Impact of Delayed Auditory Feedback on the Ipat 8-Parallel-Form Anxiety Scales

1966 ◽  
Vol 18 (2) ◽  
pp. 583-586 ◽  
Author(s):  
Richard J. Rankin ◽  
William R. Balfrey
Keyword(s):  
Factorial Design ◽  
Auditory Feedback ◽  
Feedback Condition ◽  
Delayed Auditory Feedback ◽  
Parallel Form

The IPAT 8-Parallel-Form Anxiety Scales were insensitive to stress generated in 24 Ss under conditions of normal and delayed auditory feedback. As a follow-up, 144 Ss were tested in a 3 × 2 × 2 factorial design, varying feedback condition, anxiety, and sex. The PFAB remained insensitive to this type of stress.

Speech Monitoring and Verbal Learning

1963 ◽  
Vol 6 (3) ◽  
pp. 249-254
Author(s):  
George R. Davis ◽  
Joseph G. Sheehan
Keyword(s):  
Auditory Feedback ◽  
Direct Relationship ◽  
Paired Associate ◽  
Verbal Learning ◽  
Feedback Condition ◽  
Delayed Auditory Feedback ◽  
Learning Tasks ◽  
Verbal Tasks ◽  
Speech Monitoring ◽  
Auditory Monitoring

The effects of interference with auditory feedback on two verbal learning tasks were studied. Twenty-seven adults without speech or hearing handicaps practiced two verbal tasks (reading comprehension and paired associate) under three auditory monitoring conditions. A synchronous auditory feedback condition provided amplified but almost simultaneous auditory feedback. To provide an irrelevant feedback condition, S’s heard their own previously recorded voices reading other material. Delayed auditory feedback provided a second experimental condition. Results confirmed that delayed auditory feedback interfered significantly with efficient verbal learning. A clear and direct relationship between the amount and relevance of verbal feedback and the efficiency of speech-based learning was demonstrated.

Delayed Auditory Feedback and the Speech of Stuttering and Non-Stuttering Children

1978 ◽  
Vol 46 (2) ◽  
pp. 551-555 ◽  
Author(s):  
Beverly A. Timmons ◽  
James P. Boudreau
Keyword(s):  
Analysis Of Variance ◽  
Auditory Feedback ◽  
Feedback Condition ◽  
Speaking Rate ◽  
Delayed Auditory Feedback ◽  
Difference Scores ◽  
Delay Times ◽  
Speaking Task

25 male stutterers and 25 male non-stutterers matched by age and speaking task, read or recited under normal and 113-, 226-, 306-, 413-, 520-msec. delayed auditory feedback conditions. Changes in speaking rate and disfluency count from normal to each delayed auditory feedback condition were calculated as indicators of reaction to delayed auditory feedback. Using an analysis of variance of difference scores for speaking rate, no significant differences were found between stutterers and non-stutterers or among the delays. An analysis of variance of disfluency difference scores showed no differences between stutterers and non-stutterers. Significant differences in disfluency reaction among delay times were found.

Changes in Reliance on Auditory Feedback Cues as a Function of Oral Practice

1971 ◽  
Vol 14 (2) ◽  
pp. 307-311 ◽  
Author(s):  
Ronald L. Webster ◽  
Michael F. Dorman
Keyword(s):  
Factorial Design ◽  
Functional Properties ◽  
Oral Reading ◽  
Auditory Feedback ◽  
Reading Practice ◽  
Delayed Auditory Feedback ◽  
Practice Tests ◽  
Oral Practice ◽  
Feedback Cues ◽  
Fluent Speakers

This experiment used a two-by-two factorial design to investigate the effects of two levels of oral practice and two types of auditory feedback upon reading times and number of speech disfluencies for 60 normally fluent speakers. During tests under delayed auditory feedback, subjects who had experienced six previous oral reading trials on a standard passage under normal auditory feedback made significantly fewer articulation errors and had significantly shorter reading times than subjects without prior reading practice. Tests of practiced subjects vs nonpracticed subjects under normal auditory feedback showed no significant differences in articulation errors or reading times. It was suggested that functional properties of auditory feedback cues were temporarily changed by oral reading practice.

