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Zhou J, Dong Y. Effects of note-taking on the accuracy and fluency of consecutive interpreters' immediate free recall of source texts: A three-stage developmental study. Acta Psychol (Amst) 2024; 248:104359. [PMID: 38905951 DOI: 10.1016/j.actpsy.2024.104359] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/02/2024] [Revised: 05/26/2024] [Accepted: 06/12/2024] [Indexed: 06/23/2024] Open
Abstract
Note-taking for consecutive interpreting (CI) is a special type of note-taking in that selective notes are taken in a highly multi-tasking condition under time pressure during a CI speech segment but are used to enable a complete recall of the source speech immediately. Given the specialty of interpreters' note-taking, it is still unclear in what ways note-taking affects interpreters' memory performance. Moreover, the effect of note-taking is theoretically assumed to depend on interpreting expertise, which has not been substantiated by empirical research. This study addresses these questions by investigating the effect of note-taking on the accuracy and fluency of interpreters' memory of the source text at different training stages. An oral recall experiment was administered to student interpreters at three critical note-taking training stages: the initial stage (with one-month training in note-taking), after the critical development stage (with six-month training in note-taking), and the advanced stage (with two-year training in note-taking), with a sample size of 53, 53 and 35 at each stage respectively. Participants listened to and immediately recalled speech segments consecutively in two note-taking conditions: with and without note-taking. Recall accuracy was measured by completeness of information recalled, and recall fluency was measured by oral fluency during recall. Results showed that note-taking significantly enhanced both accuracy and fluency of interpreters' recall of the source text at all the three stages, revealing a facilitative effect of note-taking on source text memory. The size of the note-taking effect increased as interpreting training experience accumulated, indicating that interpreting training enhanced the facilitative role of note-taking. However, the developmental trajectories of the note-taking effect on recall accuracy and fluency differed. As interpreting training proceeded, the note-taking effect on recall fluency was first improved (from Stage 1 to Stage 2), and later was the note-taking effect on recall accuracy (from Stage 1 to Stage 3). The findings shed light on the cognitive mechanisms of how note-taking functions for consecutive interpreters. A potential practical implication for interpreter training is that a step-by-step note-taking training approach may be beneficial.
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Affiliation(s)
- Jinhua Zhou
- Bilingual Cognition and Development Lab, Center for Linguistics and Applied Linguistics & School of English Education, Guangdong University of Foreign Studies, 2 Baiyun Dadao North, Guangzhou 510420, China
| | - Yanping Dong
- Language Processing and Development Lab, School of International Studies, Zhejiang University, 866 Yuhangtang Road, Hangzhou 310058, China.
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Werle D, Byrd CT, Coalson GA. Impact of self-disclosure and communication competence on perceived listener distraction. JOURNAL OF COMMUNICATION DISORDERS 2023; 103:106333. [PMID: 37130470 DOI: 10.1016/j.jcomdis.2023.106333] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Revised: 04/18/2023] [Accepted: 04/24/2023] [Indexed: 05/04/2023]
Abstract
PURPOSE The purpose of this study was to investigate the distraction reported by unfamiliar adults when listening to a speaker who stutters, and whether listener distraction is influenced by two factors: self-disclosure and communication competence. METHOD Two hundred seventy-five adults watched a video vignette and were asked to rate their level of distraction when observing an adult Latinx male producing stuttered speech. Each participant watched one of six randomized videos of the same speaker sharing the same content systematically manipulated by (a) presence or absence of 15% stuttering, (b) presence or absence of self-disclosure, and (c) high or low communication competence. RESULTS Listener distraction was higher when rating speakers with low communication competence, regardless of whether stuttering or self-disclosure were heard. Videos wherein the speaker was fluent were rated as significantly less distracting, but only in the context of high communication competence. For videos wherein the speaker stuttered, listeners reported significantly less distraction when the speaker demonstrated high communication competence and self-disclosed. FINDINGS These findings suggest that for persons who stutter, high communication competence and disclosing that they stutter will yield maximum reduction in listener distraction.
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Affiliation(s)
- Danielle Werle
- Arthur M. Blank Center for Stuttering Education and Research, Speech, Language, and Hearing Sciences, The University of Texas at Austin, CMB 3.102, Austin, TX 78759, USA
| | - Courtney T Byrd
- Arthur M. Blank Center for Stuttering Education and Research, Speech, Language, and Hearing Sciences, The University of Texas at Austin, CMB 3.102, Austin, TX 78759, USA
| | - Geoffrey A Coalson
- Arthur M. Blank Center for Stuttering Education and Research, Speech, Language, and Hearing Sciences, The University of Texas at Austin, CMB 3.102, Austin, TX 78759, USA.
