Acoustic Measures of Stutterers' and Nonstutterers' Fluency in Two Speech Contexts

1986 ◽  
Vol 29 (3) ◽  
pp. 325-331 ◽  
Author(s):  
E. Charles Healey ◽  
Peter R. Ramig
Keyword(s):  
Oral Reading ◽  
Voice Onset Time ◽  
Onset Time ◽  
Group Differences ◽  
Acoustic Measures ◽  
Reading Condition

The purpose of this study was to compare stutterers' and nonstutterers' fluency during multiple productions of two dissimilar speech contexts. Twenty-two adult stutterers were matched within 1 year of age to 22 nonstutterers. Spectrographic analyses were performed on subjects' five consecutively fluent productions of a simple isolated phrase and a phrase extracted from an oral reading passage. Measures of fluent voice onset time (VOT), and vowel, consonant, and total phrase durations were calculated from the five repetitions of each phrase. From the isolated phrase, there were a total of five fluent durational measures (i.e., one VOT, two vowel, one consonant, & one phrase duration). For the phrase taken from the oral reading passage, six fluent measures were obtained (i.e., one VOT, three vowel, one consonant, & one phrase duration). Results demonstrated that only one of the five measurements taken during the isolated phrase condition was significantly different between the groups. Three of the six measures obtained from the phrase taken from the oral reading condition revealed significant between-group differences. No group differences were associated with the repetitions of either phrase for any of the dependent measures for both groups. These findings suggest that the length and complexity of the speech tasks used to obtain acoustic measures of stutterers' fluency play an important role in the discovery of differences between the fluency of the two groups.

scholarly journals Categorization of regional and foreign accent in 5- to 7-year-old British children

2009 ◽  
Vol 33 (4) ◽  
pp. 366-375 ◽  
Author(s):  
Caroline Floccia ◽  
Joseph Butler ◽  
Frédérique Girard ◽  
Jeremy Goslin
Keyword(s):  
Voice Onset Time ◽  
Onset Time ◽  
Old French ◽  
Foreign Accent ◽  
Connected Speech ◽  
British English ◽  
Acoustic Measures ◽  
Related Information ◽  
Vowel Formants ◽  
Better Than

This study examines children's ability to detect accent-related information in connected speech. British English children aged 5 and 7 years old were asked to discriminate between their home accent from an Irish accent or a French accent in a sentence categorization task. Using a preliminary accent rating task with adult listeners, it was first verified that the level of accentedness was similar across the two unfamiliar accents. Results showed that whereas the younger children group behaved just above chance level in this task, the 7-year-old group could reliably distinguish between these variations of their own language, but were significantly better at detecting the foreign accent than the regional accent. These results extend and replicate a previous study (Girard, Floccia, & Goslin, 2008) in which it was found that 5-year-old French children could detect a foreign accent better than a regional accent. The factors underlying the relative lack of awareness for a regional accent as opposed to a foreign accent in childhood are discussed, especially the amount of exposure, the learnability of both types of accents, and a possible difference in the amount of vowels versus consonants variability, for which acoustic measures of vowel formants and plosives voice onset time are provided.

What Makes Spanish-Accented English Sound Spanish-Accented? Acoustic Measures and Listener Cues

2019 ◽  
Vol 11 (6) ◽  
pp. 187
Author(s):  
Amee P. Shah
Keyword(s):  
Voice Onset Time ◽  
Rank Order ◽  
Onset Time ◽  
Vowel Duration ◽  
Theoretical Understanding ◽  
Temporal Differences ◽  
Acoustic Measures ◽  
Closure Duration ◽  
Accented English ◽  
Temporal Measures

This study aimed to understand which acoustic parameters of Spanish-accented English are correlated with listeners’ perception of Spanish-accentedness. Temporal differences were analyzed in multisyllabic target words spoken in sentences by 22 Spanish speakers of English and five native speakers of American English (AE). Recordings were presented to AE listeners who judged the degree of accentedness on a 9-point scale. Spearman rank order correlation showed that the listeners’ ratings of degree of accentedness in sentences correlated strongly (r= +0.82) with those in words. Listeners’ ratings of accentedness correlated in varying degrees with various temporal measures, namely Overall word durations (+0.04 to +0.56), Stressed/unstressed vowel duration ratios (–0.01 to +0.35), Voice Onset Time of stops (+0.26 to +0.36), and, closure duration (+0.29 to +0.59). Results suggest that Spanish-accented English is characterized by systematic temporal differences from native AE, and that these temporal differences contribute to the perception of accentedness. Implications of findings in improving theoretical understanding and applied practices are discussed.

