What information in speech conveys speaking-rate effects on lexical perception?

2009 ◽  
Author(s):  
Laura C. Dilley ◽  
Mark A. Pitt
1989 ◽  
Vol 32 (4) ◽  
pp. 837-848 ◽  
Author(s):  
Therese M. Brancewicz ◽  
Alan R. Reich

This study explored the effects of reduced speech rate on nasal/voice accelerometric measures and nasality ratings. Nasal/voice accelerometric measures were obtained from normal adults for various speech stimuli and speaking rates. Stimuli included three sentences (one obstruent-loaded, one semivowel-loaded, and one containing a single nasal), and /p/ syllable trains. Speakers read the stimuli at their normal rate, half their normal rate, and as slowly as possible. In addition, a computer program paced each speaker at rates of 1, 2, and 3 syllables per second. The nasal/voice accelerometric values revealed significant stimulus effects but no rate effects. The nasality ratings of experienced listeners, evaluated as a function of stimulus and speaking rate, were compared to the accelerometric measures. The nasality scale values demonstrated small, but statistically significant, stimulus and rate effects. However, the nasality percepts were poorly correlated with the nasal/voice accelerometric measures.


1991 ◽  
Vol 90 (4) ◽  
pp. 2311-2311
Author(s):  
F. Bell‐Berti ◽  
Sheila Regan ◽  
Mary Boyle
Keyword(s):  

1973 ◽  
Vol 16 (3) ◽  
pp. 367-374 ◽  
Author(s):  
Mary D. Berry ◽  
Robert L. Erickson

This study investigated the comprehension of speech among children in maturational stages of linguistic development when speech was presented at varying rates of utterance by a trained speaker. Five groups, each consisting of a subgroup of 10 kindergarten and a subgroup of 10 second-grade children, were presented with a tape-recorded administration of the receptive section of the Northwestern Syntax Screening Test (NSST). Each group heard the test at one or another of the following rates: 2.6, 3.4, 4.7, 5.3, or 6.3 syllables per second. A mean comprehension score was determined for each group and subgroup, and a treatment-by-levels analysis of variance was completed. Results indicated that comprehension was higher at the two slower rates than at the three faster rates. Rate by grade interaction was nonsignificant and comprehension differences between sexes appeared virtually nonexistent.


Phonetica ◽  
1996 ◽  
Vol 53 (3) ◽  
pp. 162-179 ◽  
Author(s):  
Anna Marie Schmidt ◽  
James Emil Flege
Keyword(s):  

1999 ◽  
Vol 105 (2) ◽  
pp. 1402-1402
Author(s):  
Adam M. Berman ◽  
Jonathan S. Neville ◽  
Terry L. Gottfried

2015 ◽  
Vol 137 (4) ◽  
pp. 2434-2434
Author(s):  
Brittany N. Jaekel ◽  
Rochelle S. Newman ◽  
Matthew J. Goupell

1996 ◽  
Vol 58 (4) ◽  
pp. 540-560 ◽  
Author(s):  
Rochelle S. Newman ◽  
James R. Sawusch

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