ERIC Number: EJ1059976
Record Type: Journal
Publication Date: 2015-Apr
Abstractor: As Provided
Reference Count: N/A
Children's Perception of Conversational and Clear American-English Vowels in Noise
Leone, Dorothy; Levy, Erika S.
Journal of Speech, Language, and Hearing Research, v58 n2 p213-226 Apr 2015
Purpose: Much of a child's day is spent listening to speech in the presence of background noise. Although accurate vowel perception is important for listeners' accurate speech perception and comprehension, little is known about children's vowel perception in noise. "Clear speech" is a speech style frequently used by talkers in the presence of noise. This study investigated children's identification of vowels in nonsense words in noise and examined whether adults' use of clear speech would result in the children's more accurate vowel identification. Method: Two female American-English (AE) speaking adults were recorded producing the nonsense word /g?bVp?/ with AE vowels /?-ae-?-?/ in phrases in conversational and clear speech. These utterances were presented to 15 AE-speaking children (ages 5.0-8.5 years) at a signal-to-noise ratio of -6 dB. The children repeated the utterances. Results: Clear-speech vowels were repeated significantly more accurately (87%) than conversational-speech vowels (59%), suggesting that clear speech aids children's vowel identification. Children repeated one talker's vowels more accurately than the other's, and front vowels more accurately than central and back vowels. Conclusion: The findings support the use of clear speech for enhancing adult-to-child communication in AE in noisy environments.
Descriptors: Children, Auditory Perception, Acoustics, Vowels, Speech Communication, Language Styles, Adults, Accuracy, Identification, Interpersonal Communication
American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: firstname.lastname@example.org; Web site: http://jslhr.asha.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A