scholarly journals The role of auditory feedback in speech development: A study of compensation strategies for a lip-tube perturbation

2013 ◽  
Author(s):  
Lucie Menard ◽  
Pascal Perrier ◽  
Jéro^me Aubin
Keyword(s):  
Auditory Feedback ◽  
Speech Development

scholarly journals Auditory feedback experience in phonetic development: Evidence from preschoolers with cochlear implants and their normal-hearing peers

2021 ◽  
Author(s):  
Meg Cychosz ◽  
Benjamin Munson ◽  
Rochelle Newman ◽  
jan edwards
Keyword(s):  
Motor Control ◽  
Cochlear Implants ◽  
Auditory Feedback ◽  
Developmentally Appropriate ◽  
Potential Effect ◽  
Speech Development ◽  
Chronological Age ◽  
Fine Motor ◽  
Auditory Experience

Previous work has found that preschoolers with greater phonological awareness and larger lexicons, who vocalize more throughout the day, exhibit less intra-syllabic coarticulation in controlled speech production tasks. These findings suggest that both linguistic experience and speech motor control are important predictors of spoken phonetic development. Still, it remains unclear how preschoolers' speech practice during vocalizations drives the development of coarticulation because children who vocalize more are likely to have both increased fine motor control and increased auditory feedback experience. Here, the potential effect of auditory feedback is studied by examining a population---children with cochlear implants---naturally differing in auditory experience. Results show that (1) developmentally-appropriate coarticulation improves with increased hearing age, but not chronological age, (2) children with cochlear implants pattern coarticulatorily closer to their younger, hearing age-matched peers than chronological age-matched peers, and (3) the effects of vocalization practice on coarticulation only appear in the children with cochlear implants after several years of hearing experience. Together, these results indicate a strong role of auditory feedback experience upon coarticulation and suggest that parent-child communicative exchanges could stimulate children's own vocal output driving speech development.

scholarly journals The Role of Auditory Feedback at Vocalization Onset and Mid-Utterance

2018 ◽  
Vol 9 ◽  
Author(s):  
Nichole E. Scheerer ◽  
Jeffery A. Jones
Keyword(s):  
Auditory Feedback

scholarly journals Regulatory and Planning Speech Functions Influence on the Senior Preschoolers’ and Junior Schoolchildren’s Voluntary Development

2019 ◽  
Vol 25 (1) ◽  
pp. 256-280
Author(s):  
Valentyna Poul ◽  
Ostap Bodyk
Keyword(s):  
Structural Model ◽  
First Graders ◽  
Time History ◽  
Speech Development ◽  
Preschool Age ◽  
Behavior Development ◽  
Experimental Works ◽  
Volitional Behavior ◽  
Children's Speech

The article is based on the idea of studying the growth of the regulatory role of child’s speech in the activity organization and feasance and the conduct of child’s behavior. According to this idea, the child’s volitional behavior arises with the skills appearance to build speech utterances, when youngster begins to draw up a plan of his/her activity and regulate the process of his/her implementation with their help, i.e., the development of planning and regulatory speech functions is in progress. Emphasis is placed just on the problem of forming in children the ability to build utterances on their own in connection with the development of speech functions and their volitional development. It’s given the proof of the interconnection of the stages development of planning and regulatory speech functions in preschool and junior schoolchildren and the conditionality of the volitional development of children by the development of their speech skills and functions. The paper presents a functional-structural model of the development process optimization of planning and regulatory speech functions by children in forming their speech skills. It’s illustrated the structure of the program forming preschoolers’ and first graders’ skills to model speech utterances for their development of planning and regulatory speech functions, the formation of which is considered as one of the their volitional behavior development mechanisms. The effectiveness of this program has been experimentally proved. The results show the substantial children’s speech development changes, the positive will development dynamics, the time history in an interrelation between children’s will and speech development, namely: volitional development was connected with all connected speech indicators at the same time, in preschoolers – mainly with their utterances completeness and logic, in first-graders – with the understanding of the meaning of their own speech in activity. On the basis of the scientists’ theoretical and experimental works and presented empirical research results analysis it’s suggested to assume the senior preschool age as a sensitive for the regulatory speech function development and the junior school age – planning one.

scholarly journals Shared mechanisms of auditory and non-auditory vocal learning in the songbird brain

2021 ◽  
Author(s):  
James McGregor ◽  
Abigail Grassler ◽  
Paul I. Jaffe ◽  
Amanda Louise Jacob ◽  
Michael Brainard ◽  
...  
Keyword(s):  
Reinforcement Learning ◽  
Basal Ganglia ◽  
General Principle ◽  
Auditory Feedback ◽  
Sensory Feedback ◽  
Vocal Learning ◽  
Neural Systems ◽  
Auditory Information ◽  
Vocal Plasticity

Songbirds and humans share the ability to adaptively modify their vocalizations based on sensory feedback. Prior studies have focused primarily on the role that auditory feedback plays in shaping vocal output throughout life. In contrast, it is unclear whether and how non-auditory information drives vocal plasticity. Here, we first used a reinforcement learning paradigm to establish that non-auditory feedback can drive vocal learning in adult songbirds. We then assessed the role of a songbird basal ganglia-thalamocortical pathway critical to auditory vocal learning in this novel form of vocal plasticity. We found that both this circuit and its dopaminergic inputs are necessary for non-auditory vocal learning, demonstrating that this pathway is not specialized exclusively for auditory-driven vocal learning. The ability of this circuit to use both auditory and non-auditory information to guide vocal learning may reflect a general principle for the neural systems that support vocal plasticity across species.

