ERIC Number: ED044902
Record Type: RIE
Publication Date: 1967-Feb
Reference Count: 0
Further Research on Speeded Speech as an Educational Medium. Effects of Listening Aids and Self-Pacing on Comprehension and the Use of Compressed Speech for Review. Progress Report Number 4.
Friedman, Herbert L.; And Others
The studies reported here are a continuation of research into the comprehension of time-compressed speech by normal college students. In the Listening Aid Study II, an experiment was designed to retest the advantages of the precis as a listening aid when the precis expressed the overall meaning of a passage. Also, a new listening aid was introduced which provided a short, pure tone to indicate crucial sentences. The hypothesis that listening aids would improve performance was not borne out. In the Self-Pacing Study, it was discovered that listeners tended to choose a rate of speed very close to the speed at which they first heard compressed speech (1.5x normal recording speed), and that there were no clearcut differences between self- and externally-paced conditions. In another study, 11 passages were selected from an introductory textbook on psychology and recorded. They were then the basis for the development of standardized multiple-choice tests. A fourth study, done on the use of compressed speech as a review technique, indicated that reading was a superior technique for review. However, four of the eleven subjects in the experiment said that they preferred compressed speech for review. Two findings of previous research were reaffirmed; compressed speech is acceptable and practice is desirable. (MF)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Educational Media Branch.
Authoring Institution: American Institutes for Research in the Behavioral Sciences, Silver Spring, MD.