• Proceedings of the KSPS conference
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• 2007.05a
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• pp.78-83
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• 2007

The purpose of present study was to investigate the characteristics of disfluency between the Korean-English bilingual and Korean monolingual children, matched by their chronological age with the bilingual children. Twenty-eight children, 14 bilingual children and 14 monolingual children participated in this study. The experimental tasks consisted of the play situation and the task situation. The conclusion is (a) The score of total disfluency of the bilingual was significantly higher than that of the monolingual. The score of normal disfluency of the bilingual was significantly higher than that of the monolingual. The most frequent type is Interjection in both groups. All shows higher score in the task situation than the play situation. The bilingual children have quantitative and qualitative differences in disfluency score and types from the monolingual. (b) The bilingual were divided into two groups such as 6 Korean-dominant bilingual and 8 English-dominant bilingual. All shows more disfluency in their non-dominant language. The most frequent type is Interjection in both groups. (c) The higher the chronological age and the expressive language test score is, the lower the disfluency score is. The earlier the exposure age to the 2nd language is, the higher the disfluency score is. There is no correlation between resident month at foreign country and the disfluency.

• Phonetics and Speech Sciences
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• v.13 no.4
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• pp.55-66
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• 2021

Proper prosody in reading allows the reader to naturally convey the meaning, which manifests as changes in pitch, loudness, and speech rate. Children with reading disability face difficulty in delivering information due to poor prosody. This study identified the difference in prosodic features between children with reading disabilities and nondisabled children through means of reading tasks. Reading tasks, according to sentence types (short sentences, assumptions/conditions, intentions, relative-clause), were recorded by 15 children studying in the 3rd to 6th grade in elementary school. Children with reading disability had a statistically significant wider range of pitch, slower speech rate, more frequent usage of pauses, longer total pause duration, and steeper pitch slope than nondisabled one in sentence-final and -medial words. Children with reading disability, therefore, exhibited a less natural and expressive reading than nondisabled children. Through this study, the characteristics of prosody observed in children with reading disability were identified and the need for an approach for effective intervention was also suggested.

• Proceedings of the KSPS conference
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• 2007.05a
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• pp.41-44
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• 2007

In this paper, we introduce a system in which car navigation scenario is plugged multimodal interface based on multimodal middleware. In map-based system, the combination of speech and pen input/output modalities can offer users better expressive power. To be able to achieve multimodal task in car environments, we have chosen SCXML(State Chart XML), a multimodal authoring language of W3C standard, to control modality components as XHTML, VoiceXML and GPS. In Network Manager, GPS signals from navigation software are converted to EMMA meta language, sent to MultiModal Interaction Runtime Framework(MMI). Not only does MMI handles GPS signals and a user's multimodal I/Os but also it combines them with information of device, user preference and reasoned RDF to give the user intelligent or personalized services. The self-simulation test has shown that middleware accomplish a navigational multimodal task over multiple users in car environments.

• Phonetics and Speech Sciences
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• v.6 no.4
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• pp.151-159
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• 2014

The study investigated the effects of reading intervention to enhance reading fluency for children from low-income families. The participants were 20 children from low-income families who are in grades 1 to 3. To qualify for participation in this study, all children had to score below 30 % ile on the Receptive vocabulary Test of the Expressive and Receptive Vocabulary Test or the Word reading fluency of the Korean Language-Based Reading Assessment. Participants were randomly assigned to the intervention (n=10) or control (n=10) group. The intervention group participated in the individualized intervention program using the guided repeated reading and the corrective feedback strategies. The results showed that participants in the intervention group performed better on reading fluency than those in the control group after participating in the intervention program. Specifically, guided repeated reading with corrective feedback strategies produced significant improvement on generalization to unpracticed passages as well as practiced passages. The results of this study suggest that guided repeated reading with corrective feedback is effective for enhancing reading fluency for children in Korea. Further study is needed in order to develop language-specific reading intervention.

• Phonetics and Speech Sciences
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• v.6 no.3
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• pp.13-21
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• 2014

Late talkers are young children who are delayed in their expressive language skills despite normal nonverbal cognitive ability, adequate hearing and typical personality development. The purpose of this study is to investigate the sentence interpretation strategies used by Korean-speaking late talkers and age-matched normal children. Nine late talkers and nine normal children matched by age at 30-35months were participated in this study. 27 simple noun-noun-verb(NNV) sentences were generated by factorial combination of case-marker [nominal case-marker on the first noun and accusative on the second (C1), accusative on the first noun and nominative on the second (C2), and no case markers on both nouns (C0)], and animacy of the nouns [animate-inanimate(AI), inanimate-animate(IA), animate-animate(AA)]. All the children were asked to "act out" their interpretation of the given sentence. For each type of sentences the percentage of choices of the first noun as the agent was calculated. The results of group (2) ${\times}$ animacy(3) ${\times}$ case-marker(3) mixed ANOVA showed a significant main effect for 'animacy', 'case marker' and 'group(2) ${\times}$ case-marker (3)'. The late talkers relied on semantic (animacy) cues in their interpretation of the sentences, while the normal peers utilized both animacy and grammatical morpheme (case-marker) cues. The results indicated that the late-talkers' comprehension skills were also delayed.

