Detection of Mispronunciations and Disfluencies in Children Reading Aloud

2017 ◽  
Author(s):  
Jorge Proença ◽  
Carla Lopes ◽  
Michael Tjalve ◽  
Andreas Stolcke ◽  
Sara Candeias ◽  
...  
Keyword(s):  
Reading Aloud

The Impact of Subjective and Objective Hearing Loss on Cognition and Memory in Older Adults

2015 ◽  
Vol 20 (2) ◽  
pp. 49-57 ◽  
Author(s):  
Yvonne Rogalski ◽  
Amy Rominger
Keyword(s):  
Older Adults ◽  
Hearing Loss ◽  
Reading Aloud ◽  
Cognitive Testing ◽  
Professional Collaboration ◽  
Cognitive Screening ◽  
Speech Language Pathologist ◽  
Text Passage ◽  
The Impact ◽  
Audiologic Evaluation

For this exploratory cross-disciplinary study, a speech-language pathologist and an audiologist collaborated to investigate the effects of objective and subjective hearing loss on cognition and memory in 11 older adults without hearing loss (OAs), 6 older adults with unaided hearing loss (HLOAs), and 16 young adults (YAs). All participants received cognitive testing and a complete audiologic evaluation including a subjective questionnaire about perceived hearing difficulty. Memory testing involved listening to or reading aloud a text passage then verbally recalling the information. Key findings revealed that objective hearing loss and subjective hearing loss were correlated and both were associated with a cognitive screening test. Potential clinical implications are discussed and include a need for more cross-professional collaboration in assessing older adults with hearing loss.

The Direction of Affective Priming as a Function of Trait Anxiety When Naming Target Words With Regular and Irregular Pronunciation

2004 ◽  
Vol 51 (3) ◽  
pp. 180-190 ◽  
Author(s):  
Michael P. Berner ◽  
Markus A. Maier
Keyword(s):  
Trait Anxiety ◽  
Reading Aloud ◽  
Naming Task ◽  
Affective Priming ◽  
Priming Effects ◽  
Expected Effect ◽  
Negative Affective Priming ◽  
Whole Word ◽  
German Data ◽  
Target Words

Abstract. Results from an affective priming experiment confirm the previously reported influence of trait anxiety on the direction of affective priming in the naming task ( Maier, Berner, & Pekrun, 2003 ): On trials in which extremely valenced primes appeared, positive affective priming reversed into negative affective priming with increasing levels of trait anxiety. Using valenced target words with irregular pronunciation did not have the expected effect of increasing the extent to which semantic processes play a role in naming, as affective priming effects were not stronger for irregular targets than for regular targets. This suggests the predominant operation of a whole-word nonsemantic pathway in reading aloud in German. Data from neutral priming trials hint at the possibility that negative affective priming in participants high in trait anxiety is due to inhibition of congruent targets.

The CDP+ Model of Reading Aloud

2007 ◽  
Author(s):  
Marco Zorzi ◽  
Conrad Perry ◽  
Johannes Ziegler
Keyword(s):  
Reading Aloud

Do You Name Speedy Objects Faster Than Slow Objects: SPEEDED NAMING OR NAMING SPEED? THE AUTOMATIC EFFECT OF OBJECT SPEED ON PERFORMANCE

2018 ◽  
Author(s):  
Moshe Shay Ben-Haim ◽  
Eran Chajut ◽  
Ran Hassin ◽  
Daniel Algom
Keyword(s):  
High Speed ◽  
Mental Representations ◽  
Reading Aloud ◽  
Naming Task ◽  
Naming Speed ◽  
Low Speed ◽  
Everyday Objects ◽  
Pictures And Words

we test the hypothesis that naming an object depicted in a picture, and reading aloud an object’s name, are affected by the object’s speed. We contend that the mental representations of everyday objects and situations include their speed, and that the latter influences behavior in instantaneous and systematic ways. An important corollary is that high-speed objects are named faster than low-speed objects despite the fact that object speed is irrelevant to the naming task at hand. The results of a series of 7 studies with pictures and words support these predictions.

On the liturgical reading and singing of Scripture

2018 ◽  
Author(s):  
Nicholas Wolterstorff
Keyword(s):  
Reading Aloud ◽  
First Person

Chapters 6–9 analyze some of the ways in which Scripture is evoked in Christian liturgical enactments. One of the most obvious of these is the reading aloud by a lector of a passage from Scripture. This proves considerably more complex than would appear at first glance, especially when the passage includes first-person pronouns. What, for example, is the lector doing or saying when she reads, from the opening of Luke’s Gospel, “I too decided … to write an orderly account for you, most excellent Theophilus”? To whom does the “I” refer (and the “you”) when the lector reads this passage? Various alternatives are explored. And how does the liturgical voicing of a Psalm differ from reading aloud a Shakespeare sonnet—as surely it does? These are among the questions addressed in Chapter 6.

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