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Bsharat-Maalouf D, Degani T, Karawani H. The Involvement of Listening Effort in Explaining Bilingual Listening Under Adverse Listening Conditions. Trends Hear 2023; 27:23312165231205107. [PMID: 37941413 PMCID: PMC10637154 DOI: 10.1177/23312165231205107] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2023] [Revised: 09/14/2023] [Accepted: 09/15/2023] [Indexed: 11/10/2023] Open
Abstract
The current review examines listening effort to uncover how it is implicated in bilingual performance under adverse listening conditions. Various measures of listening effort, including physiological, behavioral, and subjective measures, have been employed to examine listening effort in bilingual children and adults. Adverse listening conditions, stemming from environmental factors, as well as factors related to the speaker or listener, have been examined. The existing literature, although relatively limited to date, points to increased listening effort among bilinguals in their nondominant second language (L2) compared to their dominant first language (L1) and relative to monolinguals. Interestingly, increased effort is often observed even when speech intelligibility remains unaffected. These findings emphasize the importance of considering listening effort alongside speech intelligibility. Building upon the insights gained from the current review, we propose that various factors may modulate the observed effects. These include the particular measure selected to examine listening effort, the characteristics of the adverse condition, as well as factors related to the particular linguistic background of the bilingual speaker. Critically, further research is needed to better understand the impact of these factors on listening effort. The review outlines avenues for future research that would promote a comprehensive understanding of listening effort in bilingual individuals.
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Affiliation(s)
- Dana Bsharat-Maalouf
- Department of Communication Sciences and Disorders, University of Haifa, Haifa, Israel
| | - Tamar Degani
- Department of Communication Sciences and Disorders, University of Haifa, Haifa, Israel
| | - Hanin Karawani
- Department of Communication Sciences and Disorders, University of Haifa, Haifa, Israel
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Fletcher AR, Wisler AA, Gruver ER, Borrie SA. Beyond Speech Intelligibility: Quantifying Behavioral and Perceived Listening Effort in Response to Dysarthric Speech. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:4060-4070. [PMID: 36198057 PMCID: PMC9940894 DOI: 10.1044/2022_jslhr-22-00136] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
PURPOSE This study investigated whether listener processing of dysarthric speech requires the recruitment of more cognitive resources (i.e., higher levels of listening effort) than neurotypical speech. We also explored relationships between behavioral listening effort, perceived listening effort, and objective measures of word transcription accuracy. METHOD A word recall paradigm was used to index behavioral listening effort. The primary task involved word transcription, whereas a memory task involved recalling words from previous sentences. Nineteen listeners completed the paradigm twice, once while transcribing dysarthric speech and once while transcribing neurotypical speech. Perceived listening effort was rated using a visual analog scale. RESULTS Results revealed significant effects of dysarthria on the likelihood of correct word recall, indicating that the transcription of dysarthric speech required higher levels of behavioral listening effort relative to neurotypical speech. There was also a significant relationship between transcription accuracy and measures of behavioral listening effort, such that listeners who were more accurate in understanding dysarthric speech exhibited smaller changes in word recall when listening to dysarthria. The subjective measure of perceived listening effort did not have a statistically significant correlation with measures of behavioral listening effort or transcription accuracy. CONCLUSIONS Results suggest that cognitive resources, particularly listeners' working memory capacity, are more taxed when deciphering dysarthric versus neurotypical speech. An increased demand on these resources may affect a listener's ability to remember aspects of their conversations with people with dysarthria, even when the speaker is fully intelligible.
