Talker intelligibility: Child and adult listener performance

2002 ◽  
Vol 111 (5) ◽  
pp. 2481
Author(s):  
Duncan Markham ◽  
Valerie Hazan
Keyword(s):  
Adult Listener

Auditory-cognitive interactions underlying interaural asymmetry in an adult listener: A case study

2011 ◽  
Vol 51 (2) ◽  
pp. 124-134 ◽  
Author(s):  
Tara Davis ◽  
Jeffrey Martin ◽  
James Jerger ◽  
Ralf Greenwald ◽  
Jyutika Mehta
Keyword(s):  
Adult Listener

Learning to parse and its implications for language acquisition

2007 ◽  
pp. 634-656 ◽  
Author(s):  
John C. Trueswell ◽  
Lila R. Gleitman
Keyword(s):  
Language Acquisition ◽  
Language Learning ◽  
Real Time ◽  
Sentence Processing ◽  
Syntactic Structure ◽  
Syntactic Ambiguity ◽  
Adult Listener ◽  
Processing Abilities ◽  
Time Reading ◽  
Theory Of Language

This article describes what is known about the adult end-state, namely, that the adult listener recovers the syntactic structure of an utterance in real-time via interactive probabilistic parsing procedures. It examines evidence indicating that similar mechanisms are at work quite early during language learning, such that infants and toddlers attempt to parse the speech stream probabilistically. In the case of learning, though, the parsing is in aid of discovering relevant lower-level linguistic formatives such as syllables and words. Experimental observations about child sentence-processing abilities are still quite sparse, owing in large part to the difficulty in applying adult experimental procedures to child participants; reaction time, reading, and linguistic judgement methods have all have been attempted with children. The article discusses real-time sentence processing in adults, experimental exploration of child sentence processing, eye movements during listening and the kindergarten-path effect, verb biases in syntactic ambiguity resolution, prosody and lexical biases in child parsing, parsing development in a head-final language, and the place of comprehension in a theory of language acquisition.

Children's Speech Revisions for a Familiar and an Unfamiliar Adult

1984 ◽  
Vol 27 (3) ◽  
pp. 359-363 ◽  
Author(s):  
Michael Tomasello ◽  
Michael Jeffrey Farrar ◽  
Jennifer Dines
Keyword(s):  
Potential Role ◽  
Social Cues ◽  
Stage I ◽  
Stage Ii ◽  
Adult Listener ◽  
Conversational Cues ◽  
Different Types ◽  
Children's Speech ◽  
Communicative Abilities

Initial characterizations of the communicative abilities of preschoolers stressed their egocentric nature. Recently, however, even 2-year-olds have been observed to adjust their speech appropriately in situations in which the listener provides feedback by signaling noncomprehension. The current study had an adult signal noncomprehension to the requests of 2-year-old Stage I and Stage II children. Each child interacted with a familiar (mother) and an unfamiliar adult. The children repeated their requests about one third of the time and revised them about two thirds of the time. Stage I children elaborated their requests significantly more often than Stage II children. The familiarity of the adult listener had no effect on the way Stage II children revised their requests, but the Stage I children's revisions contained novel lexical items more often when they were interacting with the unfamiliar adult. Both of these findings may have resulted from the fact that the more conversationally skilled Stage II children relied on verbal-conversational cues, which were the same for both adult interactants in this situation. The Stage I children may have been less aware of these conversational cues, relying on general social cues such as familiarity of the interactant. The results are discussed in terms of the potential role of different types of adults in the language acquisition process.

Ways of Developing Musical Taste in Adolescents in the Process of Mastering Vocal Works of Foreign Pop

2020 ◽  
Vol 19 (4) ◽  
pp. 186-193
Author(s):  
N.S. Yushchenko ◽  
Keyword(s):  
Foreign Language ◽  
The Other ◽  
Children And Youth ◽  
New Techniques ◽  
Modern Music ◽  
The Past ◽  
Cultural Preferences ◽  
Adult Listener ◽  
The One ◽  
Education Of Students

the modern cultural preferences of children and youth pose the task for teachers of aesthetic education of students, the formation of their musical tastes in the process of teaching. This problem receives a special sound when students of foreign pop are included in the educational repertoire. On the one hand, children get the opportunity to expand their horizons, deepen ideas about the styles and genres of modern music, get acquainted with the work of famous foreign pop singers of the past and the present, master new techniques of performance, increase the level of proficiency in a foreign language, etc. On the other hand, the question arises about the correspondence of these works to the age characteristics of novice vocalists, about the content side of mastered music. Picking up a foreign repertoire, the teacher, as a rule, turns to the work of pop performers whose works are addressed to an adult listener, which requires an extremely attentive attitude to what information is contained in the words of the song.

