Speech rate influences categorical variation of English flaps and taps during normal speech

2012 ◽  
Vol 131 (4) ◽  
pp. 3345-3345 ◽  
Author(s):  
Donald Derrick ◽  
Bryan Gick
Keyword(s):  
Speech Rate ◽  
Normal Speech

Evidence motivating consideration of an alternative approach

Speech Timing ◽  
2020 ◽  
pp. 49-63
Author(s):  
Alice Turk ◽  
Stefanie Shattuck-Hufnagel
Keyword(s):  
Motor Control ◽  
Speech Rate ◽  
Speech Motor Control ◽  
Articulatory Phonology ◽  
Fitts Law ◽  
Alternative Approach ◽  
Principled Explanation ◽  
Spatial Interference ◽  
Normal Speech ◽  
Speech Motor

This chapter begins to motivate the development of an alternative approach to speech production by pointing out three potential difficulties with the highly-successful Articulatory Phonology/Task Dynamics approach. First, it discusses the extensive nature of modifications to AP/TD default specifications required to account for the wide variety of surface phonetic forms. The need for a large number of adjustments in AP/TD raises questions about the appropriateness of the AP/TD default-adjustment approach, which would have been more appropriate if the default, non-prominent, phrase-medial, normal-speech-rate specifications could be used most of the time. Second, it discusses the lack of a principled explanation for behaviors described by Fitts’ law. While the theory can accommodate some aspects of Fitts’ law, others are not explained or accommodated. Finally, it suggests that AP/TD’s gestural score architecture raises the risk of spatial interference among overlapping, independent gestures. These three challenges taken together set the stage for the discussion of additional challenges in Chapter 4, which further motivate consideration of phonology-extrinsic-timing-based approaches to speech motor control.

scholarly journals Comparison of Controlled and Uncontrolled Normal Speech Rate

1971 ◽  
Vol 50 (1A) ◽  
pp. 116-117
Author(s):  
R. Gregorski ◽  
L. Shockey ◽  
I. Lehiste
Keyword(s):  
Speech Rate ◽  
Normal Speech

The Effects of Syllable Structure on Diadochokinetic and Reading Rates

1980 ◽  
Vol 23 (4) ◽  
pp. 894-908 ◽  
Author(s):  
William R. Tiffany
Keyword(s):  
Repetition Rate ◽  
Speech Rate ◽  
Reading Rate ◽  
Syllable Structure ◽  
The Other ◽  
Rate Performance ◽  
Valid Measurement ◽  
Normal Reading ◽  
Structural Variables ◽  
Normal Speech

Paragraphs with controlled phonetic structures were matched to similarly structured diadochokinetic (Maximum Repetition Rate) tasks in an effort to devise a more valid measurement for (1) assessing possible relationships between diadochokinesis and speech rate, and (2) evaluating the effects on articulation rates of such structural variables as number of consonants in a syllable, and alternating versus simple syllable repetitions. Highly stable results were obtained, suggesting the possibility of a sharp neurophysiological or biomechanical barrier which varies markedly among presumably normal speakers. Maximum repetition rates were poor predictors of normal reading rate performance. On the other hand, normal reading rates were found to be approximately the same as the maximum repetition rates—about 13.5 phones per second. The inference is that normal speech is not, as commonly supposed, obviously slower than maximum rates of syllable articulation, for equivalent syllables. The major source of variation in syllable rate measures was simply the number of phones in a syllable. The effects of articulatory place and manner appeared relatively trivial by comparison.

scholarly journals Computer-Supported Phonological Awareness Intervention for Kindergarten Children With Specific Language Impairment

2004 ◽  
Vol 35 (3) ◽  
pp. 229-239 ◽  
Author(s):  
Eliane Segers ◽  
Ludo Verhoeven
Keyword(s):  
Phonological Awareness ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Speech Rate ◽  
Kindergarten Children ◽  
Control Group ◽  
Specific Language ◽  
Computer Intervention ◽  
Positive Effects ◽  
Normal Speech

Purpose: The purpose of the present study was to determine whether kindergarten children with specific language impairment (SLI) could develop phonological awareness skills through computer intervention and whether speech manipulation (i.e., slowing speech rate and enhancing transitions) in instruction produced additional learning. Method: The effects of a computer-supported phonological awareness program on a variety of items, including word analysis, syllable analysis, rhyme, phoneme analysis, syllable synthesis, and phoneme synthesis, were tested following a pretest-posttest 1-posttest 2 design. Twenty-four kindergarten children with SLI in the Netherlands received 3.5 hr of phonological awareness intervention via a computer program using either normal speech (12 children) or manipulated speech (12 children). A control group of 12 kindergarten children with SLI played computer vocabulary games. Results: The results showed positive effects of the intervention for the normal speech group. Eighteen weeks later, the effect size was still substantial; however, no additional effects of speech manipulation were found. Clinical Implications: The results suggest that kindergarten children with SLI benefit from computer intervention for phonological awareness skills.