Age, Sex, and Delay Time as Factors Affecting Reaction to Delayed Auditory Feedback

1976 ◽  
Vol 43 (1) ◽  
pp. 27-30 ◽  
Author(s):  
Beverly A. Timmons ◽  
James P. Boudreau
Keyword(s):  
Sex Differences ◽  
Auditory Feedback ◽  
Delay Time ◽  
Feedback Condition ◽  
Speaking Rate ◽  
Delayed Auditory Feedback ◽  
Factors Affecting ◽  
Nursery Rhyme ◽  
Older Subjects ◽  
Post Hoc

Five groups of 10 males and 10 females each, aged 5, 7, 9, 11, and 13 yr., recited a nursery rhyme under normal delay and 113-, 226-, 306-, 403-, and 520-msec delayed auditory-feedback conditions. Speaking rate and disfluency count changes from normal delay to each delayed auditory feedback condition were calculated as indicators of reaction to delayed auditory feedback. Analyses of variance and post hoc comparisons indicated that 5-yr.-olds reacted with greater change in rate at 520-msec. delayed auditory feedback than did older subjects. Five- and 7-yr.-olds were more disfluent at 413- and 520-msec. delayed auditory feedback than were older subjects. Sex differences were found in the 7-, 11-, and 13-yr.-old groups, using speaking rate as a measure of delayed auditory-feedback reaction. No significant sex differences were noted when disfluencies were used as indicators of delayed auditory-feedback reaction.

Aftereffects of Delayed Auditory Feedback

1965 ◽  
Vol 20 (3) ◽  
pp. 817-823 ◽  
Author(s):  
Susan Zalosh ◽  
Leonard F. Salzman
Keyword(s):  
Auditory Feedback ◽  
Delay Time ◽  
Feedback Condition ◽  
Delayed Auditory Feedback

This experiment was designed to test whether there are aftereffects on speech to delayed auditory feedback and whether the aftereffects, if any, are a function of the severity of disruption of speech under the feedback condition. Fifty-seven Ss, divided into three equal groups, were exposed to various combinations of delay time and intensity of feedback. Comparisons of pre- and post-sidetone responses revealed no evidence of aftereffects on speech. No relationship to induced severity of speech disruption was found.

Programmed Stuttering Treatment for Children: Comparison of Two Establishment Programs Through Transfer, Maintenance, and Follow-Up

1995 ◽  
Vol 38 (1) ◽  
pp. 61-75 ◽  
Author(s):  
Bruce P. Ryan ◽  
Barbara Van Kirk Ryan
Keyword(s):  
Auditory Feedback ◽  
Maintenance Treatment ◽  
Gradual Increase ◽  
School Age Children ◽  
School Age ◽  
Delayed Auditory Feedback ◽  
Important Improvement ◽  
Time Period ◽  
Effectiveness And Efficiency

Two different Establishment programs, Delayed Auditory Feedback (DAF) and Gradual Increase in Length and Complexity of Utterance (GILCU), for improving the fluency of school-age children who stutter, were compared. The programs were carried out by 12 clinicians under supervision with 24 clients (12 elementary and 12 junior/senior high school) in the schools. Both programs produced important improvement in fluency in 23/24 (96%) of the children in a reasonable time period (7.9 hours). Generally, the two programs were similar in performance. The only difference (between GILCU and DAF) was that the GILCU program provided initially for better generalization of fluency. Transfer and Maintenance programs (10.4 hours) demonstrated that the children from the two Establishment programs performed in a similar manner and that the Transfer and Maintenance Programs were helpful. In a total of 18.3 hours of establishment, transfer, and maintenance treatment, 11 subjects, who completed the programs, reduced their stuttering from 7.9 SW/M to .8 SW/M at a 14-month follow-up showing that the children had maintained their fluency. Clinicians’ performances contributed to the effectiveness and efficiency of the programs.

Auditory Feedback and Musical Keyboard Performance

1997 ◽  
Vol 15 (2) ◽  
pp. 153-174 ◽  
Author(s):  
Steven A. Finney
Keyword(s):  
Auditory Feedback ◽  
Feedback Condition ◽  
Musical Performance ◽  
Feedback Effects ◽  
Delayed Auditory Feedback ◽  
Significant Impairment

In an investigation into the role of auditory feedback guidance in musical performance, musically experienced subjects performed on an electronic keyboard under altered feedback conditions that included pitch and timing manipulations, as well as absence of auditory feedback. The results largely replicated the data reported by Gates and Bradshaw (1974): performance in the absence of auditory feedback showed no impairment, whereas performance under delayed auditory feedback showed significant impairment. In an extension of the Gates and Bradshaw study, however, it was found that altered pitch feedback caused little or no impairment and that altering the pitches in the delayed auditory feedback condition significantly reduced the amount of delayed auditory feedback impairment. These results show that different components of auditory feedback (pitch and timing) have separable effects on musical performance and pose a problem for theories of auditory feedback effects that do not explicitly distinguish these components.

