Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty

2007 ◽  
Vol 45 (3) ◽  
Author(s):  
Peter Robinson
Keyword(s):  
Theory Of Mind ◽  
Speech Production ◽  
Complexity Theory ◽  
Task Difficulty ◽  
Task Complexity ◽  
L2 Speech Production

Application of the Challenge Point Framework During Treatment of Speech Sound Disorders

2021 ◽  
pp. 1-17
Author(s):  
Tanya Matthews ◽  
Alexandra Barbeau-Morrison ◽  
Susan Rvachew
Keyword(s):  
Speech Production ◽  
Task Difficulty ◽  
Speech Therapy ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Practice Parameters ◽  
Practice Performance ◽  
Transfer And Retention ◽  
Practice Trials ◽  
Functional Task

Purpose The purpose of this article is to provide trial-by-trial practice performance data in relation to learning (outcome probe data) as collected from 18 treatment sessions provided to children with severe speech sound disorders. The data illustrate the practice–learning paradox: Specific, perfect practice performance is not required for speech production learning. Method We detailed how nine student speech-language pathologists (SSLPs) implemented and modified the motor learning practice conditions to reach a proposed challenge point during speech practice. Eleven participants diagnosed with a severe speech sound disorder received high-intensity speech therapy 3 times per week for 6 weeks. SSLPs implemented treatment procedures with the goal of achieving at least 100 practice trials while manipulating practice parameters to maintain practice at the challenge point. Specifically, child performance was monitored for accuracy in five-trial increments, and practice parameters were changed to increase functional task difficulty when the child's performance was high (four or five correct responses) or to decrease functional task difficulty when the child's performance was low (fewer than four correct responses). The practice stimulus, type and amount of feedback, structure of practice, or level of support might be changed to ensure practice at the challenge point. Results On average, the children achieved 102 practice trials per session at a level of 58% correct responses. Fast achievement of connected speech with the lowest amount of support was associated with high scores on generalization probes. Even with high levels of error during practice, the children improved percent consonants correct with maintenance of learning 3 months posttreatment. Conclusion The results of this study show that it may not be necessary to overpractice or maintain a high degree of performance accuracy during treatment sessions to achieve transfer and retention of speech production learning.

scholarly journals An incremental model of second language speech production mechanisms: Developmental evidence from object ellipsis in second language Chinese speech production

2019 ◽  
Vol 24 (4) ◽  
pp. 783-810
Author(s):  
Boping Yuan ◽  
Lulu Zhang
Keyword(s):  
Second Language ◽  
Speech Production ◽  
Native Speakers ◽  
Recall Task ◽  
Early Stages ◽  
L2 Chinese ◽  
L1 Influence ◽  
Korean Speakers ◽  
Production Mechanisms ◽  
L2 Speech Production

Aims: This study investigates object ellipsis in English and Korean speakers’ second language (L2) Chinese speech production and the effects of first language (L1) influence in L2 Chinese speech production. Design: 59 English speakers and 64 Korean speakers at various Chinese proficiency levels, as well as 16 native speakers of Chinese, participated in the study. In addition to an acceptability judgement test, an utterance-recall task was employed in the study to prime participants for relevant structures. Findings: There are early stages where derivations, such as move, deletion, etc., are not implemented in L2 speech production, although at later stages L2 speech production mechanisms can converge with that of native speakers. No evidence of L1 influence is found, and L2 learners are found to behave differently in the utterance-recall task and the sentence acceptability judgement task. Originality: The study includes data from L2 Chinese learners from beginner to advanced levels and provides a comprehensive picture of structural priming effects on the development of L2 speech production. Implications: There is a discontinuity in the development of L2 speech production mechanisms, and the development of the mechanisms is incremental in nature. Mechanisms for L2 language comprehension are different from those for L2 speech production, at least as far as L2 at the early stages is concerned.

A cross-language study on feedforward and feedback control of voice intensity in Chinese–English bilinguals

2020 ◽  
Vol 41 (4) ◽  
pp. 771-795
Author(s):  
Xiao Cai ◽  
Yulong Yin ◽  
Qingfang Zhang
Keyword(s):  
Second Language ◽  
Feedback Control ◽  
Language Learning ◽  
Speech Production ◽  
Feedforward Control ◽  
Feedback Systems ◽  
Masking Noise ◽  
L1 And L2 ◽  
Relative Weighting ◽  
L2 Speech Production

AbstractSpeech production requires the combined efforts of feedforward and feedback control, but it remains unclear whether the relative weighting of feedforward and feedback control is organized differently between the first language (L1) and the second language (L2). In the present study, a group of Chinese–English bilinguals named pictures in their L1 and L2, while being exposed to multitalker noise. Experiment 1 compared feedforward control between L1 and L2 speech production by examining intensity increases in response to a masking noise (90 dB SPL). Experiment 2 compared feedback control between L1 and L2 speech production by examining intensity increases in response to a weak (30 dB SPL) or strong noise (60 dB SPL). We also examined a potential relationship between L2 fluency and the relative weighting of feedforward and feedback systems. The results indicated that L2 speech production relies less on feedforward control relative to L1, exhibiting attenuated Lombard effects to the masking noise. In contrast, L2 speech production relies more on feedback control than L1, producing larger Lombard effects to the weak and strong noise. The relative weighting of feedforward and feedback control is dynamically changed as second language learning progresses.

