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1. Children Discover the Spectral Skeletons in Their Native Language before the Amplitude Envelopes (EJ860068)
Author(s):
Nittrouer, Susan; Lowenstein, Joanna H.; Packer, Robert R.
Source:
Journal of Experimental Psychology: Human Perception and Performance, v35 n4 p1245-1253 Aug 2009
Pub Date:
2009-08-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Speech Communication; Linguistics; Language Acquisition; Auditory Perception; English; Young Children; Mutual Intelligibility; Adults; Auditory Stimuli; English (Second Language); Mandarin Chinese; Word Recognition; Native Speakers
Abstract: Much of speech perception research has focused on brief spectro-temporal properties in the signal, but some studies have shown that adults can recover linguistic form when those properties are absent. In this experiment, 7-year-old English-speaking children demonstrated adultlike abilities to understand speech when only sine waves (SWs) replicating the 3 lowest resonances of the vocal tract were presented, but they failed to demonstrate comparable abilities when noise bands amplitude-modulated with envelopes derived from the same signals were presented. In contrast, adults who were not native English speakers but who were competent 2nd-language learners were worse at understanding both kinds of stimuli than native English-speaking adults. Results showed that children learn to extract linguistic form from signals that preserve some spectral structure, even if degraded, before they learn to do so for signals that preserve only amplitude structure. The authors hypothesize that children's early sensitivity to global spectral structure reflects the role that it may play in language learning. (Contains 3 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Intercomprehension in Primary School: Discovering Languages and Constructing Knowledge (EJ870626)
Barbeiro, Luis Filipe
Language and Intercultural Communication, v9 n4 p217-229 Nov 2009
2009-11-00
Journal Articles; Reports - Descriptive
Descriptors: Learning Processes; Foreign Countries; Romance Languages; Elementary School Students; Computer Assisted Instruction; Multilingualism; Second Language Learning; Program Descriptions; Mutual Intelligibility; Intercultural Communication; Learning Strategies; Teacher Education
Abstract: This article discusses the potential value of developing pupils' intercomprehension skills at elementary school. This development construes Europe as a plurilingual and intercultural space in which the linguistic and cultural identity of each community finds its place. However, the construction of Europe also faces the challenges of assuring communication among people of different languages, promoting participation in an expanded community, and discovering other cultures in a perspective of mutual knowledge. The strategies of intercomprehension can serve the purposes of discovering plurilingualism and promoting comprehension skills among speakers of different languages, specifically among speakers of languages belonging to the same family. The proposals that are presented and discussed in this article originate from the "Euromania" project, a Socrates/Lingua project directed at the development of the intercomprehension skills of pupils within the group of Romance languages. The project's learning materials aim, on the one hand, at developing pupils' intercomprehension strategies in association with the learning of various school subjects; in this way, the mobilization of intercomprehension skills acquires an immediate purpose by serving the process of learning those subjects. On the other hand, the operations performed by pupils in order to reconstruct meaning convert their strategies into learning tools. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Harmonizing South African Sotho Language Varieties: Lessons from Reading Proficiency Assessment (EJ855768)
Makalela, Leketi
International Multilingual Research Journal, v3 n2 p120-133 2009
2009-00-00
Descriptors: African Languages; Language Planning; Language Variation; Mutual Intelligibility; Foreign Countries; Language Role; Official Languages; Spelling; Statistical Analysis; College Students; Reading Skills; Reading Tests
Abstract: This study investigated degrees of mutual intelligibility among 3 structurally related languages in South Africa: Sepedi, Sesotho, and Setswana. To compare reading proficiency of mother-tongue speakers who enrolled for freshman courses at the University of Limpopo, 4 reading experimental conditions, in the 3 languages and 1 in a harmonized text, were conducted. Using one-way analyses of variance to explore differential performance of the participants across 4 texts, the results show high degrees of mutual intelligibility across all the language groups. In this connection, the author tentatively projects the possibility of harmonizing the orthographic representations and spelling systems as one of language planning activities toward a standard Sotho--a controversial proposition in the South African language policy and planning debates. In the end, useful recommendations for teaching and learning these languages as a cluster and second additional languages are offered. (Contains 3 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Speech Technology-Based Assessment of Phoneme Intelligibility in Dysarthria (EJ869111)
