ABSTRACT
Deficit in fluency of speech is named stuttering. Stuttering could influence the personality characteristics. The purpose of this study was to investigate the effect of stuttering on personality characteristics in male individuals. In this study, 31 stuttered men aged upper than 18 years old were compared with another 32 unstuttered men of the same age and education in terms of their personality characteristics by applying the Neo-FFI test. Results from student t test showed that the mean score of mental racial, extraversion and agreeableness of personality was statistically different between two groups. The present findings indicate that individuals with stuttering problem have different personality compared with fluent speakers; however, this different does not mean abnormal personality
ABSTRACT
The purpose of this study detecting normative nasalance scores for 7-11- year-old male students in Mashhad during incessant speech. Participants consist of 26 boys aged 7-11 years with normal articulation skills, resonanceand voice and speech structure were randomly selected from different regions of Mashhad and voluntarily had participated in the study. The test was run by NasometerII [model 6450] inspeech therapy clinic of Ghaem Hospital in Mashhad. Subjects read the following Persian texts of which their validity and reliability have been determined: 1."Bahareh's Bag" [made from oral consonants] 2.the text combines "four seasons" [with normal frequency of nasal consonants] 3.and nasal sentences [loaded with nasal consonants]. Nasalance means in the text "Bahareh's Bag", 12.13 +/- 4, in the text "four seasons", 30.68 +/- 4.8 and 61.5 +/- 5.7 in the nasal sentences were calculated. The results of this study have not found any statistical significance for difference in age. Normal nasalance means are calculated at one accent of Persian language, in 7-11- year-old students. Valid and reliable texts were produced [four seasons and nasal sentences] to evaluate nasalance. Given data and standard sentences can apply in speech pathology clinics for assessment and treatment of voice resonance deficit in [cleft palate, velopharyngeal Insufficiency etc.]
ABSTRACT
The objective of this study is to compare the rhyme detection ability between 7 to 9 years age children with their natural peer group of the same age. In this study, 15 dyslexic children aged between 7 to 9 were examined with another 15 normal children of the same age and gender, to investigate their rhyme recognition ability by applying phonemics awareness test. Results showed that the output of two groups from rhyme recognition ability test was 8.73+1.53 for dyslexic group and 6.47+1.64 for normal the group with an average grade of 6.88+1.94 for both of them. -Student t test showed a remarkable decline in average grade of rhyme recognition ability test in dyslexic group in comparison with the normal group [t =3.907; p =0.001]. Findings derived from this survey represented a noticeable difference in dyslexic children's rhyme recognition ability and their peer normal group in a way that dyslexics have a weaker performance and more faults than normal individuals
ABSTRACT
The prefrontal cortex is highly vulnerable to Traumatic Brain Injury [TBI] resulting in the dysfunction of many high-level cognitive and executive functions such as language and word finding. The present study investigates the confronting naming ability in patients with TBI. Present research was a prescriptive-analytic cross-sectional study examined 20 TBI patients [10 male and 10 female], with the age ranged between 18 to 45 years. Participants, with a score above of 20 in Mini-Mental State Examination [MMSE], were assessed with Persian naming test. Our findings demonstrated that the mean of correct answers without cue was 87.9, and the mean of correct answers with semantic and phonological cues were 3.3 and 1.2, respectively. However, the mean of false answers was 4.8, and the mean of no answered questions was 2.8. Furthermore, the mean of semantic and phonological pseudo-words were 4.5 and 0.4, respectively, while the sum of correct answers was noted as 92.4. This research differs from other researches in severity of the disorders in population and definition of the naming process. Naming disorder in TBI patients with mild to moderate damage was mild, and semantic pseudo-words were less correct than other words. Therefore, semantic cue could be helpful for word retrieval in TBI patients. Therefore, in these patients to retrieve words, semantic priming may be effective and recommended as a treatment strategy
ABSTRACT
Hearing loss affected all aspects of life, specially communication and language skills. Hearing loss in pre- lingual age has different impact on comprehension, speech, language and their performance. The purpose of this article is to compare comprehension skills and using passive verbs between children with hearing loss who use cochlear implant and their intact peers. In this study comprehension and using passive verbs have been compared between two groups of age and gender-matched children [10 in each group]. Evaluation of passive verb's comprehension have been performed with test of passive verb's comprehension which normalized by Azar Mehri 1388. This test has 15 triplet pictures. The passive sentence related to each picture has been expressed conversationally and the child had to present it. If he/she could not distinguish the verb, the examiner had to reveal it. The test has 17 serialized pictures, in this method therapist explained each verb's serialized picture in the story telling way and a child completed the sentence also the therapist asked questions to guide a child toward the correct verb. There was a significant difference between normal and children with hearing loss in terms of the rate of comprehension and using passive verbs [comprehension p=0/008, usage p=0/008]. The results show the significant delay in comprehension and using passive verbs, which may be due to a delay in diagnosis of the hearing loss, delay in receiving rehabilitation trainings, loss of lingual age and inefficient cochlear implant devices
ABSTRACT
Dyslexia is a language learning disorder which leads to some impairment in written language including reading and spelling. Children with dyslexia are mostly suffering in areas like Morphology, Phonology, semantic and pragmatic. Thus the main purpose of this study is to investigate the morphological awareness, as a significant aspect in reading components [Speed, accuracy and understanding] in which the children are impaired. In the current study, 27 dyslexic students and 57 normal students in second grade of primary school participated. Existence of dyslexia was determined through administrating a reading test of [Nama], and in order to be sure that none of the students of normal group has language deficit, the language development test [TOLD] was administrated on normal students. In order to assess morphological knowledge of participants, a morphological awareness test was administrated too. In addition to determine the reading speed, accuracy and comprehension, the [NAMA] subtests were employed. Data obtained, were analyzed with the help of inferential statistical methods such as linear Pearson correlation coefficient test, Spearman test, Normal Kolmogrov - Smirnov test, T-test and linear regression test [ANOVA]. Correlation coefficient between morphological awareness and reading speed in whole sample was calculated to be -0.9158, that of morphological awareness and reading accuracy was 0.9514, and that of morphological awareness and reading comprehension was 0.926. This shows significant correlation among morphological awareness and components of reading skill. While the same correlation coefficients, in dyslexic children were respectively -0.689, 0.1403 and 0.1062. It shows that there was not significant relationship in dyslexic children. The T-test also indicated that morphological awareness, reading comprehension skills, reading speed and reading accuracy skills had significant meaningful differences between two groups. morphological awareness, reading speed, accuracy and comprehension, were in a lower level among dyslexic children in comparison with normal children, and this can be regarded as one linguistic aspect that can be effectual in reading speed, accuracy and comprehension. However among the dyslexic children whose difficulties were limited to the word level [e.g. dyslexic group sample], morphological awareness did not have any influence on their reading skills