| Lisp | |
|---|---|
| Classification and external resources | |
| ICD-10 | F80.8 |
| ICD-9 | 307.9 |
A lisp (OE wlisp, stammering)[1] is a speech impediment, historically also known as sigmatism or Σtism.[2] Stereotypically, people with a lisp are unable to pronounce sibilants (like the sound [s]), and replace them with interdentals (like the sound [θ]), though there are actually several kinds of lisps. The result is that the speech is unclear.
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The cause of a lisp can vary. In some instances, the cause is physiological, and the patient has some sort of deformity or medical condition which causes a lisp. For example, a child with swollen adenoids may tend to lisp, as will people who have recurring stuffy noses. More commonly, a lisp appears to be psychological in origin, and lisps often emerge as a reaction to stress. Children may start lisping, for example, to gain attention, or someone may develop a lisp after a traumatic incident.
Treating lisps in children usually involves speech therapy treatments and is generally successful. Speech therapy sessions include a wide variety of activities and speech drills, though what specifically happens in any given session will depend upon many variables. The length of the therapy session (usually between a half hour and one hour), the location of the therapy session (whether at home, school or a private facility), the age of the child involved, whether the therapy session is private or involves a group, and the type of lisp that is being treated will all affect the content of these sessions.
One popular method of correcting articulation or lisp disorders is to isolate sounds and work on correcting the sound in isolation. The basic sound, or phoneme, is selected as a target for treatment. Typically the position of the sound within a word is considered and targeted. The sound appears in the beginning of the word, middle, or end of the word (initial, medial, or final).
Take for example, correction of an “S” sound (lisp). Most likely, a speech-language pathologist (SLP) would employ exercises to work on “Sssssss.” Starting practice words would most likely consist of “S-initial” words such as “say, sun, soap, sip, sick, said, sail.” According to this protocol, the SLP slowly increases the complexity of tasks (context of pronunciations) as the production of the sound improves. Examples of increased complexity could include saying words in phrases and sentences, saying longer multi-syllabic words, or increasing the tempo of pronunciation.
Using this methodology, the SLP achieves success with his/her student by targeting a sound in a phonetically consistent manner. Phonetic consistency means that a target sound is isolated at the smallest possible level (phoneme, phone, or allophone) and that the context of production must be consistent. Consistency is critical, because factors such as the position within the word, grouping with other sounds (vowels or consonants), and the complexity all may affect production.
The repetition of consistent contexts allows the student to align all the necessary processes required to properly produce language; language skills (ability to formulate correct sounds in the brain: What sounds do I need to make?), motor planning (voicing and jaw and tongue movements: How do I produce the sound?), and auditory processing (receptive feedback: Was the sound produced correctly? Do I need to correct?). A student with an articulation or lisp disorder has a deficiency in one or more of these areas. To correct the deficiency, adjustments have to be made in one or more of these processes. The process to correct it is more often than not, trial and error. With so many factors, however, isolating the variables (the sound) is imperative to getting to the end result faster.
A phonetically consistent treatment strategy means practicing the same thing over and over. What is practiced is consistent and does not change. The words might change, but the phoneme and its positioning is the same (say, sip, sill, soap, …). Thus, successful correction of the disorder is found in manipulating or changing the other factors involved with speech production (tongue positioning, cerebral processing, etc.). Once a successful result (speech) is achieved, then consistent practice becomes essential to reinforcing correct productions.
When the difficult sound is mastered, the child will then learn to say the sound in syllables, then words, then phrases and then sentences. When a child is able to speak a whole sentence without lisping, attention is then focused on making correct sounds throughout natural conversation. Towards the end of the course of therapy, the child will be taught how to monitor his or her own speech, and how to correct as necessary.
Lisp is a family of computer programming languages based on formal functional calculus. Lisp (for "List Processing Language") stores and manipulates programs in the same manner as any other data, making it well suited for "meta-programming" applications. One of the oldest "high level" programming languages (second only to Fortran), Lisp continues to be popular in the field of artificial intelligence down to the present day.
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DOLIST is similar to Perl's foreach
or Python's for. Java added a similar kind of loop
construct with the "enhanced" for loop in Java 1.5, as part of
JSR-201. Notice what a difference macros make. A Lisp programmer
who notices a common pattern in their code can write a macro to
give themselves a source-level abstraction of that pattern. A Java
programmer who notices the same pattern has to convince Sun that
this particular abstraction is worth adding to the language. Then
Sun has to publish a JSR and convene an industry-wide "expert
group" to hash everything out. That process--according to
Sun--takes an average of 18 months. After that, the compiler
writers all have to go upgrade their compilers to support the new
feature. And even once the Java programmer's favorite compiler
supports the new version of Java, they probably still
can't use the new feature until they're allowed to break source
compatibility with older versions of Java. So an annoyance that
Common Lisp programmers can resolve for themselves within five
minutes plagues Java programmers for years.
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Contraction of list programming language.
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Plural |
Lisp
LISP (or Lisp) is the name for a programming language. It is among the oldest programming languages that are still used today. Only Fortran is older. LISP was designed by John McCarthy in 1958. The two best-known versions of LISP are Common Lisp and Scheme. Many concepts that are used in modern programming languages were first created in Lisp. Linked lists are a very important data structure in LISP. The basic concepts behind LISP are easy to learn. Logo is another version of Lisp that was made for children. Logo can help young children develop skills and become efficient within the programming language.
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