ERIC Number: ED035315
Record Type: RIE
Publication Date: 1969-Sep
Reference Count: 0
Time-Compressed Speech as an Educational Medium: Studies of Stimulus Characteristics and Individual Differences. Final Report.
Friedman, Herbert L.; Johnson, Raymond L.
Research in training subjects to comprehend compressed speech has led to deeper studies of basic listening skills. The connected discourse is produced by a technique which deletes segments of the speech record and joins the remainder together without pitch distortion. The two problems dealt with were the sources of individual differences in the ability to understand time-compressed speech and the temporal characteristics of language which facilitate or impair listening comprehension. By reducing the amount of time available for the listener to process speech, the nature of listening priorities emerges. The insertion of temporal spacing at linguistically strategic locations have enabled the experimentors to determine whether they are behaviorally strategic. The identification of behaviorally strategic locations has, in turn, enabled them to further understand the nature of those activities which are necessary for processing speech and to what aspect of speech they are directed. The correlates and predictors of success at these tasks further enrich the picture of what underlies successful listening. (MM)
Descriptors: Auditory Discrimination, Auditory Perception, Auditory Stimuli, Communication (Thought Transfer), Connected Discourse, Individual Differences, Information Theory, Language Ability, Language Research, Listening Comprehension, Listening Habits, Listening Skills, Media Research, Perception, Predictive Measurement, Recall (Psychology), Speech Compression, Stimulus Generalization, Verbal Ability
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: American Institutes for Research in the Behavioral Sciences, Silver Spring, MD.