Adaptation Performances of Individual Stutterers: Implications for Research

1963 ◽  
Vol 6 (3) ◽  
pp. 293-294 ◽  
Author(s):  
Parley W. Newman
Keyword(s):  
Oral Reading ◽  
Adaptation Effect ◽  
Research Application ◽  
Reading Condition ◽  
The Individual

The individual adaptation performances of 20 stutterers under a self-formulated speaking condition and an oral reading condition are reviewed and discussed. The observations that some stutterers do not adapt under certain conditions leads to the formulation of an hypothesis concerning a research application of the adaptation effect.

Frequency of Stuttering Following Repeated Unison Readings

1971 ◽  
Vol 14 (3) ◽  
pp. 519-524 ◽  
Author(s):  
Art Frank ◽  
Oliver Bloodstein
Keyword(s):  
Oral Reading ◽  
Adaptation Effect ◽  
Motor Plan ◽  
Almost All ◽  
Adaptation Phenomenon

The purpose of this study was to determine whether the decrease in stuttering which usually accompanies repeated oral readings of a passage (adaptation effect) requires the occurrence of stuttering, as is implied by almost all theories which have been advanced to explain the effect. Fifteen stutterers performed five relatively fluent readings of a 200-word passage in unison with an experimenter and a sixth reading independently. The amount of stuttering in the sixth reading was found to be essentially the same as in the sixth reading of an ordinary adaptation series by the same subjects. The inference was drawn that the adaptation effect is primarily adaptation to oral reading as such rather than to stuttering. It was suggested that the adaptation phenomenon results from rehearsal of the motor plan.

A Comparison of Habitual and Derived Optimal Voice Fundamental Frequency Values in Normal Young Adult Speakers

1990 ◽  
Vol 55 (3) ◽  
pp. 476-484 ◽  
Author(s):  
Anthea I. Britto ◽  
Philip C. Doyle
Keyword(s):  
Fundamental Frequency ◽  
Oral Reading ◽  
Clinical Implications ◽  
High Quality ◽  
Male And Female ◽  
Vocal Training ◽  
History Of ◽  
The Individual ◽  
Voice Fundamental Frequency ◽  
Normal Adults

The purpose of this study was to compare habitual (modal) and derived optimal pitch (fundamental frequency) values in 40 young adults. The individual habitual F 0 values of 20 male and 20 female nonsmokers with normal larynges, normal voices, and no history of laryngeal pathology or formal vocal training were obtained from high-quality recordings of spontaneous monologue, oral reading, and sustained phonation. Optimal fundamental frequency (F 0 ) was derived from each individual's phonational range using the 25% Method (Fairbanks, 1960; Pronovost, 1942). Using correlative analyses, the predicted optimal F 0 values that were derived were compared to habitual F 0 values for the male and female speaker groups, and for specific vocal tasks used to identify habitual F 0 (i.e., spontaneous monologue vs. oral reading vs. sustained phonation). Results indicate that habitual F 0 was not consistent with derived optimal F 0 values using the 25% Method; rather, habitual F 0 in our normal adults occurred between 8% and 10% up the phonational range from basal F 0 . Clinical implications of these data and the related limitations associated with the concept of optimal pitch (F 0 ) are discussed.

Acoustic Measures of Stutterers' and Nonstutterers' Fluency in Two Speech Contexts

1986 ◽  
Vol 29 (3) ◽  
pp. 325-331 ◽  
Author(s):  
E. Charles Healey ◽  
Peter R. Ramig
Keyword(s):  
Oral Reading ◽  
Voice Onset Time ◽  
Onset Time ◽  
Group Differences ◽  
Acoustic Measures ◽  
Reading Condition

The purpose of this study was to compare stutterers' and nonstutterers' fluency during multiple productions of two dissimilar speech contexts. Twenty-two adult stutterers were matched within 1 year of age to 22 nonstutterers. Spectrographic analyses were performed on subjects' five consecutively fluent productions of a simple isolated phrase and a phrase extracted from an oral reading passage. Measures of fluent voice onset time (VOT), and vowel, consonant, and total phrase durations were calculated from the five repetitions of each phrase. From the isolated phrase, there were a total of five fluent durational measures (i.e., one VOT, two vowel, one consonant, & one phrase duration). For the phrase taken from the oral reading passage, six fluent measures were obtained (i.e., one VOT, three vowel, one consonant, & one phrase duration). Results demonstrated that only one of the five measurements taken during the isolated phrase condition was significantly different between the groups. Three of the six measures obtained from the phrase taken from the oral reading condition revealed significant between-group differences. No group differences were associated with the repetitions of either phrase for any of the dependent measures for both groups. These findings suggest that the length and complexity of the speech tasks used to obtain acoustic measures of stutterers' fluency play an important role in the discovery of differences between the fluency of the two groups.