Effects of Speaking Speed on Cerebral Lateralization of Speech Assessed by a Dual-Task Interference Paradigm

1994 ◽  
Vol 78 (3) ◽  
pp. 947-953 ◽  
Author(s):  
Andrea Clarici ◽  
Franco Fabbro ◽  
Antonio Bava ◽  
Valeria Darò
Keyword(s):  
Speech Production ◽  
Speech Rate ◽  
Cerebral Asymmetry ◽  
Task Interference ◽  
Cerebral Lateralization ◽  
The Right ◽  
Dual Task Interference ◽  
Normal Speech ◽  
Right And Left Hands

Cerebral asymmetry for speech was assessed by means of a verbal-manual interference paradigm in a sample of 16 right-handed men at two different speaking rates. Normal speech rate disrupted the right hand significantly more than the left, whereas increased speech rate showed no differences between right and left hands during verbal-manual interference tasks. This result suggests a role of speaking speed in modifying cerebral motor functions related to speech production.

scholarly journals Analyzing Student Teachers of English Listening Fluency Level: A Preliminary Research

2019 ◽  
Vol 6 (2) ◽  
pp. 19
Author(s):  
Refi Ranto Rozak ◽  
Mursid Shaleh ◽  
Dwi Anggani Linggar Bharati ◽  
Djoko Sutopo
Keyword(s):  
Student Teachers ◽  
Language Proficiency ◽  
Listening Comprehension ◽  
Qualitative Data ◽  
Speech Rate ◽  
Real Life ◽  
Initial Teacher Education ◽  
News Stories ◽  
Preliminary Research ◽  
Normal Speech

                                   AbstractAlthough listening comprehension remains a widely acknowledged tool for assessing and evaluating student teachers’ achievement in mostly Indonesian initial teacher education (ITE) context, the issue of listening fluency (LF) as one of the four strands of well-balanced language course has not received scholarly attention. However, in fact, LF is important for developing their automatic aural processing on authentic exposures. In response to this gap, this article discussed the result of LF test via graded serial news stories in normal speech rates to 60 English student teachers of a private ITE institution in the northern part of East Java Province, Indonesia, to examine their LF levels. Additionally, various responses of LF experience, massive spoken texts experience, spoken features inhibition, and LF instruction evaluative feedbacks were garnered as additional qualitative data via interview responses at the end of the research as well. The data obtained were then tabulated, categorized, and analyzed. The finding of the research mainly found that, on average, their LF score was 66. It reveals that their LF level was under the normal speech rate required in longer aural texts found in real-life listening. The findings may raise the awareness of possibility including LF in the prescribed listening curriculum for training student teachers’ language proficiency.  AbstrakWalaupun pemahaman menyimak secara luas dikenal sebagai alat penilaian dan evaluasi prestasi mahasiswa calon guru di hampir semua institusi pendidikan calon guru di Indonesia, isu kelancaran menyimak sebagai salah satu dari empat pilar program bahasa yang berimbang belum secara ilmiah mendapat perhatian. Meskipun demikian, kelancaran menyimak dirasa penting untuk mengembangkan proses pemahaman teks lesan otentik secara otomatis. Oleh karena itu, artikel ini memaparkan hasil tes menyimak via teks lesan berita serial berjenjang dalam tingkat kecepatan normal terhadap 60 mahasiswa calon guru bahasa Inggris di sebuah institusi keguruan di bagian utara Provinsi Jawa Timur untuk menguji tingkat kelancaran menyimak mereka. Selain itu, beragam respons pengalaman mahasiswa tentangkelancaran menyimak, pengalaman menyimak teks lesan masif, hambatan-hambatan dalam bahasa lesan, dan umpan balik evaluatif terkait pengajaran kelancaran menyimak dikumpulkan sebagai data kualitatif melalui wawancara di akhir penelitian. Data yang telah diperoleh kemudian ditabulasi, dikategorisasi, dan dianalisa. Temuan utama penelitian ini adalah kelancaran menyimak mahsiswa calon guru bahasa Inggris rata-rata masih rendah, yaitu sebesar 66. Hal ini berarti tingkat kelancaran menyimak mereka masih di bawah tingkat kecepatan normal yang dipersyaratkan dalam memahami teks lesan panjang dalam situasi menyimak sehari-hari. Temuan ini menumbuhkan kesadaran akan kemungkinan memasukkan kelancaran menyimak dalam kurikulum menyimak untuk melatih kemahiran berbahasa mahasiswa calon guru bahasa Inggris.

Prosodic Features and the Intelligibility of Accelerated Speech

1984 ◽  
Vol 27 (1) ◽  
pp. 128-134 ◽  
Author(s):  
Arthur Wingfield ◽  
Linda Lombardi ◽  
Scott Sokol
Keyword(s):  
Syntactic Structure ◽  
Speech Rate ◽  
Prosodic Features ◽  
Connected Speech ◽  
Compressed Speech ◽  
Normal Speech

An experiment is reported in which subjects heard paragraph-length samples of time-compressed speech which were interrupted for intermediate reports either on a simple periodic basis or at points corresponding to sentence and major clause boundaries. The passages were spoken in a normal prosodic pattern, in list intonation, or were electronically processed to produce otherwise normal speech specifically deprived of pitch variation. Decrease in intelligibility scores with increasing speech rate was accompanied by a significant effect of place of interruption for report and of the prosodic pattern in which the passages were heard. Interactions among these variables were interpreted to suggest ways in which prosody ordinarily facilitates the determination of syntactic structure in connected speech.

