ERIC Number: EJ1139465
Record Type: Journal
Publication Date: 2017-Mar
Abstractor: As Provided
Rhythm Perception and Its Role in Perception and Learning of Dysrhythmic Speech
Borrie, Stephanie A.; Lansford, Kaitlin L.; Barrett, Tyson S.
Journal of Speech, Language, and Hearing Research, v60 n3 p561-570 Mar 2017
Purpose: The perception of rhythm cues plays an important role in recognizing spoken language, especially in adverse listening conditions. Indeed, this has been shown to hold true even when the rhythm cues themselves are dysrhythmic. This study investigates whether expertise in rhythm perception provides a processing advantage for perception (initial intelligibility) and learning (intelligibility improvement) of naturally dysrhythmic speech, dysarthria. Method: Fifty young adults with typical hearing participated in 3 key tests, including a rhythm perception test, a receptive vocabulary test, and a speech perception and learning test, with standard pretest, familiarization, and posttest phases. Initial intelligibility scores were calculated as the proportion of correct pretest words, while intelligibility improvement scores were calculated by subtracting this proportion from the proportion of correct posttest words. Results: Rhythm perception scores predicted intelligibility improvement scores but not initial intelligibility. On the other hand, receptive vocabulary scores predicted initial intelligibility scores but not intelligibility improvement. Conclusions: Expertise in rhythm perception appears to provide an advantage for processing dysrhythmic speech, but a familiarization experience is required for the advantage to be realized. Findings are discussed in relation to the role of rhythm in speech processing and shed light on processing models that consider the consequence of rhythm abnormalities in dysarthria.
Descriptors: Language Rhythm, Speech Communication, Cues, Perception Tests, Pretests Posttests, Articulation (Speech), Articulation Impairments, Young Adults, Speech Impairments
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A