Speech and Language Therapy Department, School of Psychological Sciences and Health, University of Strathclyde, Glasgow, United Kingdom,
Speech and Language Therapy Department, School of Psychological Sciences and Health, University of Strathclyde, Glasgow, United Kingdom.
Folia Phoniatr Logop. 2021;73(4):298-307. doi: 10.1159/000508097. Epub 2020 Jun 30.
Children with dysarthria due to cerebral palsy (CP) can experience problems manipulating intensity, fundamental frequency, and duration to signal sentence stress in an utterance. Pauses have been identified as a potential additional cue for stress-marking, which could compensate for this deficit.
This study aimed to determine whether children use pauses to signal stress placement, and whether this differs between typically developing children and those with CP.
Six children with CP and 8 typically developing children produced utterances with stresses on target words in 2 different positions. Pauses before and after the stressed target words were analyzed in terms of number, location, and duration.
Both groups inserted pauses into their utterances. However, neither group used pause location or duration in a systematic manner to signal the position of the words stressed.
The results suggest that pausing was not used strategically by either group to signal sentence stress. Further research is necessary to explore the value of pausing as a cue to stress-marking in general and as a potential compensatory strategy for speakers with dysarthria.
患有脑瘫（CP）的口吃儿童在一个句子中可能会遇到操纵强度、基频和时长来表示句子重音的问题。停顿已被确定为标记重音的潜在附加线索，这可能可以弥补这一缺陷。
本研究旨在确定儿童是否使用停顿来标记重音位置，以及这在正常发育儿童和 CP 儿童之间是否存在差异。
6 名 CP 儿童和 8 名正常发育儿童在 2 个不同位置对带有重音的目标词进行了发音。分析了重音目标词前后的停顿数量、位置和时长。
两组儿童都在他们的话语中插入了停顿。然而，两组儿童都没有以系统的方式使用停顿位置或时长来表示重音所在的单词位置。
结果表明，停顿并没有被两组儿童策略性地用于标记句子重音。需要进一步研究来探讨停顿作为重音标记的线索的价值，以及作为口吃者的潜在补偿策略。