Van Nuffelen, Gwen; Middag, Catherine; De Bodt, Marc; Martens, Jean-Pierre
International Journal of Language & Communication Disorders, v44 n5 p716-730 2009
Descriptors: Articulation (Speech); Phonemes; Speech Impairments; Phonology; Scoring; Mutual Intelligibility; Communication Skills; Correlation; Models; Foreign Countries; Assistive Technology
Abstract: Background: Currently, clinicians mainly rely on perceptual judgements to assess intelligibility of dysarthric speech. Although often highly reliable, this procedure is subjective with a lot of intrinsic variables. Therefore, certain benefits can be expected from a speech technology-based intelligibility assessment. Previous attempts to develop an automated intelligibility assessment mainly relied on automatic speech recognition (ASR) systems that were trained to recognize the speech of persons without known impairments. In this paper automatic speech alignment (ASA) systems are used instead. In addition, previous attempts only made use of phonemic features (PMF). However, since articulation is an important contributing factor to intelligibility of dysarthric speech and since phonological features (PLF) are shared by multiple phonemes, phonological features may be more appropriate to characterize and identify dysarthric phonemes. Aims: To investigate the reliability of objective phoneme intelligibility scores obtained by three types of intelligibility models: models using only phonemic features (yielded by an automated speech aligner) (PMF models), models using only phonological features (PLF models), and models using a combination of phonemic and phonological features (PMF + PLF models). Methods & Procedures: Correlations were calculated between the objective phoneme intelligibility scores of 60 dysarthric speakers and the corresponding perceptual phoneme intelligibility scores obtained by a standardized perceptual phoneme intelligibility assessment. Outcomes & Results: The correlations between the objective and perceptual intelligibility scores range from 0.793 for the PMF models, over 0.828 for PLF models to 0.943 for PMF + PLF models. The features selected to obtain such high correlations can be divided into six main subgroups: (1) vowel-related phonemic and phonological features, (2) lateral-related features, (3) silence-related features, (4) fricative-related features, (5) velar-related features and (6) plosive-related features. Conclusions & Implications: The phoneme intelligibility scores of dysarthric speakers obtained by the three investigated intelligibility model types are reliable. The highest correlation between the perceptual and objective intelligibility scores was found for models combining phonemic and phonological features. The intelligibility scoring system is now ready to be implemented in a clinical tool. (Contains 2 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Acquired Dysarthria in Conversation: Identifying Sources of Understandability Problems (EJ869101)
Bloch, Steven; Wilkinson, Ray
International Journal of Language & Communication Disorders, v44 n5 p769-783 2009
Descriptors: Intervals; Speech Impairments; Auditory Perception; Interaction; Interpersonal Communication; Communication Skills; Neurological Impairments; Mutual Intelligibility; Video Technology; Foreign Countries; Older Adults; Females; Articulation (Speech)
Abstract: Background: Acquired progressive dysarthria is traditionally assessed, rated, and researched using measures of speech perception and intelligibility. The focus is commonly on the individual with dysarthria and how speech deviates from a normative range. A complementary approach is to consider the features and consequences of dysarthric speech as it is produced as a turn-at-talk in everyday interaction and in particular the ways in which this talk may be identified by its recipient as problematic to understand. Aims: To investigate how dysarthric turns-at-talk in everyday conversation may be problematic to understand. Further, to describe how recipients of dysarthric talk identify the source of problematic understandings to the dysarthric speaker. Methods & Procedures: Video data of natural conversation from two dyads were selected for this paper. The dyads were video-recorded at home, at 3-monthly intervals, over a maximum period of 18 months. Using the methods of conversation analysis a collection of sequences was identified and transcribed. The sequences were analysed with reference to how the recipients of dysarthric talk, through the use of other-initiations of repair, identified some element of that talk as problematic. Outcomes & Results: This work shows how a recipient of a dysarthric talk turn in everyday conversation goes about displaying the problematicity of that turn to its speaker. Whilst displaying that a problem exists with a prior turn, the recipient may have difficulty in knowing what that problem actually is. Conclusions & Implications: It is proposed that clinicians and researchers should consider the effects of dysarthric speech in interaction. Specifically, the nature of dysarthric troubles and the practices used to signal understanding problems as they occur in everyday interaction should be fully explored. This consideration may have relevance for clinical assessment and intervention. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Dysarthria Impact Profile: Development of a Scale to Measure Psychosocial Effects (EJ869104)
