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Congenital Word Deafness This disorder also called developmental receptive dysphasia, verbal auditory agnosia, or central deafness is rare and may be dif cult to distinguish from peripheral deafness Usually the parents have noted that the word-deaf child responds to loud noises and music, but obviously this does not assure perfect hearing, particularly for high tones The worddeaf child does not understand what is said, and delay and distortion of speech are evident Presumably, the receptive auditory elements of the dominant temporal cortex fail to discriminate the complex acoustic patterns of words and to associate them with visual images of people and objects Despite intact pure-tone hearing, the child does not seem to hear word patterns properly and fails to reproduce them in natural speech In other ways the child may be bright, but more often this auditory imperception of words is associated with hyperactivity, inattentiveness, bizarre behavior, or other perceptual defects incident to focal brain damage, particularly of the temporal lobes Word-deaf children may chatter incessantly and often adopt a language of their own design, which the parents come to understand This peculiar type of speech is known as idioglossia It is also observed in children with marked articulatory defects Speech rehabilitation of the bright word-deaf child follows along the same lines as that of the congenitally deaf one Such a child learns to lip-read quickly and is very facile at acting out his or her own ideas Congenital Inarticulation In this developmental defect the child seems unable to coordinate the vocal, articulatory, and respiratory musculature for the purpose of speaking Again, boys are affected more often than girls, and there is often a family history of the disorder, although the data are not quite suf cient to establish the pattern of inheritance The incidence is 1 in every 200 children The motor, sensory, emotional, and social attainments correspond to the norms for age, although in a few cases, a minority in the authors opinion, there has been some indication of cranial nerve abnormality in the rst months of life (ptosis, facial asymmetry, strange neonatal cry, and altered phonation) In children with congenital inarticulation, the prelanguage sounds are probably abnormal, but this aspect of the speech disorder has not been well studied Babbling tends to be de cient, and, in the second year, in attempting to say something, the child makes noises that do not sound at all like language; in this way the child is unlike the late talker already described Again, the understanding of language is entirely normal; the comprehension vocabulary is average for age, and the child can appreciate syntax, as indicated by correct responses to questions by nodding or shaking the head and by the execution of complex spoken commands Usually such patients are shy but otherwise quick in responding, cheerful, and without other behavioral disorders Most are bright, but a combination of congenital inarticulation and mild mental dullness is not uncommon If many of the spontaneous utterances are intelligible, speech correction should be attempted (by a trained therapist) However, if the child makes no sounds that resemble words, the therapeutic effort should be directed toward a modi ed school program, and speech rehabilitation should wait until some words are acquired Studies of the cerebra of such patients are not available, and it is doubtful if they would show any abnormality by the usual techniques of neuropathologic examination Occasionally, suspicion of a lesion is raised by focal changes in the EEG or a slight widening of the temporal horn of the left ventricle All manner of.

default function name to DoValidation Add the following code (Make sure to include using SystemWebUIWebControls)

A plot can also be developed comparing these results with the analytical solution obtained with Eq (925),

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(continued)

delayed speech is often attributed to tongue-tie, ie, a short lingual frenulum, but we have never been convinced of this causal relationship Also, psychologists have attributed speech retardation to overprotectiveness or excessive pressure by the parents but these are almost certainly the result rather than the cause of the delay A fuller review of this subject can be found in the text The Child with Delayed Speech, edited by Rutter and Martin Stuttering and Stammering These dif culties occur in an estimated 1 to 2 percent of the school population Often the conditions disappear in late childhood and adolescence; by adulthood, only about 1 in every 300 individuals suffers from a persistent stammer or stutter Mild degrees are to some extent cultivated and permit a pause in speech for collecting one s thoughts, and stammering tends to be imitated in certain social circles, as among educated Englishmen (and some Americans) Stammering and stuttering are dif cult to classify In some respects they belong to and are customarily included in the developmental language disorders, but they differ in being largely centered in articulation Essentially they represent a disorder of rhythm an involuntary, repetitive prolongation of speech due to an insuppressible spasm of the articulatory muscles The spasm may be tonic and result in a complete blocking of speech (at one time referred to speci cally as stammering) or clonic speech, ie, a rapid series of spasms interrupting the emission of consonants, usually the rst letter or syllable of a word (stuttering) There is no valid reason to distinguish between these two forms of the disorder, since they are intermingled, and the terms stammer and stutter are now used synonymously Certain sounds, particularly p and b, offer greater dif culty than others; paperboy comes out p-p-paper b-bboy The problem is usually not apparent when single words are being spoken and dys uency tends to be worse at the beginning of a sentence or an idea The severity of the stutter is increased by excitement and stress, as when speaking before others, and is reduced when the stutterer is relaxed and alone or when singing in a chorus When severe, the spasms may over ow into other groups of muscles, mainly of the face and neck and even of the arms The muscles involved in stuttering show no fault in actions other than speaking, and all gnostic and semantic aspects of receptive language are intact Males are affected four times as often as females The time of onset of stuttering is mainly at two periods in life between 2 and 4 years of age, when speech and language are evolving, and between 6 and 8 years, when these functions extend to reciting and reading aloud in the classroom However, there may be a later onset Many af icted children have an associated dif culty in reading and writing If stuttering is mild, it tends to develop or to be present only during periods of emotional stress, and in four out of ve children it disappears entirely or almost so during adolescence or the early adult years (Andrews and Harris) If severe, it persists throughout life regardless of treatment but tends to improve as the patient grows older Theories of causation are legion Slowness in developing hand and eye preference, ambidexterity, or an enforced change from leftto right-hand use have been popular explanations of which Orton and Travis were leading advocates According to their theory, stuttering results from a lack of the necessary degree of unilateral control in the synchronization of bilaterally innervated speech mechanisms Fox and colleagues support a theory of failure of left hemisphere dominance By performing PET studies while a subject was reading, they found that the auditory and motor areas of the.

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{ protected void CityCheck(object sender, ServerValidateEventArgs e) { switch(TextBox1Text) { case "Fargo": Label1Text="Go to North Dakota and turn left"; break; case "Iowa City": Label1Text="Go to Iowa and look for big university"; break; case "Providence": Label1Text="Just go to Rhode Island You can't miss it"; break; default: eIsValid = false; break; } } public void DoValidation(object sender, EventArgs e) { if (PageIsValid) { Label2Text = "Your request is valid"; } else { Label2Text = "Try Fargo, Iowa City or Providence"; } } }

>> x=[0:2:101; >> xanal=f0:101; >> TT-0 (r) 13452 -j*exp (01*xanal) (-01*xanal)+20;