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Perceptual learning of dysarthric speech : effects of familiarization and feedback Buchholz, Leah Kee
Abstract
The current study investigated the presence of perceptual learning following familiarization with spastic dysarthric speech secondary to cerebral palsy. The phonemic level of speech perception was examined using the word-initial stop voicing contrast. Stimuli were produced by a male speaker with severe spastic dysarthria. Speech samples were selected from the speaker’s utterances based on negative voice-onset time (prevoicing duration). Stimuli were systematically selected to create the voicing contrast using tokens with either short prevoicing or abnormally long prevoicing durations. Thirty naïve listeners were randomly assigned to one of three familiarization groups: one group was provided written feedback during familiarization, the second group listened to the same stimuli but was not provided with feedback, and the third group listened to different stimuli, which did not contain the voicing contrast. A forced-choice testing format was used to measure listeners’ responses preceding and following familiarization. Results showed changes in listeners’ response patterns following familiarization across the three groups indicating that perceptual learning occurred. Theoretical, clinical, and design implications are explored.
Item Metadata
Title |
Perceptual learning of dysarthric speech : effects of familiarization and feedback
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
2009
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Description |
The current study investigated the presence of perceptual learning following familiarization with spastic dysarthric speech secondary to cerebral palsy. The phonemic level of speech perception was examined using the word-initial stop voicing contrast. Stimuli were produced by a male speaker with severe spastic dysarthria. Speech samples were selected from the speaker’s utterances based on negative voice-onset time (prevoicing duration). Stimuli were systematically selected to create the voicing contrast using tokens with either short prevoicing or abnormally long prevoicing durations. Thirty naïve listeners were randomly assigned to one of three familiarization groups: one group was provided written feedback during familiarization, the second group listened to the same stimuli but was not provided with feedback, and the third group listened to different stimuli, which did not contain the voicing contrast. A forced-choice testing format was used to measure listeners’ responses preceding and following familiarization. Results showed changes in listeners’ response patterns following familiarization across the three groups indicating that perceptual learning occurred. Theoretical, clinical, and design implications are explored.
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551652 bytes
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Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-03-03
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Provider |
Vancouver : University of British Columbia Library
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Rights |
Attribution-NonCommercial-NoDerivatives 4.0 International
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DOI |
10.14288/1.0067015
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URI | |
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Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
2009-05
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Rights
Attribution-NonCommercial-NoDerivatives 4.0 International