Departures in the spoken narratives of normal and language-disordered children

1987 ◽  
Vol 8 (2) ◽  
pp. 185-202 ◽  
Author(s):  
Betty Z. Liles ◽  
Sherry Purcell
Keyword(s):  
Language Processing ◽  
Narrative Discourse ◽  
Original Text ◽  
Narrative Texts ◽  
Normal Children ◽  
Adult Listener

ABSTRACTThe spoken narratives of 38 normal and language-disordered children (CA 7;6–10;6) were analyzed by describing their departures from the original text during recall. The narrative texts were presented to an adult listener following each child's viewing of a 35-minute film. The following departure types were compared across groups: (a) acceptable departures from the original text meaning, (b) unacceptable departures from the original text meaning, (c) grammatical departures (i.e., agrammatical utterances), (d) exact repetitions of words or phrases, (e) unacceptable departures from the text's meaning correctly repaired, (f) unacceptable departures from the text meaning incorrectly repaired, (g) departures from text meaning left unrepaired, and (h) repaired grammatical departures. Results indicated that both groups used a higher rate of acceptable departures from the original text meaning than any other departure type, with the normal children producing a higher rate of acceptable departures and a lower rate of unacceptable grammatical departures. Both groups repaired fewer unacceptable grammatical departures than unacceptable departures from text meaning. The groups did not differ in their tendency to ignore grammatical departures. Implications for language processing in narrative discourse are discussed.

Repeated Reading versus Continuous Reading: Influences on Reading Fluency and Comprehension

2007 ◽  
Vol 74 (1) ◽  
pp. 31-46 ◽  
Author(s):  
Rollanda E. O'Connor ◽  
Annika White ◽  
H. Lee Swanson
Keyword(s):  
Learning Disabilities ◽  
Struggling Readers ◽  
Reading Fluency ◽  
Repeated Reading ◽  
Reading Aloud ◽  
Control Group ◽  
Adult Listener ◽  
Treatment Conditions ◽  
Fluency And Comprehension ◽  
Practice Variations

In this research we evaluated two methods to improve the reading fluency of struggling readers. Poor readers in Grades 2 and 4 with ( n = 17) and without ( n = 20) learning disabilities were randomly assigned to one of two fluency practice variations or to a control group. Students in the treatments practiced reading aloud under repeated or continuous reading conditions with an adult listener in 15-min sessions, 3 days per week for 14 weeks. For students in the treatment conditions, growth curve analyses revealed significant differences in fluency and reading comprehension over students in the control. We found no significant differences between practice conditions.

Children’s gestures are meant to be seen

Gesture ◽  
2002 ◽  
Vol 1 (2) ◽  
pp. 113-127 ◽  
Author(s):  
Martha W. Alibali ◽  
Lisa S. Don
Keyword(s):  
Kindergarten Children ◽  
The Other ◽  
Face To Face ◽  
Adult Listener ◽  
Children's Speech

This study investigated whether children alter their gestures when their listeners cannot see those gestures. Sixteen kindergarten children viewed four short cartoon episodes. After each episode, the child retold the story to an adult listener. For two episodes, the child and listener sat face-to-face, and for the other two episodes, an opaque curtain was placed between them. Children gestured at a significantly higher rate when they could see their listeners than when they could not. However, the amount, fluency, and content of children’s speech did not differ across conditions. Thus, kindergarten children alter their gestures to suit their listeners, and the observed changes in gesture do not appear to depend on changes in speech.

scholarly journals Can Children Substitute for Adult Listeners in Judging the Intelligibility of the Speech of Children Who Are Deaf or Hard of Hearing?

2015 ◽  
Vol 46 (1) ◽  
pp. 56-63 ◽  
Author(s):  
Diana True Kloiber ◽  
David J. Ertmer
Keyword(s):  
Hard Of Hearing ◽  
Grade Level ◽  
Speech Intelligibility ◽  
Digital Recording ◽  
Written Responses ◽  
Grade Levels ◽  
Adult Listener ◽  
Age Range ◽  
5Th Grade ◽  
Routine Assessment

PurposeAssessments of the intelligibility of speech produced by children who are deaf or hard of hearing (D/HH) provide unique insights into functional speaking ability, readiness for mainstream classroom placements, and intervention effectiveness. The development of sentence lists for a wide age range of children and the advent of handheld digital recording devices have overcome two barriers to routine use of this tool. Yet, difficulties in recruiting adequate numbers of adults to judge speech samples continue to make routine assessment impractical. In response to this barrier, it has been proposed that children who are 9 years or older might be adequate substitutes for adult listener-judges (Ertmer, 2011).MethodTo examine this possibility, 22 children from the 3rd, 4th, and 5th grades identified words from speech samples previously judged by adults.ResultsChildren in the 3rd and 4th grades identified fewer words than adults, whereas scores for 5th graders were not significantly different from those of the adults. All grade levels showed increasing scores across low, mid, and high levels of intelligibility.ConclusionsChildren who are functioning at a 5th grade level or higher can act as listener-judges in speech intelligibility assessments. Suggestions for implementing assessments and scoring child-listeners' written responses are discussed.

Cohesion in the Narratives of Normal and Language-Disordered Children

1985 ◽  
Vol 28 (1) ◽  
pp. 123-133 ◽  
Author(s):  
Betty Z. Liles
Keyword(s):  
Language Disorder ◽  
Adult Listener ◽  
The Relationship

An adaptation of Halliday and Hasan's (1976) description of cohesion in English was applied to the spoken narratives of normal and language-disordered children. Three major questions were addressed: (a) the influence of the nonlinguistic environment on the use of cohesion, (b) the nature of language disorder as displayed in the use of cohesion, and (c) the relationship between comprehension and use of cohesion. Twenty normal and 20 language-disordered children, aged 7:6–10:6, were included in the study. Each child produced two narratives, one for an adult listener who saw a movie with the child and one who had not. Results indicate that both groups of subjects altered their use of cohesion as a function of the listener's needs in the same way. However, the normal and language-disordered subjects differed in their manner of cohesive organization, their cohesive adequacy, and their comprehension of the story.

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