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Biomedical subjects

D E Mowrer

Publications and source records attributed to D E Mowrer.

11 recordsLinked to original sources
PubMed1992

Prevalence of cleft uvula among school children in kindergarten through grade five.

The purpose of this study was to determine the prevalence of bifid uvula among elementary school children in grades K through 5. Three examiners performed independent intraoral examinations of 709 children enrolled in a Jacksonville, Florida metropolitan public school. The structure of the uvula was evaluated as normal or bifid. If bifid, the cleft was classified as: (a) notched, (b) extending up to 1/4 the length of the uvula, (c) extending from 1/4 to 3/4 of the length of the uvula, or (d) extending the full length of the uvula. Prevalence of some form of uvular cleft was observed among 16 (2.26%) of the children while full length uvular cleft was found in only two (0.3%) of the children. These findings are congruent with percentages reported in other studies. It is recommended that speech-language pathologists identify children with bifid uvulas and provide appropriate counseling and follow-up study.

Age Factors↗
PubMed1988

Acquisition of /s/ among kindergarten children who misarticulate /s/ as measured by the Deep Test of Articulation.

The purpose of this study was to describe the process of /s/ acquisition among young children who substituted an interdental fricative for /s/. The Deep Test of Articulation for /s/ was administered once a month during seven consecutive months to 11 kindergarten children who misarticulated /s/. Results indicate that acquisition of /s/ was not influenced by its function as a syllable-releasing or syllable-arresting consonant. One factor associated with /s/ acquisition was the presence of adjacent palatal-fricative/affricate sounds. Although there was considerable variability among subjects in rate of /s/ acquisition, when a score of 38% correct /s/ productions or better during two consecutive testing periods on The Deep Test of Articulation was obtained, four out of five subjects continued to produce high rates of correct /s/ responses. Implications of these data are discussed.

Child, Preschool↗
PubMed1987

Effect of peer administered consequences upon articulatory responses of speech-defective children.

Twenty second-grade lisping children were taught to articulate /s/ and /z/ correctly during three training sessions. Two weeks later, each child was asked to invite three classmates to a fourth session in which the classmates could earn tokens contingent upon the target child's correct articulation of /s/ and /z/ sounds. A response cost procedure was initiated with one group of 10 target children and the invited peers. In addition to tokens given for correct responses, tokens were removed following each of the target child's incorrect /s/ or /z/ responses. This condition resulted in the presentation of aversive consequences as well as helpful comments from the peers administered to the target child. Response cost procedures were not used with the remaining group of 10 target children and peers. Comparison of correct versus incorrect responses in each group revealed target children in the response cost group produced significantly more correct /s/ or /z/ sounds than those in the group receiving only reinforcement. Possible reasons to explain this finding and advisability of using response cost procedures with peers are discussed.

Articulation Disorders↗
PubMed1987

Repetition of final consonants in the speech of young child.

This study of final-consonant repetitions in the speech of a young child supports the notion that some speech disfluencies may result from parental attempts to accelerate phonological development. An analysis of twelve 1/2-hr long observations of the subject's speech during a 1-year period is presented. The presence, decrease, and subsequent disappearance of the final-consonant repetitions that resembled stuttering behavior are discussed in terms of environmental factors.

Attention↗
PubMed1978

Effect of lisping on audience evaluation of male speakers.

The social consequences of adult listeners' first impression of lisping were evaluated in two studies. Five adult speakers were rated by adult listeners with regard to speaking ability, intelligence, education, masculinity, and friendship. Results from both studies indicate that listeners rate adult speakers who demonstrate frontal lisping lower than nonlispers in all five categories investigated. Efforts to correct frontal lisping are justifiable on the basis of the poor impression lisping speakers make on the listener.

Adult↗