Effects of Alterations of Prosodic Features on the Sequencing Performance of Aphasic Children

Abstract

Eight aphasic and eight normal children were studied to determine whether alterations in prosodic features of auditory stimuli would enhance their sequencing ability. Five of the aphasic children had difficulty with sequences of three. The results indicated that their sequencing difficulty is largely due to forgetting the first item in the sequence. When the initial item was stressed, recall of the entire sequence was enhanced. When other features of the sequence were altered, recall was disrupted. These effects were not observed in the normal group.