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Affiliation(s)
- Annalise R. Fletcher
- Department of Communicative Disorders and Deaf Education, Utah State University, Logan
| | - Alan A. Wisler
- Department of Mathematics and Statistics, Utah State University, Logan
| | - Emily R. Gruver
- Department of Audiology and Speech-Language Pathology, University of North Texas, Denton
| | - Stephanie A. Borrie
- Department of Communicative Disorders and Deaf Education, Utah State University, Logan
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Werle D, Byrd CT. Professors' Perceptions and Evaluations of Students Who Do and Do Not Stutter Following Oral Presentations. Lang Speech Hear Serv Sch 2022; 53:133-149. [PMID: 34861764 DOI: 10.1044/2021_lshss-21-00069] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
PURPOSE The purpose of this study was to examine the perceptual ratings and performance evaluations of students who do and do not stutter by professors who require oral presentations. Additionally, this study sought to investigate the influence of behaviors related to communication competence on perceptual and evaluative ratings. METHOD One hundred fifty-eight college instructors who require oral presentations in their classes participated in this study. Participants viewed one video of four possible randomized conditions: (a) presence of stuttering + low communication competence, (b) absence of stuttering + low communication competence, (c) presence of stuttering + high communication competence, and (d) absence of stuttering + high communication competence. Participants evaluated student performance against a standardized rubric and rated the student along 16 personality traits. RESULTS Results of separate 2 × 2 analyses of variance revealed professors' view and evaluate students presenting with high communication competence more positively overall, regardless as to whether stuttering is present or not. Significant interactions between fluency (i.e., presence vs. absence of stuttering) and communication competence (i.e., high vs. low) were found for negative personality traits, as well as delivery evaluation scores. The video for which the student stuttered and presented with low communication competence was rated more positively than the video for which the student did not stutter and presented with low communication competence. CONCLUSIONS Professors perceive and evaluate students who stutter differently from their nonstuttering peers, and those ratings are moderated by levels of communication competence. High-communication-competence behaviors improved perceptual and evaluation scores; however, in the presence of low-communication-competence behaviors, professors overcorrect in the form of positive feedback bias, which may have negative long-term academic consequences.
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Affiliation(s)
- Danielle Werle
- Department of Speech, Language, and Hearing Sciences, The University of Texas at Austin
| | - Courtney T Byrd
- Department of Speech, Language, and Hearing Sciences, The University of Texas at Austin
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Abstract
We acquire a lot of information about the world through texts, which can be categorized at the broadest level into two primary genres: narratives and exposition. Stories and essays differ across a variety of dimensions, including structure and content, with numerous theories hypothesizing that stories are easier to understand and recall than essays. However, empirical work in this area has yielded mixed results. To synthesize research in this area, we conducted a meta-analysis of experiments in which memory and/or comprehension of narrative and expository texts was investigated. Based on over 75 unique samples and data from more than 33,000 participants, we found that stories were more easily understood and better recalled than essays. Moreover, this result was robust, not influenced by the inclusion of a single effect-size or single study, and not moderated by various study characteristics. This finding has implications for any domain in which acquiring and retaining information is important.
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Strand JF, Ray L, Dillman-Hasso NH, Villanueva J, Brown VA. Understanding Speech Amid the Jingle and Jangle: Recommendations for Improving Measurement Practices in Listening Effort Research. ACTA ACUST UNITED AC 2020; 3:169-188. [PMID: 34240011 DOI: 10.1080/25742442.2021.1903293] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
The latent constructs psychologists study are typically not directly accessible, so researchers must design measurement instruments that are intended to provide insights about those constructs. Construct validation-assessing whether instruments measure what they intend to-is therefore critical for ensuring that the conclusions we draw actually reflect the intended phenomena. Insufficient construct validation can lead to the jingle fallacy-falsely assuming two instruments measure the same construct because the instruments share a name (Thorndike, 1904)-and the jangle fallacy-falsely assuming two instruments measure different constructs because the instruments have different names (Kelley, 1927). In this paper, we examine construct validation practices in research on listening effort and identify patterns that strongly suggest the presence of jingle and jangle in the literature. We argue that the lack of construct validation for listening effort measures has led to inconsistent findings and hindered our understanding of the construct. We also provide specific recommendations for improving construct validation of listening effort instruments, drawing on the framework laid out in a recent paper on improving measurement practices (Flake & Fried, 2020). Although this paper addresses listening effort, the issues raised and recommendations presented are widely applicable to tasks used in research on auditory perception and cognitive psychology.
