆
97 confining . . (4)
☆
122 obelisk . . . (4) A 147 im b ib e ......... (2)
98 precipitation (4) 123 ellipse .... (2) 148 homunculus . (3) o
99 g a b le ............ (1) C) 124 entomology (2) - V 149 cryptogam . . (4)
u
100 amphibian .
(1)-----
□ 125 bumptious . (4)------ ☆ 150 pensile (3)
A
3
73
TE S T B EH A VIO R
(S id e Four)
Examples n e e d e d :.................. . □ only 1 □ 2 or 3 □ over 3
Types of re sp o n se:................ □ S. called numbers □ Subject pointed □ Examiner pointed
R a p p o rt:..................................... □ easily attained □ slowly attained □ poor rapport
G u essin g :................................ ... □ guessed when asked n resisted guessing □ prone to guess
Speed of resp o nse:................ □ fast n average □ slow
Attention s p a n :........................ □ very attentive □ average □ distractible
Perseveration: ........................ □ none noted □ some □ frequent
Need for p ra is e :...................... □ little needed □ some needed □ much needed
S hyness:...................................... □ friendly □ slightly shy □ very shy
* E ffo rt:......................................... □ good effort
PH YSIC A L C H A R A C T E R IS T IC S
□ fair effort □ perfunctory effort
Hearing: need to repeat
stimulus w o r d s ................ , □ never □ seldom □ often
apparent hearing acuity. . . □ good □ fair □ poor
hearing a i d ...........................
Vision: distance of eyes
□ S. did not own one □ S. owned but did
not wear one
□ S. wore one
from p a g e ............................. . □ under 8" □ average (8" - 2 0 ") □ over 20"
apparent visual acuity . . . □ good □ fair □ poor
g la s s e s ................................... □ S. did not
own glasses
□ S. owned but did
not wear glasses
□ S. wore glasses
Motor a c tiv ity :........................... □ hyperactive □ average □ hypoactive
Sedation: ................................... □ none □ slight □ heavy
PERFORMANCE
R E C O M M E N D A T IO N S EVALUATION
* Do you believe that the test
--------------------------------------------------------------------------------------------performance of the subject
has fairly represented his
or her ability? □ Yes □ No.
_ _ _____ If not, why?
• — - — ..................
— . — .— _
------------------------
“ Examiner’s signature
4
5 -8 0 0 -173 -re v. L ith o in U .S .A .
BI BLICAPHY
Books
1. B ro n fe n b re n n e r, U. Two Worlds o f C h ild r e n . New York: Russell
Sage F oundation, 1970.
2. Buchanan, C. D ., and Johnson, E. The World Around Us. Palo A lt o :
Behavioral Research L a b o ra to rie s , 1970.
3. Dunn, L. M. Peabody P ic tu r e V ocabulary T e s t . C ir c le Pines,
M innesota: American Guidance S e rv ic e , In c . , 1959-
4. Hays, W. L. S t a t i s t i c s f o r P s y c h o lo g is ts . New York: H o lt,
R in e h a rt and W inston, 1966.
5. Lenneberg, E. H. B io lo g ic a l Foundation o f Language. New York:
Wi 1e y , 1967•
6 . McDonald, E. T. A r t i c u l a t i o n T e s tin g and Treatm ent: A Sensory-
Motor A pproa ch. P itts b u rg h : Stanwix House, I n c . , 1964.
7. Mednich, S. A. Learn i n g . Englewood C l i f f s , New Jersey: Pren-
t i c e - H a l l , I n c . , 1964.
8 . Mower, 0. H. Learning Theory and B e h a v io r. New York: W ile y ,
I960.
9. Reese, E. P. The A n a ly s is o f Human Operant B e h a v io r. Dubuque,
Iowa: W illia m C. Brown Company P u b lis h e rs , 19 6 6 .
10. Reynolds, G. S. A Prim er o f Operant C o n d itio n s . G le n v i l l e ,
I l l i n o i s : S c o tt, Fresmar and Company, 19 68 .
11. S kin n e r, B. F. Verbal B e h a v io r. New York: App1e to n -C e n tu ry -
C r a fts , 1957.
12. Sloane, H. N ., J r . , and MacSulay, B. 0. Operant Procedures in
Remedial Speech and Language T r a i n i n g . Boston:
Houghton M i f f l i n Company, 19 68 .
75
76
13. S ta a ts , A. W. L e a rn in g , Language and C o g n itio n . New York: H o lt,
R in e h a rt and W inston, In c ., 1968.
14. S u lliv a n , M. W. Readiness in M a them atics. Palo A lt o : Behavioral
Research L a b o ra to rie s , 1969.
15. S u lliv a n , M. W ., and Buchanan, C. D. Readiness in Language A r t s .
Palo A lt o : Behavioral Research L a b o ra to rie s , 1968.
16. Tempi in , M. C. C e rta in Language S k i l l s in C h ild re n , t h e i r d e v e l
opm ent and i n t e r r e l a t i o n s h i p s . I n s t i t u t e o f C h ild
W e lfa re , Monograph S e rie s , No. 26. M in n e a p o lis: U n i
v e r s i t y o f Minnesota Press, 1957.
17- Thorp, R. G., and W e tzel, R. J. ^ Behavior M o d if ic a t io n in the
N atural E nviro nm e n t. New York and London: Academic
Press, 1969.
18. T r a v is , L. E. Speech P a th o lo g y . New York: A p p le to n -C e n tu ry -
C r o f t s , 1931.
19. Wellman, B. L ., Case, I. M., Mengert, I. G., and Bradbury, D. E.
Speech Sounds o f Young C h ild r e n . U n iv e r s it y o f Iowa
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Asset Metadata

Creator CartaFalsa, John Samuel (author)

Core Title A study of phonetic (sound) reinforcement and generalization learning.

Contributor Digitized by ProQuest (provenance)

Degree Doctor of Philosophy

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag health sciences, speech pathology,OAI-PMH Harvest

Language English

Advisor [illegible] (committee chair), [illegible] (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c17-737611

Unique identifier UC11345878

Identifier DP22512.pdf (filename),usctheses-c17-737611 (legacy record id)

Legacy Identifier DP22512.pdf

Dmrecord 737611

Document Type Dissertation

Rights CartaFalsa, John Samuel

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA