Arabs’ stress placement in English: Intelligibility test

1997 ◽  
Vol 101 (5) ◽  
pp. 3129-3129
Author(s):  
Fares Mitleb
Keyword(s):  
Intelligibility Test ◽  
Stress Placement

Development of a speech intelligibility test for hearing aid research

1990 ◽  
Vol 88 (S1) ◽  
pp. S175-S175
Author(s):  
Michael Nilsson ◽  
Jean Sullivan ◽  
Sigfrid D. Soli
Keyword(s):  
Speech Intelligibility ◽  
Hearing Aid ◽  
Intelligibility Test

New Turkish intelligibility test for assessing speech communication systems

2005 ◽  
Vol 47 (4) ◽  
pp. 411-423 ◽  
Author(s):  
Hasan Palaz ◽  
Yücel Bicil ◽  
Alper Kanak ◽  
Mehmet Ug̃ur Dog̃an
Keyword(s):  
Communication Systems ◽  
Speech Communication ◽  
Intelligibility Test

scholarly journals Avaliação das habilidades auditivas em crianças com alterações de aprendizagem

Revista CEFAC ◽  
2010 ◽  
Vol 12 (4) ◽  
pp. 662-670 ◽  
Author(s):  
Tatiane Maria Pelitero ◽  
Alessandra Kerli da Silva Manfredi ◽  
Andrea Pires Corrêa Schneck
Keyword(s):  
Speech Intelligibility ◽  
Intelligibility Test

OBJETIVO: comparar o desempenho na Avaliação Simplificada do Processamento Auditivo (ASPA) e no Pediatric Speech Intelligibility Test (PSI), de crianças com alteração de Aprendizagem da Leitura e Escrita e sem este tipo de alteração. MÉTODOS: participaram da pesquisa 28 crianças na faixa etária de 8 a 12 anos, do sexo masculino e feminino. Os participantes foram submetidos ao Teste de Desempenho Escolar (TDE) para a categorização dos grupos de estudo e controle, e, para avaliação das habilidades auditivas foram aplicados a ASPA e o Teste PSI. RESULTADOS: não foi observada associação estatisticamente significante entre o desempenho nos testes de Processamento Auditivo (PA) e o grupo com dificuldades de aprendizagem, apesar de ter sido verificada maior frequência de alterações no grupo de estudo em relação ao grupo controle, em todos os testes. Na ASPA, o teste em que se observou maior número de alterações foi o Teste de Memória Sequencial Verbal, contudo, o Teste de Memória Sequencial Não-verbal foi o que mostrou maior diferença entre os grupos. CONCLUSÃO: Não foram encontradas diferenças estatisticamente significantes no desempenho na Avaliação Simplificada do Processamento Auditivo (ASPA) e no Pediatric Speech Intelligibility Test (PSI), das crianças com alteração de Aprendizagem da Leitura e Escrita e sem alteração.

scholarly journals Measurement for accentedness, pause frequency/duration and nuclear stress placement in the EFL classroom

2017 ◽  
Vol 70 (3) ◽  
pp. 185-200
Author(s):  
Pedro Luis Luchini
Keyword(s):  
Multivariate Analysis ◽  
Experimental Research ◽  
Native Speaker ◽  
The Other ◽  
Speaking Test ◽  
Phonological Form ◽  
Group B ◽  
English Native Speaker ◽  
Teacher Centered ◽  
Stress Placement

This study reports on an experimental research carried out with 50 Spanish-L1 trainees, divided into 2 groups: A & B. Both groups were presented with a traditional-teacher centered approach based on controlled exercises (repetition, imitation), but group B added a communicative component in which students completed a battery of sequenced tasks with a focus on phonological form. Both groups recorded a speaking test before & after instruction which was used to measure and compare degrees of accentedness, frequency & duration of pauses and nuclear stress placement. Ten English-native-speaker-raters judged the recordings to determine the speakers’ degree of perceived accentedness. Two specialists, using inter-marker reliability, segmented the transcriptions of recordings and identified nuclear stress placement. Another two specialists identified empty pauses. Multivariate analysis was used to measure results. Overall, group B (learners exposed to the communicative component) obtained better results in all 3 parameters than the other group. Finally, some pedagogical implications for the teaching of L2 pronunciation in ELT contexts will be discussed. 

