EFFECTS OF PRACTICE ON SPEECH OUTPUT FOR CHILDREN

练习对儿童言语输出的影响

• 批准号: 7060131
• 负责人: KATHRYN D DRAGER
• 金额: $ 0.62万
• 依托单位: PENNSYLVANIA STATE UNIVERSITY, THE
• 依托单位国家: 美国
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-09-01 至 2007-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7060131
• 关键词: EFFECTS; PRACTICE; SPEECH; OUTPUT; CHILDREN

DESCRIPTION (provided by applicant): Children and adults with significant communication challenges may rely on augmentative and alternative communication systems to communicate. Electronic communication devices that produce synthesized/digitized speech offer significant advantages to interaction, but only if the speech is sufficiently intelligible to the user and his or her communication partners. One way to improve the intelligibility of speech output, which is typically lower than natural speech, is by training the listener to better recognize and understand the output. The present application will address the question of whether a practice program will significantly improve the intelligibility of speech output for young children. The first aim of the application is to compare the effects of using words, sentences, and narratives as practice materials in increasing the intelligibility of synthesized speech for four-year-old listeners. A Two Factor Mixed design will be used to investigate the effects of these different practice materials. Children will be assigned to one of three conditions (word, sentence, or narrative-level practice), and will participate in four 20-minute practice sessions. The independent variables will be the practice materials (words, sentences, and narratives) and session (sessions 1, 2, 3, and 4). The dependent measures will include intelligibility of single words (percent of words correctly repeated), and intelligibility of sentences (percent of words in the sentence correctly repeated in isolated sentences and sentences within narratives). The second aim is to compare the effectiveness of two practice programs that differ in amount of listener engagement with the materials in increasing the intelligibility and comprehension of digitized and synthesized speech for four-year-old listeners. The second experiment will use a Three Factor Mixed design, using speech type (synthesized and digitized speech), the practice program (low engagement and high engagement), and session (sessions 1, 2, 3, and 4) as independent variables. The dependent measures will include intelligibility of single words (percent of words correctly repeated) and comprehension of commands (percent of single-step commands correctly executed).

描述（由申请人提供）：有重大沟通障碍的儿童和成人可以依靠辅助和替代沟通系统进行沟通。产生合成/数字化语音的电子通信设备为交互提供了显著的优势，但前提是语音对于用户和他或她的通信伙伴来说是足够可理解的。提高语音输出的可懂度（其通常低于自然语音）的一种方式是通过训练收听者以更好地识别和理解输出。本申请将解决练习程序是否将显著提高幼儿语音输出的可懂度的问题。应用程序的第一个目的是比较使用单词，句子和叙述作为练习材料，在增加四岁的听众的合成语音的可理解性的影响。将使用双因素混合设计来研究这些不同练习材料的效果。孩子们将被分配到三个条件之一（单词，句子，或叙事水平的做法），并将参加四个20分钟的练习课程。自变量将是练习材料（单词，句子和叙述）和会话（会话1，2，3和4）。相关指标将包括单个单词的可理解性（正确重复单词的百分比）和句子的可理解性（句子中正确重复的单词在孤立句子和叙述中的百分比）。第二个目的是比较两个实践计划的有效性，不同的听众参与的材料，在增加可理解性和理解的数字化和合成语音为四岁的听众。第二个实验将使用三因素混合设计，使用语音类型（合成和数字化语音），练习程序（低参与度和高参与度）和会话（会话1，2，3和4）作为自变量。相关的测量将包括单个单词的可理解性（正确重复单词的百分比）和命令的理解（正确执行单步命令的百分比）。