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Affiliation(s)
| | - Lucia Ray
- Carleton College, Department of Psychology
| | | | | | - Violet A Brown
- Washington University in St. Louis, Department of Psychological & Brain Sciences
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Lowder MW, Maxfield ND, Ferreira F. Processing of Self-Repairs in Stuttered and Non-Stuttered Speech. LANGUAGE, COGNITION AND NEUROSCIENCE 2019; 35:93-105. [PMID: 32953925 PMCID: PMC7500508 DOI: 10.1080/23273798.2019.1628284] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/22/2018] [Accepted: 05/29/2019] [Indexed: 06/11/2023]
Abstract
Previous research suggests that listeners can use the presence of speech disfluencies to predict upcoming linguistic input. But how is the processing of typical disfluencies affected when the speaker also produces atypical disfluencies, as in the case of stuttering? We addressed this question in a visual-world eye-tracking experiment in which participants heard self-repair disfluencies while viewing displays that contained a predictable target entity. Half the participants heard the sentences spoken by a speaker who stuttered, and half heard the sentences spoken by the same speaker who produced the sentences without stuttering. Results replicated previous work in demonstrating that listeners engage in robust predictive processing when hearing self-repair disfluencies. Crucially, the magnitude of the prediction effect was reduced when the speaker stuttered compared to when the speaker did not stutter. Overall, the results suggest that listeners' ability to model the production system of a speaker is disrupted when the speaker stutters.
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Affiliation(s)
| | - Nathan D. Maxfield
- Department of Communication Sciences and Disorders, University of South Florida
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Maxfield ND, Ferreira F. Backward-Looking Sentence Processing in Typically Disfluent versus Stuttered Speech: ERP Evidence. LANGUAGE, COGNITION AND NEUROSCIENCE 2018; 34:561-579. [PMID: 31032374 PMCID: PMC6483388 DOI: 10.1080/23273798.2018.1533140] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/15/2018] [Accepted: 09/28/2018] [Indexed: 06/09/2023]
Abstract
The aim was to determine how backward-looking sentence processing is affected by typically-disfluent versus stuttered speech. Two listener groups heard Garden Path (GP) and control sentences. GP sentences contained no disfluency, a silent pause, or a filled pause before the disambiguating verb. For one group, the sentence preambles additionally contained stuttering-like disfluencies. Comprehension accuracy, event-related potentials (ERPs) time-locked to disambiguating verbs, and perceptual speaker ratings, were compared between groups. The With Stuttering group perceived the speaker as less competent but had better comprehension accuracy for GP sentences. ERPs to disambiguating verbs in GP sentences included a P600 component, indexing backward-looking sentence processing, but only for the No Stuttering group. Other ERP components, elicited to GP sentences with silent/filled pauses, did not differ between groups. Results suggest that listeners abandon prior expectations when processing sentences containing stuttering-like disfluencies, possibly because they lack a speaker model defined by the presence of stuttering.
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Affiliation(s)
- Nathan D Maxfield
- University of South Florida, Department of Communication Sciences & Disorders
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Ohlenforst B, Wendt D, Kramer SE, Naylor G, Zekveld AA, Lunner T. Impact of SNR, masker type and noise reduction processing on sentence recognition performance and listening effort as indicated by the pupil dilation response. Hear Res 2018; 365:90-99. [PMID: 29779607 DOI: 10.1016/j.heares.2018.05.003] [Citation(s) in RCA: 56] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/19/2017] [Revised: 05/01/2018] [Accepted: 05/03/2018] [Indexed: 11/26/2022]
Abstract
Recent studies have shown that activating the noise reduction scheme in hearing aids results in a smaller peak pupil dilation (PPD), indicating reduced listening effort, at 50% and 95% correct sentence recognition with a 4-talker masker. The objective of this study was to measure the effect of the noise reduction scheme (on or off) on PPD and sentence recognition across a wide range of signal-to-noise ratios (SNRs) from +16 dB to -12 dB and two masker types (4-talker and stationary noise). Relatively low PPDs were observed at very low (-12 dB) and very high (+16 dB to +8 dB) SNRs presumably due to 'giving up' and 'easy listening', respectively. The maximum PPD was observed with SNRs at approximately 50% correct sentence recognition. Sentence recognition with both masker types was significantly improved by the noise reduction scheme, which corresponds to the shift in performance from SNR function at approximately 5 dB toward a lower SNR. This intelligibility effect was accompanied by a corresponding effect on the PPD, shifting the peak by approximately 4 dB toward a lower SNR. In addition, with the 4-talker masker, when the noise reduction scheme was active, the PPD was smaller overall than that when the scheme was inactive. We conclude that with the 4-talker masker, noise reduction scheme processing provides a listening effort benefit in addition to any effect associated with improved intelligibility. Thus, the effect of the noise reduction scheme on listening effort incorporates more than can be explained by intelligibility alone, emphasizing the potential importance of measuring listening effort in addition to traditional speech reception measures.