Relational complexity metric is effective when assessments are based on actual cognitive processes

1998 ◽  
Vol 21 (6) ◽  
pp. 848-860 ◽  
Author(s):  
Graeme S. Halford ◽  
William H. Wilson ◽  
Steven Phillips
Keyword(s):  
Complexity Theory ◽  
Cognitive Processes ◽  
Task Complexity ◽  
Developmental Differences ◽  
Connectionist Models ◽  
The Core ◽  
Target Article ◽  
Research Findings ◽  
Core Issue ◽  
Relational Complexity

The core issue of our target article concerns how relational complexity should be assessed. We propose that assessments must be based on actual cognitive processes used in performing each step of a task. Complexity comparisons are important for the orderly interpretation of research findings. The links between relational complexity theory and several other formulations, as well as its implications for neural functioning, connectionist models, the roles of knowledge, and individual and developmental differences, are considered.

Sense of Effort During a Lexical Decision Task

1995 ◽  
Vol 4 (4) ◽  
pp. 143-147 ◽  
Author(s):  
Heather M. Clark ◽  
Donald A. Robin
Keyword(s):  
Lexical Decision ◽  
Lexical Decision Task ◽  
Brain Damage ◽  
Cerebrovascular Accident ◽  
Task Difficulty ◽  
Task Complexity ◽  
Decision Task ◽  
Sense Of Effort ◽  
Resource Requirements ◽  
History Of

Individuals’ perception of task difficulty (sense of effort) is thought to reflect resource requirements. As task complexity increases, more resources are allocated to a task, and greater effort is experienced. We investigated resource allocation in subjects with brain damage by examining sense of effort during a lexical decision task. Although subjects with no brain damage demonstrate strong relationships among task complexity, reaction time, and effort (Clark & Robin, 1994), consistent relationships were not always observed for subjects with a history of cerebrovascular accident or traumatic brain injury. These data suggest that subjects with brain damage may not be sensitive to task complexity and may require external cues to effectively allocate resources.

Task Complexity and Subjective Arousal

1986 ◽  
Vol 30 (1) ◽  
pp. 69-71
Author(s):  
Daniel J. Pond ◽  
Laurie A. Kimball
Keyword(s):  
Gender Differences ◽  
Information Processing ◽  
Task Performance ◽  
Task Difficulty ◽  
Task Complexity ◽  
Perceptual Information ◽  
Check List ◽  
Adjective Check List ◽  
Subjective Arousal ◽  
Medium Group

Responses on the Activation–Deactivation Adjective Check List were recorded for forty–eight subjects who were performing a visual perceptual information processing task at one of three levels of task difficulty. In general, significant task performance differences in the expected direction were recorded. Two of the activation measures were found to differentiate between low and high task difficulty groups, while the scores for the medium group fell between these two-but did not significantly differ from either. Gender differences for both performance and activation measures were largely not significant.

scholarly journals WORKING MEMORY CAPACITY AND LEXICAL DENSITY IN L2 SPEECH PRODUCTION

Organon ◽  
2011 ◽  
Vol 26 (51) ◽  
Author(s):  
Janaina Weissheimer ◽  
Mailce Borges Mota
Keyword(s):  
Working Memory ◽  
Speech Production ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Lexical Density ◽  
L2 Speech Production

Este estudo investiga a relação entre a capacidade de memó-ria de trabalho e a densidade lexical (DL) no desempenho oral e no de-senvolvimento da habilidade de produção oral em L2. Os 45 participan-tes deste estudo foram submetidos a duas coletas de dados, cada umaconsistindo de um teste de amplitude de memória de trabalho duranteo desempenho oral, adaptado de Daneman (1991), e de uma tarefa deprodução oral em L2, com um intervalo de doze semanas entre elas.A DL foi determinada pela proporção de itens lexicais repetidos e nãorepetidos na fala dos participantes. Os resultados mostram que a am-plitude da memória de trabalho está negativamente relacionada à DLoral em L2, ou seja, os participantes com maior amplitude usaram maisitens lexicais repetidos. Quanto ao desenvolvimento da habilidade oral,apenas os participantes com menor amplitude de memória de trabalhodemonstraram um aumento signi& cativo na medida de DL ao longo dasduas fases de coleta de dados.

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