Walshe, Margaret; Peach, Richard K.; Miller, Nick
International Journal of Language & Communication Disorders, v44 n5 p693-715 2009
Descriptors: Head Injuries; Semantic Differential; Measures (Individuals); Psychometrics; Mutual Intelligibility; Communication Skills; Psychological Patterns; Social Influences; Profiles; Test Construction; Neurological Impairments; Speech Language Pathology; Test Validity; Self Esteem; Self Concept; Interpersonal Communication; Test Reliability; Foreign Countries
Abstract: Background: The psychosocial impact of acquired dysarthria on the speaker is well recognized. To date, speech-and-language therapists have no instrument available to measure this construct. This has implications for outcome measurement and for planning intervention. This paper describes the Dysarthria Impact Profile (DIP), an instrument that has the potential to meet this need in clinical practice. Aims: To describe the development of the DIP, which was devised as part of a larger study to measure psychosocial impact of acquired dysarthria from the speaker's perspective. Methods & Procedures: The current psychometric properties of the DIP are examined. The scale was administered to 31 participants with acquired dysarthria. The internal consistency of the scale items and their intra-rater reliability were investigated. Concurrent validity was assessed for the portion of the scale (Section A) assessing impact of acquired dysarthria on self-perception, self-concept and self-esteem by comparing the results with changes in self-concept as determined by the Head Injury Semantic Differential Scale (HISD II). Outcomes & Results: The DIP shows good internal consistency and strong intra-rater reliability overall. There was a strong, statistically significant, correlation between results on Section A of the DIP and the results of the HISD II suggesting convergent validity for this portion of the scale. There are some limitations to the scale in its current format and these are highlighted. Conclusions & Implications: The scale is now ready for further refinement and development. Once validated, it should act as a robust outcome measure for clinicians. (Contains 7 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Changes in Speech Production Associated with Alphabet Supplementation (EJ819877)
Hustad, Katherine C.; Lee, Jimin
Journal of Speech, Language, and Hearing Research, v51 n6 p1438-1450 Dec 2008
2008-12-00
Descriptors: Speech Communication; Speech; Vowels; Alphabets; Orthographic Symbols; Cerebral Palsy; Neurological Impairments; Intervention; Mutual Intelligibility
Abstract: Purpose: This study examined the effect of alphabet supplementation (AS) on temporal and spectral features of speech production in individuals with cerebral palsy and dysarthria. Method: Twelve speakers with dysarthria contributed speech samples using habitual speech and while using AS. One hundred twenty listeners orthographically transcribed speech samples. Differences between habitual and AS speech were examined for intelligibility, rate, word duration, vowel duration, pause duration, pause frequency, vowel space, and first and second formant frequency (F1 and F2) values for corner vowels. Results: Descriptive results showed that intelligibility was higher, rate of speech was slower, and pause duration and pause frequency were greater for AS than for habitual speech. Inferential statistics showed that vowel duration, word duration, and vowel space increased significantly for AS. Vowel space did not differ for male and female speakers; however, there was an interaction between sex and speaking condition. Changes in vowel space were accomplished by reductions in F2 for /u/. Vowel space accounted for more variability in intelligibility than rate for AS; the opposite was true for habitual speech. Conclusion: AS is associated with temporal and spectral changes in speech production. Spectral changes associated with corner vowels appear to be more important than temporal changes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. World Englishes, English as a Lingua Franca, and Intelligibility (EJ816630)
Berns, Margie
World Englishes, v27 n3-4 p327-334 Aug-Nov 2008
2008-00-00
No
Descriptors: Mutual Intelligibility; English (Second Language); Second Language Learning; Intercultural Communication; Pronunciation Instruction; Phonology; Official Languages; Linguistic Theory
Abstract: This paper tests claims concerning the English as Lingua Franca (ELF) movement's position within the world Englishes paradigm. To do so, it considers the writings of Jennifer Jenkins, a leader in this movement, on what she calls "phonological intelligibility", and the writings of Larry Smith, an established scholar on intelligibility in cross-cultural communication. The mutual intelligibility of Expanding Circle users of English is a primary concern to ELF researchers, and Jenkins has identified Smith's work as the foundation for her investigation of core phonological features to use in pronunciation teaching. The paper aims to determine the extent to which Jenkins' theoretical views on intelligibility correspond to Smith's concept of understanding as a central issue in international communication. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. The Listener: No Longer the Silent Partner in Reduced Intelligibility (EJ796696)
Zielinski, Beth W.