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Affiliation(s)
- Barbara Ohlenforst
- Section Ear & Hearing, Dept. of Otolaryngology-Head and Neck Surgery, VU University Medical Center and Amsterdam Public Health Research Institute, Amsterdam, The Netherlands; Eriksholm Research Center, Oticon A/S, Denmark.
| | - Dorothea Wendt
- Eriksholm Research Center, Oticon A/S, Denmark; Department of Electrical Engineering, Technical University of Denmark, Denmark
| | - Sophia E Kramer
- Section Ear & Hearing, Dept. of Otolaryngology-Head and Neck Surgery, VU University Medical Center and Amsterdam Public Health Research Institute, Amsterdam, The Netherlands
| | - Graham Naylor
- MRC/CSO Institute of Hearing Research, Scottish Section, Glasgow, United Kingdom, Part of the University of Nottingham
| | - Adriana A Zekveld
- Section Ear & Hearing, Dept. of Otolaryngology-Head and Neck Surgery, VU University Medical Center and Amsterdam Public Health Research Institute, Amsterdam, The Netherlands; Department of Behavioral Sciences and Learning, Linköping University, Sweden; Linnaeus Centre HEAD, The Swedish Institute for Disability Research, Linköping and Örebro Universities, Sweden
| | - Thomas Lunner
- Department of Behavioral Sciences and Learning, Linköping University, Sweden; Linnaeus Centre HEAD, The Swedish Institute for Disability Research, Linköping and Örebro Universities, Sweden; Eriksholm Research Center, Oticon A/S, Denmark; Department of Electrical Engineering, Technical University of Denmark, Denmark
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Nagle KF, Eadie TL. Perceived listener effort as an outcome measure for disordered speech. JOURNAL OF COMMUNICATION DISORDERS 2018; 73:34-49. [PMID: 29567465 DOI: 10.1016/j.jcomdis.2018.03.003] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2017] [Revised: 03/05/2018] [Accepted: 03/12/2018] [Indexed: 06/08/2023]
Abstract
PURPOSE Perceived listening effort is a perceptual dimension used to identify the amount of work necessary to understand disordered speech. The purpose of this study was to investigate the utility of perceived listening effort to provide unique information about disordered speech. The relationships between perceived listening effort and two current outcome measures (speech acceptability, intelligibility) were examined for listeners rating electrolaryngeal speech, along with their reliability and intra-rater agreement. METHODS Ten healthy male speakers read low-context sentences using an electrolarynx. Twenty-five inexperienced listeners orthographically transcribed and rated the stimuli for perceived listening effort and speech acceptability using a visual analog scale. Strict reliability and agreement criteria were set. RESULTS Perceived listening effort was moderately to strongly correlated with intelligibility (r = -0.76) and acceptability (r = -0.80), each of which contributed uniquely to ratings of perceived listening effort. However, only 17 listeners met stringent reliability and agreement criteria. CONCLUSIONS Ratings of perceived listening effort may provide unique information about the communicative success of individuals with communication disorders. There is great variability, however, among inexperienced listeners' perceptual ratings of electrolaryngeal speech. Future research should investigate variables that may affect perceived listening effort specifically and auditory-perceptual ratings in general.
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Affiliation(s)
- Kathleen F Nagle
- Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, 98105, USA.
| | - Tanya L Eadie
- Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, 98105, USA
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Schroeder SR, Rembrandt HN. How Effectively Do People Remember Voice Disordered Speech? An Investigation of the Serial-Position Curve. Brain Sci 2018; 8:brainsci8020025. [PMID: 29385082 PMCID: PMC5836044 DOI: 10.3390/brainsci8020025] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2018] [Revised: 01/27/2018] [Accepted: 01/29/2018] [Indexed: 11/16/2022] Open
Abstract
We examined how well typical adult listeners remember the speech of a person with a voice disorder (relative to that of a person without a voice disorder). Participants (n = 40) listened to two lists of words (one list uttered in a disordered voice and the other list uttered in a normal voice). After each list, participants completed a free recall test, in which they tried to remember as many words as they could. While the total number of words recalled did not differ between the disordered voice condition and the normal voice condition, an investigation of the serial-position curve revealed a difference. In the normal voice condition, a parabolic (i.e., u-shaped) serial-position curve was observed, with a significant primacy effect (i.e., the beginning of the list was remembered better than the middle) and a significant recency effect (i.e., the end of the list was remembered better than the middle). In contrast, in the disordered voice condition, while there was a significant recency effect, no primacy effect was present. Thus, the increased ability to remember the first words uttered by a speaker (relative to subsequent words) may disappear when the speaker has a voice disorder. Explanations and implications of this finding are discussed.