Duration and Frequency Characteristics of Tracheoesophageal Speech

1989 ◽  
Vol 98 (12) ◽  
pp. 960-964 ◽  
Author(s):  
Rebekah H. Pindzola ◽  
Blanche H. Cain
Keyword(s):  
Fundamental Frequency ◽  
Speech Rate ◽  
Frequency Characteristics ◽  
Computer Interface ◽  
Clinical Implications ◽  
Frequency Range ◽  
Maximum Phonation Time ◽  
Tracheoesophageal Speech ◽  
Frequency Features ◽  
Normal Speech

Selected characteristics were compared in the speech of five tracheoesophageal, five esophageal, and 15 normal laryngeal adult speakers. Tape-recorded speech samples were measured for durational features with a stopwatch. Frequency features were analyzed with a Visi-Pitch/Apple IIE computer interface with statistical subroutines. Tracheoesophageal speech proved comparable to normal speech in maximum phonation time, speech rate, pitch pertubation (jitter), average fundamental frequency, and fundamental frequency range, but less efficient than normal speech in phrase grouping. Tracheoesophageal speech was superior to esophageal speech in maximum phonation time, speech rate, and phrase grouping, but not significantly different in pitch perturbation, average fundamental frequency, and fundamental frequency range. Explanations and clinical implications of these findings are discussed.

scholarly journals Student Teachers’ Listening Fluency Interaction Patterns: The Use of Similar News Stories in Narrow Listening

2021 ◽  
Author(s):  
Refi Ranto Rozak ◽  
Mursid Saleh ◽  
Dwi Anggani Linggar Bharati ◽  
Djoko Sutopo
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Material Selection ◽  
Speech Rate ◽  
Initial Teacher Education ◽  
Interaction Patterns ◽  
News Stories ◽  
Challenges And Opportunities ◽  
Normal Speech

This article reports the use of similar news stories in narrow listening in an Extensive Listening course to promote student teachers’ listening fluency in an Indonesian initial teacher education context. This study was to investigate: (1) What is the patterns of interaction of Indonesian student teachers of English regarding their listening fluency when exposed to slow, moderately slow, and normal speech level texts?; and (2) What are the challenges and opportunities of promoting listening fluency through narrow listening using news stories in an Extensive Listening course? The aims of this article are to portray student teachers’ listening fluency interaction patterns through similar news stories in narrow listening and to investigate the challenges and opportunities of promoting listening fluency using narrow listening. This sequential mix-method study reported 40 student teachers’ engagement in extensive listening activities over 12 weeks, such as: (1) the choice of the news stories using online extensive listening material selection survey, (2) repeated listening tasks for fluency development at a lower to a normal speech rate level, and (3) linked-skills fluency development activities scaffolded by the teacher educators. The study found that similar news stories in narrow listening as extensive listening material helped student teachers familiarize similar structures and vocabulary of the spoken texts from similar topics/themes. The article portrays the inclusion of narrow listening in an Extensive Listening course can help the development of student teachers’ listening fluency in Indonesian initial Teacher Education context.

scholarly journals Phonetic evidence on phonology–morphosyntax interactions: Sibilant voicing in Quito Spanish

2013 ◽  
Vol 50 (2) ◽  
pp. 403-452 ◽  
Author(s):  
PATRYCJA STRYCHARCZUK ◽  
MARIJN VAN 'T VEER ◽  
MARTINE BRUIL ◽  
KATHRIN LINKE
Keyword(s):  
Experimental Data ◽  
Speech Rate ◽  
Test Case ◽  
Acoustic Data ◽  
Base Form ◽  
Normal Speech ◽  
Important Test

This paper presents new experimental data on Quito Spanish /s/-voicing, which has attracted considerable interest from theoretical phonologists owing to the overapplication of voicing to word-final pre-vocalic /s/. Bermúdez-Otero (2011) singles out Quito /s/-voicing as an important test case for discriminating between two competing theories of phonology–morphosyntax interactions: Output–output correspondence and cyclicity. Overapplication in /s/-voicing cannot be captured using correspondence relationship to a base form, which challenges Output–output correspondence as a theory of opacity. However, the argument only holds insofar as word-final pre-vocalic /s/-voicing is considered phonological, as Output–output correspondence can account for /s/-voicing assuming that it only applies in the phonetics (Colina 2009). We discuss the diverging empirical predictions concerning categoricity and gradience in the surface realisation of voicing processes. We further test these predictions based on acoustic data from seven speakers of Quito Spanish. Evidence from speech rate manipulations shows that some speakers produce more voicing during frication at normal speech rate, compared to fast, maintaining a stable voicing ratio across different speech rates. We argue that for these speakers, /s/-voicing is optional but categorical, and so it ought to be analysed as phonological. This result presents a challenge to the Output–output correspondence approach, but can be accommodated within cyclicity.

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