Comparison of a Reading Fluency Intervention With and Without Passage Repetition on Reading Achievement

2011 ◽  
Vol 33 (5) ◽  
pp. 309-319 ◽  
Author(s):  
William J. Therrien ◽  
James F. Kirk ◽  
Suzanne Woods-Groves
Keyword(s):  
Special Education ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Repeated Reading ◽  
Special Education Students ◽  
Education Students ◽  
Question Generation ◽  
Fluency Intervention ◽  
Reading Condition

The purpose of this study was to compare the effect of a repeated reading and question generation intervention entitled Re-read-Adapt and Answer-Comprehend (RAAC) with a modified RAAC intervention without the repeated reading component. The sample included 30 students in Grades 3 through 5. The students received services in reading within a three-tiered response to intervention framework or in special education. Students were randomly assigned to the nonrepetitive condition or the control repeated reading condition and participated in 50 intervention sessions over a 4-month period. Regardless of condition, all students made gains in oral reading fluency on independent passages. The modified RAAC program without passage repetition appeared to be as effective if not more so at increasing reading fluency when compared to the RAAC program with passage repetition.

scholarly journals RANCANG BANGUN APLIKASI GATTO FRIENDS DENGAN METODE PROFILE MATCHING BERBASIS ANDROID (STUDI KASUS UNDIP CAT LOVERS SEMARANG)

Petir ◽  
2018 ◽  
Vol 10 (2) ◽  
pp. 37-42
Author(s):  
Redaksi Tim Jurnal
Keyword(s):  
Unified Modeling Language ◽  
Black Box ◽  
Research Application ◽  
Development Method ◽  
Unified Modeling ◽  
Pet Owners ◽  
Profile Matching ◽  
Box Method ◽  
The Difference ◽  
The Individual

The aim of this research is to design the cat couple search application according to Veterinarian procedure and association of cats association. The method of decision support system used is Profile Matching with the process of comparing the individual competencies into the group's competence so as to know the difference of competence, Software Development Method used is Luther Multimedia Method and Application Design using Unified Modeling Language. Cat’s data used for research application that is in UNDIP cat lovers community by using Black Box method test. It is hoped that the results of this study show that cat search apps can help cat lovers find mating partners for pet cats that have a match with pet and pet owners and interact with other pet owners around the more efficient, fast and computerized.

scholarly journals An Analysis of Reading Miscues in Three Genres of English Texts for Junior High School Students

2019 ◽  
Vol 7 (3) ◽  
pp. p308
Author(s):  
Ting-Fang K. Jin
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Oral Reading ◽  
Meaning Construction ◽  
Repeated Measure ◽  
School Students ◽  
English Reading ◽  
The Individual ◽  
Relationship Of ◽  
Reading Miscues

The purpose of the present research is to compare and analyze eighth graders’ English reading performance in the three different genres, including the Comparison/Contrast, the Process, and the Cause/Effect by reading miscue analysis. After the individual interview, the participants read the three different texts, and then retell the three texts. At last, through the reading miscue inventory (Goodman, Watson, & Burke, 1987), the participants’ English oral reading miscues and retelling in these three different genres are analyzed and compared.According to the repeated measure ANOVA, there are two significant differences in the reading miscues in these three genres for the participants, including the meaning construction and the grammatical relationship of reading miscues. In terms of the retelling scores in these three different genres, there are also significant differences among these three different genres. On the other hand, according to the descriptive statistics, the participants get the best performance in the Cause/Effect, but they get the lowest retelling scores in the Comparison/Contrast.