System: An International Journal of Educational Technology and Applied Linguistics, v36 n1 p69-84 Mar 2008
2008-03-00
Descriptors: Standard Spoken Usage; Syllables; Suprasegmentals; Mandarin Chinese; Listening Skills; English (Second Language); Korean; Vietnamese; Native Speakers; Phonology; Mutual Intelligibility; Listening Comprehension; Language Processing
Abstract: In this study I investigate the impact of different characteristics of the L2 speech signal on the intelligibility of L2 speakers of English to native listeners. Three native listeners were observed and questioned as they orthographically transcribed utterances taken from connected conversational speech produced by three L2 speakers from different L1 backgrounds (Korean, Mandarin, and Vietnamese). Where the listeners experienced difficulty in identifying the speaker's intended words, the features of the speech signal they relied on were identified, and links were made between the difficulties they experienced and the way in which the features in question varied from standard English phonology. Regardless of the speaker they were listening to, when attempting to identify the speaker's intended words, all three listeners relied heavily and consistently on the speaker's syllable stress pattern (the number and pattern of strong and weak syllables), and more consistently on segments in strong syllables than those in weak syllables. Both non-standard syllable stress patterns and non-standard segments misled them into wrongly identifying a speaker's intended words, but for all three speakers, it was non-standard segments in strong syllables that misled those most often. These findings have implications for L2 listeners wanting to improve their English listening skills, as well as for L2 speakers wanting to improve their intelligibility. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Contribution of Two Sources of Listener Knowledge to Intelligibility of Speakers with Cerebral Palsy (EJ776857)
Hustad, Katherine C.
Journal of Speech, Language, and Hearing Research, v50 n5 p1228-1240 Oct 2007
2007-10-00
Descriptors: Orthographic Symbols; Semantics; Figurative Language; Cues; Sentences; Cerebral Palsy; Alphabets; Speech Impairments; Speech Communication; Prediction; Knowledge Level; Mutual Intelligibility
Abstract: Purpose: This study examined the independent and combined effects of two sources of linguistic knowledge (alphabet cues and semantic predictability) on the intelligibility of speakers with dysarthria. The study also examined the extent to which each source of knowledge accounted for variability in intelligibility gains. Method: Eight speakers with cerebral palsy and dysarthria contributed speech samples, and 128 listeners transcribed the speech samples (16 listeners per speaker) in 4 different conditions (no cues and unpredictable sentences; no cues and predictable sentences; alphabet cues and unpredictable sentences; alphabet cues and predictable sentences). Listener transcription results were the dependent variable and were scored as the percentage of words identified correctly by listeners. Results: Both alphabet cues and semantic predictability made independent and overlapping contributions to intelligibility. In addition, alphabet cues accounted for more of the variability in gain scores than semantic predictability. Inseparable joint effects from the two sources of knowledge also made an important contribution to intelligibility. Conclusion: Alphabet cues may be a more powerful source of information for resolving lexical ambiguity than semantic predictability for listeners who are faced with dysarthric speech. Examples of semantically anomalous sentences and predictable sentences are appended. (Contains 3 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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