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Affiliation(s)
- Scott R Schroeder
- Department of Speech-Language-Hearing Sciences, Hofstra University, 110 Hofstra University, Hempstead, NY 11549, USA.
| | - Hannah N Rembrandt
- Department of Speech-Language-Hearing Sciences, Hofstra University, 110 Hofstra University, Hempstead, NY 11549, USA.
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Kwak C, Han W. Comparison of Single-Task versus Dual-Task for Listening Effort. J Audiol Otol 2017; 22:69-74. [PMID: 29036758 PMCID: PMC5894484 DOI: 10.7874/jao.2017.00136] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2017] [Revised: 06/20/2017] [Accepted: 07/19/2017] [Indexed: 11/22/2022] Open
Abstract
Background and Objectives Depending on the kind of task and/or material, listeners sometimes need to pay attention to understand communication. The present study aimed to estimate a listener’s amount of effort needed to understand communication by using recognition score and response time as a function of signal-to-noise ratio (SNR) and to confirm his/ her task dependency for listening effort. Subjects and Methods Forty-eight young adults with normal hearing participated in the study. As stimuli, Korean Speech Perception in Noise test without a question tag and three consecutive digits were used for sentence recognition (or single-task) and arithmetic (or dual-task), respectively. Both tasks were measured in quiet and under four SNR (i.e., 0, -4, -8, -12 dB) conditions. Their outcomes were analyzed and compared in terms of percent correct and response time. Results Sentence recognition scores and arithmetic scores decreased as the level of noise increased. Response time for sentence recognition decreased as noise increased, whereas the response time for arithmetic increased as noise increased. In addition, there was a negative correlation between error percent and response time in the sentence recognition. Conversely, a positive correlation between error percent and response time appeared in the arithmetic test. Conclusions Listening effort showed a different pattern based on the kind of task, single vs. dual, while the dual-task required greater effort from the listener.
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Affiliation(s)
- Chanbeom Kwak
- Division of Speech Pathology and Audiology, College of Natural Sciences, Hallym University, Chuncheon, Korea
| | - Woojae Han
- Division of Speech Pathology and Audiology, College of Natural Sciences, Hallym University, Chuncheon, Korea
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Jacks A, Haley KL. Auditory Masking Effects on Speech Fluency in Apraxia of Speech and Aphasia: Comparison to Altered Auditory Feedback. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2015; 58:1670-86. [PMID: 26363508 PMCID: PMC4987030 DOI: 10.1044/2015_jslhr-s-14-0277] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/02/2014] [Accepted: 08/08/2015] [Indexed: 05/08/2023]
Abstract
PURPOSE To study the effects of masked auditory feedback (MAF) on speech fluency in adults with aphasia and/or apraxia of speech (APH/AOS). We hypothesized that adults with AOS would increase speech fluency when speaking with noise. Altered auditory feedback (AAF; i.e., delayed/frequency-shifted feedback) was included as a control condition not expected to improve speech fluency. METHOD Ten participants with APH/AOS and 10 neurologically healthy (NH) participants were studied under both feedback conditions. To allow examination of individual responses, we used an ABACA design. Effects were examined on syllable rate, disfluency duration, and vocal intensity. RESULTS Seven of 10 APH/AOS participants increased fluency with masking by increasing rate, decreasing disfluency duration, or both. In contrast, none of the NH participants increased speaking rate with MAF. In the AAF condition, only 1 APH/AOS participant increased fluency. Four APH/AOS participants and 8 NH participants slowed their rate with AAF. CONCLUSIONS Speaking with MAF appears to increase fluency in a subset of individuals with APH/AOS, indicating that overreliance on auditory feedback monitoring may contribute to their disorder presentation. The distinction between responders and nonresponders was not linked to AOS diagnosis, so additional work is needed to develop hypotheses for candidacy and underlying control mechanisms.
