Abstract
This article explores the theoretical and empirical relationships between cognitive
factors and residual speech errors (RSEs). Definitions of relevant cognitive domains
are provided, as well as examples of formal and informal tasks that may be appropriate
in assessment. Although studies to date have been limited in number and scope, basic
research suggests that cognitive flexibility, short- and long-term memory, and self-monitoring
may be areas of weakness in this population. Preliminary evidence has not supported
a relationship between inhibitory control, attention, and RSEs; however, further studies
that control variables such as language ability and temperament are warranted. Previous
translational research has examined the effects of self-monitoring training on residual
speech errors. Although results have been mixed, some findings suggest that children
with RSEs may benefit from the inclusion of this training. The article closes with
a discussion of clinical frameworks that target cognitive skills, including self-monitoring
and attention, as a means of facilitating speech sound change.
Keywords
Cognitive factors - residual speech errors - executive functions - memory - attention
- self-monitoring