scholarly journals Positional vs. sonority-driven stress in Gujarati: New experimental evidence

2019 ◽  
Vol 1 (1) ◽  
pp. 1-28 ◽  
Author(s):  
Dustin Bowers
Keyword(s):  
Experimental Evidence ◽  
Acoustic Measures ◽  
Primary Stress ◽  
Negative Findings ◽  
Stress Placement

Stress in Gujarati (Indo-Aryan, India and Pakistan) has been alternately claimed to be strictly positional or sensitive to vowel sonority. The latter analyses figure prominently in arguments for scalar markedness constraints (de Lacy 2002, 2006). This study presents acoustic measures and speaker intuitions to evaluate both the positional and sonority-driven stress hypotheses. The acoustic results support weakly cued positional stress, though speaker intuitions for primary stress placement were inconsistent. This replicates Shih’s (2018) negative findings, and indicates that Gujarati stress should not figure in discussions of sonority-driven stress or associated theoretical proposals.

scholarly journals Stress Placement Processing in Reading Korean and English Words

2008 ◽  
Vol null (26) ◽  
pp. 173-197
Author(s):  
강용순 ◽  
임미라 ◽  
백승현
Keyword(s):  
Korean And English ◽  
Stress Placement

scholarly journals Separate and Combined Influence of Cognitive Impairment and Dysarthria on Functional Communication in Multiple Sclerosis

2018 ◽  
Vol 27 (3) ◽  
pp. 1051-1065 ◽  
Author(s):  
Lynda Feenaughty ◽  
Kris Tjaden ◽  
Bianca Weinstock-Guttman ◽  
Ralph H. B. Benedict
Keyword(s):  
Multiple Sclerosis ◽  
Cognitive Impairment ◽  
Test Scores ◽  
Cognitive Testing ◽  
Functional Communication ◽  
Group Assignment ◽  
Communication Problems ◽  
Intelligibility Test ◽  
Sentence Intelligibility ◽  
The Relationship

Purpose Dysarthria is a consequence of multiple sclerosis (MS) that can co-occur with cognitive impairment. Clinical management thus requires understanding the separate and combined effects of dysarthria and cognitive impairment on functional communication in MS. This study compared perceptual measures of intelligibility and speech severity that capture functional communication deficits for 4 operationally defined groups with MS. The relationship between communication participation and perceptual measures was also examined. Method Forty-eight adults with MS and 12 healthy controls participated. Cognitive testing and dysarthria diagnosis determined group assignment: (a) MS with cognitive impairment (MSCI), (b) MS with a diagnosis of dysarthria and no cognitive impairment (MSDYS), (c) MS with dysarthria and cognitive impairment (MSDYS + CI), and (d) MS without dysarthria or cognitive impairment (MS). Sentence Intelligibility Test scores, scaled speech severity obtained from the “Grandfather Passage,” and Communication Participation Item Bank (CPIB) scores were analyzed. Results Sentence Intelligibility Test scores approached 100% for all groups. Speech severity was greater for the MSDYS + CI and MSDYS groups versus controls. CPIB scores were greatest for the MSDYS + CI group and were not significantly correlated with either perceptual measure. Conclusions The CPIB and speech severity were sensitive to aspects of communication problems for some groups with MS not reflected in a measure of sentence intelligibility. Findings suggest the importance of employing a variety of measures to capture functional communication problems experienced by persons with MS.

Beginner’s Intelligibility Test

1994 ◽  
Author(s):  
Mary Joe Osberger ◽  
Amy McConkey Robbins ◽  
Susan l. Todd ◽  
Allyson I. Riley
Keyword(s):  
Intelligibility Test
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