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Affiliation(s)
- Adam Jacks
- University of North Carolina at Chapel Hill
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Panico J, Healey EC, Knopik J. Elementary school students' perceptions of stuttering: A mixed model approach. JOURNAL OF FLUENCY DISORDERS 2015; 45:1-11. [PMID: 26144598 DOI: 10.1016/j.jfludis.2015.06.001] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/25/2015] [Revised: 06/11/2015] [Accepted: 06/14/2015] [Indexed: 06/04/2023]
Abstract
PURPOSE Past research studies have focused on perceptions of stuttering by various age groups and only a few have examined how children react to a peer who stutters. All of these studies used a quantitative analysis but only one included a qualitative analysis of elementary school age children's responses to stuttering. The aim of this study was to further explore the perceptions of elementary school students toward a peer who stutters using both quantitative and qualitative analyses of three levels of stuttering. METHODS Participants included 88 elementary school children between 8 and 12 years of age. Each participant viewed one of four audiovisual samples of a peer producing fluent speech and mild, moderate, and severe simulated stuttering. Each participant then rated five Likert statements and answered three open-ended questions. RESULTS Quantitative and qualitative results indicated that negative ratings and the percentage of negative comments increased as the frequency of stuttering increased. However, the children in this study indicated that they were comfortable listening to stuttering and would be comfortable making friends with the peer who stutters. CONCLUSION The findings of this study together with past research in this area should help clinicians and their clients appreciate the range of social and emotional reactions peers have of a child who stutters. EDUCATIONAL OBJECTIVES After reading this article, the reader will be able to: (a) discuss past research regarding children's perceptions of stuttering; (b) summarize the need to explore the perceptions of elementary-aged children toward a peer who stutters; (c) describe the major quantitative and qualitative findings of children's perceptions of stuttering; and (d) discuss the need for disseminating more information about stuttering to children and teachers.
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Affiliation(s)
- James Panico
- Southern Illinois University Edwardsville, 1101 Founders Hall, Edwardsville, IL 62026, USA.
| | - E Charles Healey
- University of Nebraska-Lincoln, 253 Barkley Memorial Center, Lincoln, NE 68503, USA.
| | - Jennifer Knopik
- Southern Illinois University Edwardsville, Edwardsville, IL 62026, USA
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Logan KJ, Willis JR. The accuracy with which adults who do not stutter predict stuttering-related communication attitudes. JOURNAL OF FLUENCY DISORDERS 2011; 36:334-348. [PMID: 22133412 DOI: 10.1016/j.jfludis.2011.06.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/22/2009] [Revised: 06/04/2011] [Accepted: 06/05/2011] [Indexed: 05/31/2023]
Abstract
UNLABELLED The purpose of this study was to examine the extent to which adults who do not stutter can predict communication-related attitudes of adults who do stutter. 40 participants (mean age of 22.5 years) evaluated speech samples from an adult with mild stuttering and an adult with severe stuttering via audio-only (n=20) or audio-visual (n=20) modes to predict how the adults had responded on the S24 scale of communication attitudes. Participants correctly predicted which speaker had the more favorable S24 score, and the predicted scores were significantly different between the severity conditions. Across the four subgroups, predicted S24 scores differed from actual scores by 4-9 points. Predicted values were greater than the actual values for 3 of 4 subgroups, but still relatively positive in relation to the S24 norm sample. Stimulus presentation mode interacted with stuttering severity to affect prediction accuracy. The participants predicted the speakers' negative self-attributions more accurately than their positive self-attributions. Findings suggest that adults who do not stutter estimate the communication-related attitudes of specific adults who stutter in a manner that is generally accurate, though, in some conditions, somewhat less favorable than the speaker's actual ratings. At a group level, adults who do not stutter demonstrate the ability to discern minimal versus average levels of attitudinal impact for speakers who stutter. The participants' complex prediction patterns are discussed in relation to stereotype accuracy and classic views of negative stereotyping. EDUCATIONAL OBJECTIVES The reader will be able to (a) summarize main findings on research related to listeners' attitudes toward people who stutter, (b) describe the extent to which people who do not stutter can predict the communication attitudes of people who do stutter; and (c) discuss how findings from the present study relate to previous findings on stereotypes about people who stutter.
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Affiliation(s)
- Kenneth J Logan
- Department of Speech, Language, and Hearing Sciences, University of Florida, Gainesville, FL 32611-7420, United States.
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