Positionspapier für eine beanspruchungsorientierte Trainingsgestaltung im Krafttraining

2014 ◽  
Vol 62 (1) ◽  
Keyword(s):  
Strength Training ◽  
Perceived Exertion ◽  
Relative Weight ◽  
Adaptation Effect ◽  
Training Load ◽  
Stress Factors ◽  
Future Research ◽  
Muscle Action ◽  
Training Experience ◽  
The Individual

Strength training guidelines tend to be based on stress factors such as relative weight, repetitions, sets, rest inbetween sets, muscle action velocity and number of sessions per week. Based on the stress-strain-concept, empirical results and training experience require additional parameters related to the molecular and cellular adaptations for an effective strength training concept. In contrast to what has generally been assumed, it is notable that the individual percentage of 1-Repetition-Maximum (1 RM) is not the intensity but only a relative training load and therefore a stress factor. Intensity is referred to here as a strain factor, operationalized as the level of effort applied to a given load. For example, it can be measured by the level of perceived exertion. To identify the adaptation effect of a training load, commonly disregarded parameters like muscle action modes per repetition, duration of one repetition, rest in-between repetitions, and time under tension must first be specified. Toigo and Boutellier (2006) indicated the importance of these determinants, and current findings support and complement their viewpoint. Further extensive and systematic follow-up studies are required to provide an evaluation of this approach. For papers on strength training, a proposed set of new determinants is put forward as a documentation standard for future research in the field of strength training. Existing textbooks should be modified accordingly.

The Adaptation Effect for Six Types of Speech Disfluency

1971 ◽  
Vol 14 (3) ◽  
pp. 525-530 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Oral Reading ◽  
Adaptation Effect ◽  
Word Repetition ◽  
Speech Disfluency

Each of 121 stutterers and 121 nonstutterers read a passage three times consecutively. The following types of speech disfluency were identified from tape recordings of the readings: part-word repetition, word repetition, phrase repetition, interjection of sounds and syllables, revision, and disrhythmic phonation. With the exception of revision and interjection for stutterers, the adaptation effect was observed for each type of disfluency in both groups of subjects. These data are generally consistent with the hypothesis that the adaptation effect, as it has traditionally been studied in oral reading, does not differentiate stutterers from nonstutterers.

Ergonomics — Where we have been and Where we are going

1976 ◽  
Vol 20 (1) ◽  
pp. LVI-LIX
Author(s):  
W. T. Singleton
Keyword(s):  
Research Application ◽  
Ethical Problems ◽  
The Past ◽  
Steady Growth ◽  
Physical Energy ◽  
Human Energy ◽  
Machine Systems ◽  
Quality Of Products ◽  
The Individual

It is suggested that the future of Ergonomics for the next twenty years is best predicted as a linear extrapolation of the past thirty, a steady growth with gradually increasing influence and responsibility. Because of the increased responsibilities more attention will need to be paid to ethical problems. There will be changes of orientation reflecting changes in society generally, in particular less emphasis on productivity and human energy conservation and more on improved quality of products with consequent economy of materials and physical energy. There will also be greater attention to machines as specialised servants of the individual rather than individuals as components in massive man-machine systems. More detailed future trends are considered under the separate aspects of research, application, teaching and documentation. The importance of better documentation is particularly emphasised.

Vocal Characteristics of Normal Speakers and Stutterers during Choral Reading

1980 ◽  
Vol 23 (2) ◽  
pp. 457-469 ◽  
Author(s):  
Martin R. Adams ◽  
Peter Ramig
Keyword(s):  
Adult Male ◽  
Normal Adult ◽  
Vowel Duration ◽  
Spectrographic Analysis ◽  
Reading Condition ◽  
The Individual ◽  
Male Subjects ◽  
Choral Reading

It is well known that stutterers experience significant decrements in their stuttering when they read or speak in unison with another person. Recently, Wingate suggested that the act of choral reading or speaking prompts the individual who is following the model speaker to emphasize vocalization and its continuity throughout the utterance. This modified vocalization may then be viewed as the immediate cause of the stutterers' reduced disfluency. To evaluate this hypothesis, ten stutterers and ten normal speakers were tested in a control and choral reading condition, In the former, subjects read in their habitual manner. In the latter, subjects read in unison with a recording of a normal adult male. Subjects' oral readings were audio-taped and then submitted to spectrographic analysis. Measures of vowel duration, peak vocal SPL and continuity of phonation were made and then treated statistically. The major findings of this study indicated that across the two conditions, both groups failed to modify their vocal SPL and continuity of phonation, They did, however, alter their vowel durations. The normal speakers increased theirs by a statistically insignificant amount, while the stutterers significantly shortened theirs. The results that pertained to vocal SPL and vowel durations seemed a function of each group's scores for these measures in the control condition as compared to the values for the same measures that were generated by the model speaker with whom subjects read in unison in the experimental condition. These and other findings and interpretations are discussed further relative to Wingate's "modified vocalization" hypothesis.

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