Individual differences in speech production: What is "phonetic substance"?

Abstract In psycholinguistics there is an agreement that self-monitoring is part of the speech production system, it serves the repair of speech errors and disfluencies occurring during the process of speech production. During simultaneous interpreting, where source language speech perception and target language speech production happen simultaneously, the analysis of self-monitoring is of particular importance. In our study we compare self-monitoring processes in the target language texts, interpreted from English into Hungarian, of professional interpreters and trainee interpreters. We examine the frequency of incidence of error – type disfluencies, the editing phase of self-repairs, the frequency of incidence of disfluencies, and the editing phases of repetitions and restarts. Although our data have revealed considerable individual differences between interpreters, some tendencies can be detected. In general, differences can be detected in self-monitoring between professional and trainee interpreters. When compared to data about self-monitoring processes in spontaneous, monolingual Hungarian speech, we can state that there were far fewer phenomena connected to self-monitoring in the target language output of simultaneous interpreters than in monolingual Hungarian texts.

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Cued Speech and the Reception of Spoken Language

Journal of Speech Language and Hearing Research ◽

10.1044/jshr.2502.262 ◽

1982 ◽

Vol 25 (2) ◽

pp. 262-269 ◽

Cited By ~ 51

Author(s):

Gaye H. Nicholls ◽

Daniel Ling Mcgill

Keyword(s):

Individual Differences ◽

Speech Production ◽

Spoken Language ◽

Large Individual ◽

Aural Rehabilitation ◽

Speech Reception ◽

Key Word ◽

Cued Speech ◽

Highly Correlated ◽

Impaired Children

This study was designed to investigate the effect of Cued Speech on the speech reception abilities of profoundly hearing-impaired children under seven conditions of presentation: audition; lipreading: audition and lipreading; cues; audition and cues; lipreading and cues; and audition, lipreading, and cues. The 18 subjects had been taught through the use of Cued Speech for at least 4 years. The subjects were presented with specially designed speech tests (syllables and key words in sentences) which had been recorded on color videotape, and they responded in writing. Speech reception scores of over 95% with the key word in sentence materials and over 80% with the syllables were obtained with lipreading plus cues, and with audition, lipreading plus cues. Equally high levels of accuracy in speech reception by such children have not previously been reported. The subjects also demonstrated the ability: to use audition with the sentence materials, both in combination with lipreading and with cues, though there were large individual differences under these conditions. Speech reception abilities in the lipreading-plus-audition condition were highly correlated with scores for speech production, whereas language attainments were correlated with reception through Cued Speech. The implications of these findings to the field of aural rehabilitation are discussed.

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Individual differences in encoded neural representations within cortical speech production network

10.31234/osf.io/8wcpv ◽

2019 ◽

Cited By ~ 1

Author(s):

Katherine L Alfred ◽

Justin C Hayes ◽

Rachel Pizzie ◽

Joshua S. Cetron ◽

David J. M. Kraemer

Keyword(s):

Individual Differences ◽

Speech Production ◽

Visual Information ◽

Activity Patterns ◽

A Priori ◽

Stimulus Presentation ◽

Semantic Content ◽

Neural Representation ◽

Production Network ◽

Neural Representations

Individual differences in patterns of attention and thought can vary so greatly that two individuals presented with the same information may encode distinct representations. When presented with a stimulus to be recalled later, the information an individual encodes is dependent on the features of the stimulus to which one attends. Past studies have shown that, on the group level, verbal and visual information (e.g., words and pictures) are encoded in disparate regions of the brain. However, this account conflates external and internal representational formats, and it also neglects individual differences in attention. In this study, we examined neural and cognitive patterns associated with individual differences in attention to verbal representations—both external and internal. We found that the encoded neural representation of semantic content (meaningful words and pictures) varied as a function of individual differences in verbal attention, independent of the stimulus presentation format. Individuals who demonstrated an attentive bias toward words showed similar multivariate BOLD activity patterns within an a priori speech production network when encoding object names as when encoding pictures of objects. This result indicates that these individuals use a common process to encode meaningful words and pictures. These effects were not found for non-semantic stimuli (pronounceable non-words and nonsense pictures). Importantly, as expected, no individual differences in neural representation were found in a separate network of regions known to process semantic content independent of format. These results highlight inter-individual divergence and convergence in internal representations of encoded semantic content.

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Individual Differences in Speech Production and Perception

10.3726/978-3-653-05777-5 ◽

2015 ◽

Cited By ~ 1

Keyword(s):

Individual Differences ◽

Speech Production

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Gestures Occur With Spatial and Motoric Knowledge: It's More Than Just Coincidence

Perspectives on Language Learning and Education ◽

10.1044/lle22.2.42 ◽

2015 ◽

Vol 22 (2) ◽

pp. 42-49

Author(s):

Autumn Hostetter ◽

Elina Mainela-Arnold

Keyword(s):

Individual Differences ◽

Cognitive Load ◽

Speech Production ◽

Arm Movements ◽

Semantic Content ◽

Present Evidence ◽

Production Processes ◽

Representational Gestures ◽

Insight Into ◽

Gesture Production

Representational gestures are hand and arm movements that are related to the semantic content of co-occurring speech. In this review, we present evidence that such movements not only provide insight into the knowledge possessed by a speaker, but also provide insight into how that knowledge is represented. Specifically, gestures often occur with the communication of information that is understood spatially or motorically but that has not yet been verbally or linguistically encoded. Using gesture to convey such information can have a number of benefits for speakers, including facilitation of speech production processes and reduction of cognitive load. We focus our review on evidence from individual differences in gesture production among both typical and clinical populations, and conclude with a few recommendations for language therapists who are interested in using gesture as a tool in their practice.

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