Temporal Acoustic Measures of Dysarthria Associated with Amyotrophic Lateral Sclerosis

1987 ◽  
Vol 30 (1) ◽  
pp. 80-87 ◽  
Author(s):  
Anthony J. Caruso ◽  
Estelle Klasner Burton
Keyword(s):  
Amyotrophic Lateral Sclerosis ◽  
Voice Onset Time ◽  
Onset Time ◽  
Vowel Duration ◽  
Physiological Mechanisms ◽  
Acoustic Measures ◽  
Monosyllabic Words ◽  
Intelligible Speech ◽  
Broadband Sound ◽  
Lateral Sclerosis

The purpose of this study was to investigate stop-gap duration, voice onset time (VOT), and vowel duration in intelligible speakers with amyotrophic lateral sclerosis (ALS). Broadband sound spectrograms were used to measure 8 normal and 8 ALS speakers' intelligible speech productions of monosyllabic words containing word-initial stop-plosive consonants (/p, t, k, b, d, g/). Significant differences were found between the two groups for both vowel duration and stop-gap duration; moreover, correlational analysis indicated that the ALS speakers, as a group, exhibited a direct relationship between stop-gap and vowel durations associated with productions of /t/ and /k/. No significant differences were found between the two talker groups for VOT. Results will be related to the neuroanatomical and physiological mechanisms involved in dysarthric (ALS) speech.

Speech-Related Reaction Times of Stutterers and Nonstutterers

1990 ◽  
Vol 55 (2) ◽  
pp. 295-299 ◽  
Author(s):  
Klaas Bakker ◽  
Gene J. Brutten
Keyword(s):  
Factor Analysis ◽  
Reaction Time ◽  
Oral Reading ◽  
Voice Onset Time ◽  
Reaction Times ◽  
Onset Time ◽  
Discriminative Power ◽  
Diagnostic Measures ◽  
Adjustment Time ◽  
Related Reaction

Speech-related reaction time measures (laryngeal premotor and adjustment time for /a/, labial initiation and physiological voice onset time for /pa/) and fluency-related measures (number of stutterings, number of normal disfluencies, and time needed to complete an oral reading) of 24 stutterers and a like number of nonstutterers were assessed to determine their diagnostic discriminative power. Discriminant analysis showed that stutterers were most effectively differentiated from normally fluent speakers by the total number of stutterings and normal disfluencies during oral reading and by the duration of laryngeal adjustments prior to cued phonation. Factor analysis revealed that the fluency failure and reaction time measures clustered independently for both stutterers and nonstutterers. These findings suggest that both fluency failures and the duration of laryngeal adjustment time are useful diagnostic measures for discriminating stutterers from those who are normally fluent.

Analysis ofStutterers' Voice Onset Times and Fundamental Frequency Contours during Fluency

1984 ◽  
Vol 27 (2) ◽  
pp. 219-225 ◽  
Author(s):  
E. Charles Healey ◽  
Barbara Gutkin
Keyword(s):  
Fundamental Frequency ◽  
Adult Male ◽  
Voice Onset Time ◽  
Onset Time ◽  
Stop Consonant ◽  
Past Research ◽  
Group Differences ◽  
Future Research ◽  
One Year

The purpose of this study was to examine stutterers' and nonstutterers' fluent voice onset time (VOT) and fundamental frequency (F 0 ) contour measures from target syllables located at the beginning of a carrier phrase. Ten adult male stutterers were matched within one year of age with 10 adult male nonstutterers. Oscillographic and spectrographic analyses of subjects' VOT and F 0 at vowel onset, average vowel F 0 , and speed and range of Fo change were obtained from fluent productions of 18 stop consonant-vowel syllables. Results showed that VOTs for voiced stops and the range of F 0 change for voiceless stops were associated with significant between-group differences. All other dependent measures were not significantly different between the two groups. When eompared with past research, these findings indicate that greater differences emerge between stutterers and nonstutterers when measures of fluency are taken at the beginning than in the middle of a carrier phrase. Implications for future research are discussed.

The acquisition of the voicing contrast in Thai: a study of voice onset time in word-initial stop consonants

1986 ◽  
Vol 13 (3) ◽  
pp. 561-572 ◽  
Author(s):  
Jack Gandour ◽  
Soranee Holasuit Petty ◽  
Rochana Dardarananda ◽  
Sumalee Dechongkit ◽  
Sunee Mukngoen
Keyword(s):  
Voice Onset Time ◽  
Age Groups ◽  
Onset Time ◽  
Group Differences ◽  
Stop Consonants ◽  
Age Group ◽  
Cross Sectional ◽  
Voicing Contrast

ABSTRACTThis paper reports on a cross-sectional acoustical investigation of the development of the voicing contrast in Thai word-initial stops. Voice onset time (VOT) productions associated with three bilabial stops (/b p ph/), three alveolar stops (/d t th/), and two velar stops (/k kh/) were measured in seven 3-year-old children, seven 5-year-old children, seven 7-year-old children, and seven adults. Within each age group, differences in mean VOT between homorganic stop consonants indicated that 3-year-olds have acquired all voicing contrasts except /b/ vs. /p/ and /d/ vs. /t/. By age five, children have acquired all voicing contrasts. However, as measured by differences in mean VOT across age groups, 5-year-olds still do not produce /b/ or/d/ in an adult-like manner. Issues concerning the order of acquisition and nature of development of stop consonants are discussed.

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