Operant Procedures Applied to Stuttering Therapy for Children

1971 ◽  
Vol 36 (2) ◽  
pp. 264-280 ◽  
Author(s):  
Bruce P. Ryan
Keyword(s):  
Auditory Feedback ◽  
Operant Behavior ◽  
Gradual Increase ◽  
Social Reward ◽  
Delayed Auditory Feedback ◽  
Fluent Speech

This report concerns operant stuttering therapy programs for five children ranging in age from six to nine years. The programs included programmed desensitization, delayed auditory feedback, and gradual increase in the length and complexity of the speech utterance. Reinforcing events ranged from social reward to points which could be exchanged for toys. The programs varied in length from 15 to 73.3 hours. They were all successful in helping the children to establish fluent speech. Special transfer and maintenance programs were necessary for some of the children. Follow-up measures indicated that the children had maintained their fluency. The value of viewing stuttering as operant behavior was demonstrated.

scholarly journals Delayed Auditory Feedback and Transcranial Direct Current Stimulation Treatment for the Enhancement of Speech Fluency in Adults Who Stutter: Protocol for a Randomized Controlled Trial

10.2196/16646 ◽  
2020 ◽  
Vol 9 (4) ◽  
pp. e16646
Author(s):  
Narges Moein ◽  
Reyhane Mohamadi ◽  
Reza Rostami ◽  
Michael Nitsche ◽  
Reza Zomorrodi ◽  
...  
Keyword(s):  
Direct Current ◽  
Transcranial Direct Current Stimulation ◽  
Auditory Feedback ◽  
Intervention Group ◽  
Control Group ◽  
Delayed Auditory Feedback ◽  
Direct Current Stimulation ◽  
Speech Fluency ◽  
Adults Who Stutter

Background Stuttering is a complex speech disorder that affects speech fluency. Recently, it has been shown that noninvasive brain stimulation may be useful to enhance the results of fluency interventions in adults who stutter. Delayed auditory feedback (DAF) is a method to enhance speech fluency in individuals who stutter. Adjunctive interventions are warranted to enhance the efficacy of this intervention. Objective Individuals who stutter have pathological activation patterns in the primary and secondary auditory areas. Consequently, in this study, we hypothesize that stimulation of these areas might be promising as an adjunctive method to fluency training via DAF to enhance speech therapy success in individuals with a stutter. We will systematically test this hypothesis in this study. Methods This study is designed as a randomized, double-blind, sham-controlled clinical trial. All participants will receive DAF. The intervention group will additionally receive real transcranial direct current stimulation, while the control group will be exposed to sham stimulation. The assignment of the participants to one of these groups will be randomized. Before starting the treatment program, 2 preintervention assessments will be conducted to determine the severity of stuttering. Once these assessments are completed, each subject will participate in 6 intervention sessions. Postintervention assessments will be carried out immediately and 1 week after the last intervention session. Subsequently, to explore the long-term stability of the treatment results, the outcome parameters will be obtained in follow-up assessments 6 weeks after the treatment. The primary outcome measurement—the percentage of stuttered syllables—will be calculated in pre-, post-, and follow-up assessments; the secondary outcomes will be the scores of the following questionnaires: the Stuttering Severity Instrument–Fourth Edition and the Overall Assessment of the Speaker’s Experience of Stuttering. Results This protocol was funded in 2019 and approved by the Research Ethics Committee of the Iran University of Medical Sciences in June 2019. Data collection started in October 2019. As of February 2020, we have enrolled 30 participants. We expect data analysis to be completed in April 2020, and results will be published in summer 2020. Conclusions We anticipate that this study will show an adjunctive effect of transcranial direct current stimulation, when combined with DAF, on stuttering. This should include not only a reduction in the percentage of stuttered syllables but also improved physical behavior and quality of life in adults who stutter. Trial Registration ClinicalTrial.gov NCT03990168; https://clinicaltrials.gov/ct2/show/NCT03990168 International Registered Report Identifier (IRRID) DERR1-10.2196/16646

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