Journal of speech, language, and hearing research : JSLHR · 2023
Order Affects Clear and Loud Speech Response.
СтатьяПоддержка исследования: вне правительства СШАНазвание и аннотация: Перевод пока не подготовлен
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Whitfield Jason A, Fullenkamp Adam M, Kriegel Zoe
Аннотация
PURPOSE: The purpose of this investigation was to examine the impact of instruction order on the speech production response when adopting higher effort speaking styles, specifically loud and clear speech.
METHOD: Speech intensity, lip aperture range, and speech rate data were collected from 24 talkers who repeated the utterance "Buy Bobby a puppy" using habitual, clear, and loud speech. Participants were assigned in quasi-random fashion to one of two groups: a Clear-Loud Group (11 participants; order: habitual-clear-loud) or a Loud-Clear Group (13 participants; order: habitual-loud-clear).
RESULTS: Talkers in the Clear-Loud Group exhibited higher speech intensity during the loud style compared with those who performed the Loud-Clear Group. Furthermore, talkers in the Clear-Loud Group retained the increases lip aperture range and reductions in speech rate associated with the clear style when producing the loud style. Conversely, talkers in the Loud-Clear Group exhibited significant increases in lip aperture range between the habitual and loud styles and between the loud and clear styles. Additionally, the Loud-Clear Group exhibited a reduction in speech rate only during the clear style, as no differences in speech rate were observed between the habitual and loud styles.
CONCLUSIONS: These findings may suggest that producing a higher effort style leads to carry-over effects in subsequent styles. Future research should investigate factors that moderate the degree of order effects for both research and clinical purposes. For instance, if generalizable, the compounding carry-over effects may prove advantageous for certain clinical populations.
METHOD: Speech intensity, lip aperture range, and speech rate data were collected from 24 talkers who repeated the utterance "Buy Bobby a puppy" using habitual, clear, and loud speech. Participants were assigned in quasi-random fashion to one of two groups: a Clear-Loud Group (11 participants; order: habitual-clear-loud) or a Loud-Clear Group (13 participants; order: habitual-loud-clear).
RESULTS: Talkers in the Clear-Loud Group exhibited higher speech intensity during the loud style compared with those who performed the Loud-Clear Group. Furthermore, talkers in the Clear-Loud Group retained the increases lip aperture range and reductions in speech rate associated with the clear style when producing the loud style. Conversely, talkers in the Loud-Clear Group exhibited significant increases in lip aperture range between the habitual and loud styles and between the loud and clear styles. Additionally, the Loud-Clear Group exhibited a reduction in speech rate only during the clear style, as no differences in speech rate were observed between the habitual and loud styles.
CONCLUSIONS: These findings may suggest that producing a higher effort style leads to carry-over effects in subsequent styles. Future research should investigate factors that moderate the degree of order effects for both research and clinical purposes. For instance, if generalizable, the compounding carry-over effects may prove advantageous for certain clinical populations.