Binnie C A, Daniloff R G, Buckingham H W
J Speech Hear Disord. 1982 May;47(2):181-9. doi: 10.1044/jshd.4702.181.
The speech of a five-year-old boy who suffered a profound hearing loss following meningitis was sampled at two-week intervals for nine months. Speech samples were subjected to phonetic transcription, spectrographic analysis, and intelligibility testing. Immediately post-trauma, the child displayed slightly slower, F0 elevated, acoustically intense speech in which phonemic distortion and syllabification of consonants occurred occasionally; single word intelligibility was depressed below normal between 20-30%. By the 18th week, a sudden decline in intelligibility, increasing monotony of pitch, and a pattern of strongly emphatic, prolonged, aspirated, syllabified, and increasingly distorted consonants were manifest. At year's end, the child's speech bore some resemblance to the speech of the deaf in terms of suprasegmentals, intonation, and intelligibility, but differed because the child rarely, if ever deleted speech sounds or diphthongized vowels strongly. It is speculated that phonetic processes such as diphthongization, syllabification, and prolonged duration may be strategies for enhancing feedback during speech.
一名五岁男孩在患脑膜炎后听力严重丧失，对其言语进行了为期九个月、每两周一次的采样。言语样本接受了语音转录、频谱分析和可懂度测试。创伤刚过后，孩子说话稍慢，基频升高，语音强度大，偶尔出现音素扭曲和辅音音节化；单词可懂度比正常水平低20%-30%。到第18周时，可懂度突然下降，音高单调性增加，出现了辅音强烈强调、延长、送气、音节化且扭曲程度日益增加的模式。到年底时，孩子的言语在超音段特征、语调及可懂度方面与聋人的言语有一些相似之处，但不同的是，孩子很少（如果有的话）省略语音或强烈地使元音双元音化。据推测，诸如双元音化、音节化和延长时长等语音过程可能是增强言语反馈的策略。
