ERIC Number: ED318062
Record Type: Non-Journal
Publication Date: 1990-Feb
Reference Count: N/A
Difficulty in Learning To Read Speech Spectrograms: The Role of Visual Segmentation.
This study was conducted to demonstrate that a context-dependent discrimination can produce learning difficulty in a pseudo-spectrogram reading task and to look at what contribution segmentation makes to that difficulty. Experiment one involved 10 subjects recruited from the University of Pittsburgh, who were shown pseudo-spectrogram patterns and then asked to respond by making selections from a screen menu on a computer. Results indicated that a context-dependent discrimination can be difficult to learn. Experiment two was to try to determine whether the learning difficulty observed in experiment one was due to context-dependent segmentation, to some other factor such as salience or task demands, or to some interaction of these factors. Fifteen other subjects were given a stack of 32 different patterns and asked to circle the important parts. Results indicated that lack of salience may play an important part in making this type of skill difficult to learn. Results of the two experiments point to several factors which can affect the difficulty of learning to read speech spectrograms. Learning difficulty may be affected by the interaction of segmentation with cue salience and task demands. The main conclusion was to confirm the influence of segmentation on learning difficulty in speech spectrogram reading. (Two figures are included, and 19 references are attached.) (MG)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Naval Research, Washington, DC.
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.