Lambdacism.—Many children are late in learning to utter L, and often omit it. They say, e. g., icht for "Licht," voge for "Vogel," atenne for "Laterne," batn for "Blatt," mante for "Mantel."
(2) Literal Pararthria or Paralalia.
Children who are beginning to repeat intentionally what is said, often put another sound in place of the well-known correct (no doubt intended) one; this on account of deficient control of the tongue or other peripheral organs of speech. e. g., they say t in place of p, or b for w (basse for "Wasser" and for "Flasche"), e for i and o for u, as in bete for "bitte," and Ohr for "Uhr."
Paragammacism.—Children supply the place of the insuperably difficult sounds G, K, X by others, especially D and T, also N, saying, e. g., itte for "Rike," finne for "Finger," tein for "Klein," toss for "gross," atitte for "Karnickel," otute for "Kuk," attall for "Axel," wodal for "Vogel," tut for "gut," tatze for "Katze."
Parasigmatism.—Children are late in learning to utter S and Sch correctly. They often supply the place of them, before acquiring them, by other sounds, saying, e. g., tule for "Schule," ade for "Hase," webbe for "Wasser," beb for "bös," bebe for "Besen," gigod for "Schildkröte," baubee for "Schwalbe."
Pararhotacism.—Most children, if not all, even when they have very early formed R correctly (involuntarily), introduce other sounds in place of it in speaking—e. g., they say moigjen for "morgen," matta for "Martha," annold for "Arnold," jeiben for "reiben," amum for "warum," welfen for "werfen."
Paralambdacism.—Many children who do not learn until late to utter L put in its place other sounds; saying, e. g., bind for "Bild," bampe for "Lampe," tinne for "stille," degen for "legen," wewe for "Löwe," ewebau for "Elephant."
(3) Bradylalia or Bradyarthria.
Children reciting for the first time something learned by heart speak not always indistinctly, but, on account of the incomplete practicability of the motor-paths, slowly, monotonously, without modulation. Sounds and syllables do not yet follow one another quickly, although they are already formed correctly. The syllables belonging to a word are often separated by pauses like the words themselves—a sort of dysphasia-of-conduction on account of the more difficult and prolonged conduction of the motor-impulse. I knew a boy (feeble-minded, to be sure) who took from three to eight seconds for answering even the simplest question; then came a regular explosion of utterance. Yet he did not stutter or stammer. When he had only yes or no to answer, the interval between question and answer was shorter.
Here belong in part also the imperfections of speech that are occasioned by too large a tongue (macroglossia). When a child is born with too large a tongue, he may remain long alalic, without the loss of intellectual development, as was observed to be the case by Paster and O. von Heusinger (1882).