• Journal of Music and Human Behavior
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• v.1 no.1
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• pp.33-46
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• 2004

Mentally disable children feel as failure because they have difficulty in restricted and undifferentiated communications with others. It also makes the counter-partner feel frustrated. Therefore, in the aspects of language acquirement and communication activities, it is essential to let the disable children learn and communicate voluntarily. Music provides the unthreatening and interesting stimulus as non-language communication vehicle. Musical experiences for mentally disable children's are multi-stimulating experiences that make a positive influence in speech and language development and development of variety of talents. There are many communication intervention and method to treat the mentally disable children. One of the most effective treatments for mentally disable children to acquire communication techniques by expressing the language more naturally and joyfully is the musical therapy. This study analyzes children's communication technique referring to response action and attempt action through video tape observation. Also, this study measured the receptive and expressive language by PRES(Preschool Receptive-Expressive Language Scale) as a test tool in order to examine the pre-post language ability for respective children as pre-post period of therapy activity. First result of this study showed that music therapy with song was effective for mentally disable children in enhancing the communication techniques centered with communication response and in attempt action by increasing the communication action incidence. Secondly, pre-post comparison test with PRES showed that the music therapy with song was effective on improvement the receptive and expressive language ability of 4 children.

• Journal of the Korean Society of Laryngology, Phoniatrics and Logopedics
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• v.28 no.1
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• pp.5-10
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• 2017

The anatomy of the voice is not limited to the region of the larynx. Practically all body systems affect the voice. The larynx receives the greatest attention because it is the most sensitive and expressive component of the vocal mechanism, but anatomic interactions throughout the singer's body must be considered in making the singing voice. The physiology of voice production is exceedingly complex. The voice requires interactions among the power source, the oscillator, and the resonator. The review of functional anatomy and physiology in vocal technique would provide information on the terminology, components, and workings of the voice to permit an understanding of practical, every clinical problems and their solutions. The otolaryngologist, speech language pathologist, singing or acting teacher, singer, and actor would have benefit greatly from more extensive study of voice science.

• Clinical and Experimental Pediatrics
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• v.60 no.7
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• pp.227-231
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• 2017

Purpose: This study aimed to verify the safety of low-dose topiramate on language development in pediatric patients with migraine. Methods: Thirty newly diagnosed pediatric patients with migraine who needed topiramate were enrolled and assessed twice with standard language tests, including the Test of Language Problem Solving Abilities (TOPs), Receptive and Expressive Vocabulary Test, Urimal Test of Articulation and Phonology, and computerized speech laboratory analysis. Data were collected before treatment, and topiramate as monotherapy was sustained for at least 3 months. The mean follow-up period was $4.3{\pm}2.7months$. The mean topiramate dosage was 0.9 mg/kg/day. Results: The patient's mean age was $144.1{\pm}42.3months$ (male-to-female ratio, 9:21). The values of all the language parameters of the TOPs were not changed significantly after the topiramate treatment as follows: Determine cause, from $15.0{\pm}4.4$ to $15.4{\pm}4.8$ (P>0.05); making inference, from $17.6{\pm}5.6$ to $17.5{\pm}6.6$ (P>0.05); predicting, from $11.5{\pm}4.5$ to $12.3{\pm}4.0$ (P>0.05); and total TOPs score, from $44.1{\pm}13.4$ to $45.3{\pm}13.6$ (P>0.05). The total mean length of utterance in words during the test decreased from $44.1{\pm}13.4$ to $45.3{\pm}13.6$ (P<0.05). The Receptive and Expressive Vocabulary Test results decreased from $97.7{\pm}22.1$ to $96.3{\pm}19.9months$, and from $81.8{\pm}23.4$ to $82.3{\pm}25.4months$, respectively (P>0.05). In the articulation and phonology validation in both groups, speech pitch and energy were not significant, and all the vowel test results showed no other significant values. Conclusion: No significant difference was found in the language-speaking ability between the patients; however, the number of vocabularies used decreased. Therefore, topiramate should be used cautiously for children with migraine.

• Phonetics and Speech Sciences
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• v.12 no.1
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• pp.51-63
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• 2020

Phonological awareness is a metalinguistic awareness ability of phonology and is known to predict language skills, such as reading and vocabulary skills. The purpose of this study was to investigate the relationship between phonological awareness, phonological processing, and language skills in 4- to 6-years-old typically developing (TD) children and children with language delay (LD). A total of 32 children (TD=18, LD=15) participated in this study. They performed a phonological awareness task consisting of counting, deletion, and discrimination at syllable level. Nonword Repetition, Digit Backward, Receptive & Expressive Vocabulary Test, and Grammaticality Judgment Task were performed to analyze the correlation between phonological awareness, phonological processing, and language ability. A multiple stepwise regression analysis was performed to examine the phonological awareness subtasks that predict language ability. In the TD group, the syllable categorization task significantly predicted the receptive vocabulary and the performance of the Grammaticality Judgment Task. The LD group showed that the syllable counting task significantly predicted the receptive vocabulary, the expressive vocabulary, and the performance of the Grammaticality Judgment Task. The results showed that the phonological awareness performance was significantly different between the two groups. Further, correlation analysis and regression analysis showed different results for each group. The result of the phonological awareness performance predicted the language ability of each group significantly, suggesting the importance of the meta-linguistic awareness ability of phonology.

• Journal of the Korea Computer Graphics Society
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• v.13 no.3
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• pp.11-18
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• 2007

Creating stylistic facial animation is one of the most important problems in character animation. Traditionally facial animation is created manually by animators of captured using motion capture systems. But this process is very difficult and labor-intensive. In this work, we present an intuitive, easy-to-use, sketch-based user interface system that facilitates the process of creating facial animation and key-frame interpolation method using facial capture data. The user of our system is allowed to create expressive speech facial animation easily and rapidly.