Stutter and phenomena: The phenomenology and deconstruction of delayed auditory feedback

2020 ◽  
Vol 5 (2) ◽  
pp. 197-213
Author(s):  
Roshaya Rodness
Keyword(s):  
Auditory Feedback ◽  
The Self ◽  
Husserlian Phenomenology ◽  
Human Consciousness ◽  
Delayed Auditory Feedback ◽  
The Voice ◽  
Internal Division

Jacques Derrida’s early critique of Husserlian phenomenology discusses the production of the ‘phenomenological voice’ as the consummate model of human consciousness. Challenging Husserl’s conviction that consciousness is produced from the self-enclosed act of ‘hearing-oneself-speak’, Derrida points to vocality as the complex site of the self’s relationship to presence and exteriority. The internal division between hearing and speaking, he argues, introduces difference into the generation of conscious life. The use of delayed auditory feedback (DAF) as a prosthetic for stuttering provides an opportunity to engage Derrida’s insights on the connection between consciousness and voice with an ear to the speech of people who stutter. DAF, which may reduce or increase dysfluency depending on the speech of the user, introduces a series of delays, alterations and supplements to speech that underwrite the heterogeneous experience of conscious life. What can the philosophy of deconstruction add to conversations about the function of DAF, and what can theory about and experiences with DAF teach us about the self’s presence to itself and the role of alterity in shaping speech? What does stuttering teach us about the necessity of dysfluency for all speech? This article examines the relation between the voice and the phenomenological voice, and between stuttering and prosthetics. Concluding with an analysis of Richard Serra’s experimental recording, Boomerang (1974), it argues that voice is always already prostheticized with alterity, and that in hearing-oneself-speak we exist with voice in an expansive and unfinished conversation with our own mystery.

scholarly journals The Adjustment of Anterior Forebrain Pathway (AFP) to Birdsong Is Phased during Song Learning and Maintenance

2020 ◽  
Vol 2020 ◽  
pp. 1-17
Author(s):  
Jie Zang ◽  
Shenquan Liu
Keyword(s):  
Basal Ganglia ◽  
Auditory Feedback ◽  
Specific Effect ◽  
Song Learning ◽  
Exact Role ◽  
Anterior Forebrain Pathway ◽  
Anterior Forebrain ◽  
Song Production ◽  
Two Phases

Anterior forebrain pathway (AFP), a basal ganglia-dorsal forebrain circuit, significantly impacts birdsong, specifically in juvenile or deaf birds. Despite many physiological experiments supporting AFP’s role in song production, the mechanism underlying it remains poorly understood. Using a computational model of the anterior forebrain pathway and song premotor pathway, we examined the dynamic process and exact role of AFP during song learning and distorted auditory feedback (DAF). Our simulation suggests that AFP can adjust the premotor pathway structure and syllables based on its delayed input to the robust nucleus of the archistriatum (RA). It is also indicated that the adjustment to the synaptic conductance in the song premotor pathway has two phases: normal phases where the adjustment decreases with an increasing number of trials and abnormal phases where the adjustment remains stable or even increases. These two phases alternate and impel a specific effect on birdsong based on AFP’s specific structures, which may be associated with auditory feedback. Furthermore, our model captured some characteristics shown in birdsong experiments, such as similarities in pitch, intensity, and duration to real birds and the highly abnormal features of syllables during DAF.

Visuele Terugkoppeling Van Engelse Intonatie;

1981 ◽  
Vol 9 ◽  
pp. 112-118
Author(s):  
Kees de Bot
Keyword(s):  
Second Language ◽  
Visual Feedback ◽  
Auditory Feedback ◽  
Future Research ◽  
Learning Behaviour ◽  
Feedback Mode ◽  
Practice Time

A description is given of an experiment in which we tried to show that visual feedback is more effective in intonation learning than auditory feedback. The factors in the experiment were feedback mode and practice time. The results showed a significant effect of visual feedback over auditory feedback, whereas amount of practice time doesn't seem to be a major factor. An analysis of learning behaviour of the subjects in the experiment revealed that feedback mode influences learning behaviour: subjects with visual feedback tend to practise more intensively than subjects with auditory feedback. Future research will concentrate on various factors related to intonation learning and the effectiveness of visual feedback, such as the role of age, mothertongue and degree of fluency in the second language.

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