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Predicting in-silico structural response of dental restorations using meshless methods
Published in J. Belinha, R.M. Natal Jorge, J.C. Reis Campos, Mário A.P. Vaz, João Manuel, R.S. Tavares, Biodental Engineering V, 2019
G.A.R. Caldas, J. Belinha, R.M. Natal Jorge
As mentioned in the work of Belinha (Jorge Belinha, 2014), the first meshless approximation method was the Smoothed-Particle Hydrodynamics (SPH), developed for astronomy. This was the origin of the Reproducing Kernel Particle Method (RKPM). One of the oldest methods is the Diffuse Element Method (DEM). This method uses the Moving Least Square approximants (MLS), proposed by Lancaster and Salkauskas, in the construction of the approximation function. Belytschko evolved DEM by developing one of the most popular meshless methods, the Element Free Galerkin Method (EFGM) (Dinis, Natal Jorge, & Belinha, 2007) (Jorge Belinha, 2014).
Voice and Speech Production
Published in John C Watkinson, Raymond W Clarke, Terry M Jones, Vinidh Paleri, Nicholas White, Tim Woolford, Head & Neck Surgery Plastic Surgery, 2018
Paul Carding, Lesley Mathieson
Approximant consonants occur when the articulators are not sufficiently close to produce ‘complete’ consonants such as plosives, fricatives or nasals. Again, place of articulation can vary (see Table 60.1). These consonants are articulated similarly to vowels and are therefore often called semi-vowels. English examples of approximants include w and y. The lateral approximant ‘l’ varies slightly since the passage of air escapes along the sides of the tongue.
Language breakdown and the construction of meaning
Published in Tess Maginess, Dementia and Literature, 2017
Where clinical conditions lead to language breakdowns, it is not uncommon for investigators to conceptualise the linguistic deterioration as a reversal in the sequential order of child language acquisition. Shenk’s (2002) discussion of ‘retrogenesis’, a term coined by Reisberg and colleagues in 1999, centres on the usefulness of the concept for informing patients and caregivers of the likely progress of Alzheimer’s. A 2002 paper by Reisberg et al. defines retrogenesis as ‘the process by which degenerative mechanisms reverse the order of acquisition in normal development’ (Reisberg et al., 2002, p. 202). The suggested effect of this reversal, referred to as the ‘last in-first out principle’ by Irish et al. (2016, p. 307) is that the language skills which were acquired first in childhood are the most persistent and the last to become fragmented, while those which were acquired later are more immediately vulnerable. The normal sequence is that children begin by acquiring phonological, then lexical, grammatical, syntactic and pragmatic skills. Furthermore, there tends to be a relatively predictable order in which subsets of skills in each of those areas is acquired. In phonological acquisition, for example, plosive consonants usually precede fricatives and approximants and, for each phonological category, sounds produced at the front of the mouth tend to precede those produced further back (see, for instance, Howard, 2007). It is known that the prosodic aspects of the speech system, including the pitch and intonation patterns which enable speakers to signal grammatical categories and emotion, take longer to emerge, and that productive ability develops faster than perceptual processing. Nonetheless, whilst the retrogenesis suggestion offers a convenient way of charting and predicting likely language problems in dementia and seems to map onto suggestions in the literature that cognitive reversal also takes place (see Perrin, 1997, for instance) we do not intend to suggest that there is a one-to-one connection between these language problems and aspects of cognitive deterioration. Support for such a reservation is provided by Brickman et al. (2012, p. 1712), amongst others, who caution that studies of cognitive decline need to be informed not just by timelines of expected events, but by ‘environmental and biological factors that contribute to individual differences’. Maclagan and Mason’s (2005) study of Alzheimer’s patient, Robbie Walters, indicates that Robbie’s so-called ‘lexical richness’ did not deteriorate linearly. They say, rather, that ‘it varied from time to time’ (Maclagan and Mason, 2005, p. 158) and exhibited ‘considerable swings up and down’. The analogy used by Jake in Harvey’s (2009, p. 189)The wilderness is that ‘all [his] wires are being unplugged one by one’ is, therefore a convenient fiction.
Equitable access to speech practice for rural Australian children using the SayBananas! mobile game
Published in International Journal of Speech-Language Pathology, 2023
Sharynne McLeod, Grace Kelly, Beena Ahmed, Kirrie J. Ballard
Three aspects were measured with children and families in rural Australia to examine the effect of the SayBananas! app on the speech of children with SSD: speech production, usage, and feedback (usability, accessibility, and rating of the content, format, features, and functions). At baseline, the 21 participants’ mean PCC on the ISS was 75.91% (SD = 20.42; median = 80.15%). A wide range of individualised targets were identified for the participants. They included fricatives, approximants, consonant clusters, vowels, fronting, context-sensitive voicing, weak syllable stress, and polysyllabic words. For example, participant 28 practiced words containing /l/ and /w/, whereas participant 57 practiced words containing /θ/, /ð/, and final weak-syllable stress. Individual data are provided in Supplementary Table I.
Effect of dialect on identification and severity of speech sound disorder in Fijian children
Published in Speech, Language and Hearing, 2023
Holly McAlister, Suzanne C. Hopf, Sharynne McLeod
During the relational error analysis for singleton consonants, allophones or phonetic/phonological variants appropriate for the Fiji English dialects were considered as correct productions. Correct and incorrect productions of individual phonemes are summarized in Supplemental Appendix A. There were few errors for plosives and nasals. There were also few errors for fricatives /f, v, s, z, ʃ, ʒ, h/, approximants /w, j/ and lateral approximant /l/. The voiceless dental fricative /θ/ was substituted with [f] in word-initial position (e.g., thumb) by both Year 1 (n = 14, 41.18%) and Year 4 students (n = 3, 7.50%), and with [f] in word-final position (e.g., teeth) by three Year 1 students (8.82%). Other /θ/ substitutions included [s] (e.g., thankyou, thumb) and omission (e.g., teeth, toothbrush). The voiced dental fricative /ð/ was omitted by four Year 1 students (11.77%) and by one Year 4 student (2.50%) in production of this. Production of singleton alveolar trill /r/, tap/flap /ɾ/, or approximant /ɹ/ was variable for Year 1 students. Omission of ‘r’ was a feature of the samples for five Year 1 students (14.71%). Substitution errors included [l], [w], [d] and [β]. Errors for voiceless alveolar affricate /ʧ/ included substitution of [t] in watch or kitchen (Year 1: n = 6, 17.65%). Errors for the voiced alveolar affricate /ʤ/ included substitution of [d] in jam, giraffe, or sausage (Year 1: n = 10, 29.41%).
Acquisition of Tok Pisin phonology in the multilingual highlands of Papua New Guinea
Published in International Journal of Speech-Language Pathology, 2022
Jennifer Boer, Mary Claessen, Cori Williams
Universal features were seen in the early acquisition of, /d/, /k/, /m/, /n/ and /w/ (McLeod & Crowe, 2018). The late acquisition of /r/, which was not mastered even by the 6YO group, is also a universal feature. Fricative /f/ and affricate /ʤ/ did start earlier in inventories and total phonemes correct but took longer to reach 90% than plosives and approximants. There were reversals at 90% with the affricate /ʤ/, which was mastered by the 3YO in all positions, but absent in SIWW for the 4YO, 5YO and 6YO groups. Once the velar nasal was added to the bilabial and alveolar nasals at the 4YO group they remained. Melpa speakers’ wide use of the fricative manner as well as the impact of English word templates such as /ʤɪnʤa/, ‘ginger’, adopted by creole speakers, may have influenced this difference.