1) The document examines how reading ability influences the ability to learn talker-specific phonetic details through perceptual learning.
2) An experiment with average and advanced readers found that advanced readers had a faster rate of learning talkers' voices during training and showed greater benefits of talker familiarity on word recognition after training compared to average readers.
3) The results suggest that individual differences in talker-specific perceptual learning are related to differences in reading abilities.
1. define communication and the nature and process of communicationsweetyrose
The topics are based on the subject, Oral Communication in Context for SHS learners. The learning competencies for these, define communication and the Nature and Process of Communication. it includes activities for the learners.
1. define communication and the nature and process of communicationsweetyrose
The topics are based on the subject, Oral Communication in Context for SHS learners. The learning competencies for these, define communication and the Nature and Process of Communication. it includes activities for the learners.
Definition, elements and process of communicationMadhura Date
S. Y. B. A. Semester III Applied Component : Mass Communication , Unit No. 1 : Nature of Communication.
Definition, elements and process of communication
The Correlation of Reading Comprehension Ability of Persian and English Langu...inventionjournals
: The present study aimed to investigate the relation between Iranian EFL students’ reading comprehension abilities of Persian which is supposed as their mother language (L1) and English as a target language (TL). In this regard, 109 Iranian students of some private school with the proficiency levels of intermediate are constituted in the study. Two types of standardized reading comprehension tests in both Persian and English languages were distributed to the participants without having any treatment. The analysis was done based on the students’ scores in the tests and the results showed that there is no significant correlation between their Persian and English comprehension abilities.
Definition, elements and process of communicationMadhura Date
S. Y. B. A. Semester III Applied Component : Mass Communication , Unit No. 1 : Nature of Communication.
Definition, elements and process of communication
The Correlation of Reading Comprehension Ability of Persian and English Langu...inventionjournals
: The present study aimed to investigate the relation between Iranian EFL students’ reading comprehension abilities of Persian which is supposed as their mother language (L1) and English as a target language (TL). In this regard, 109 Iranian students of some private school with the proficiency levels of intermediate are constituted in the study. Two types of standardized reading comprehension tests in both Persian and English languages were distributed to the participants without having any treatment. The analysis was done based on the students’ scores in the tests and the results showed that there is no significant correlation between their Persian and English comprehension abilities.
iba't ibang uri ng kurikulum, hidden curriculum, learned cirriculum, written curriculum, taught curriculum, supported curriculum, recommended curriculum, tested curriculum
Memory & Cognition2002, 30 (4), 583-593Spoken word recog.docxandreecapon
Memory & Cognition
2002, 30 (4), 583-593
Spoken word recognition relies on an acoustic speech sig-
nal that carries information not only about the linguisticcon-
tent of a talker’s utterance, but also about speaker-specific
characteristics, such as talker identity, social status, and
psychological state. In particular, a speaker’s intonation,
prosody, vocal effort, and speaking rate can convey an enor-
mous amount of information about his or her emotional
state (see, e.g., Murray & Arnott, 1993; Sherer, Banse, Wall-
bott, & Goldbeck, 1991). Although both linguisticand non-
linguistic properties of spoken language are crucial for suc-
cessful linguistic interpretation, relatively little attention
has been paid to the integration of these two types of in-
formation in research on spoken language processing. In
the present study, the nature of this integration is investi-
gated by examining the influence of emotional tone of
voice on the resolution of lexical ambiguity.
It is well known that spoken language is filled with am-
biguities at the lexical level. Words often have more than
one meaning, and listeners must resolve this ambiguity to
access the appropriate meaning of a given lexical item. Re-
search in which this issue has been investigated has fo-
cused primarily on determining at what point during the
course of spoken language processing semantic and sen-
tential context serve to disambiguate lexical items (e.g.,
Moss & Marslen-Wilson, 1993; Paul, Kellas, Martin, &
Clark, 1992; Simpson, 1994). The question of what kind
of context can serve to disambiguate or bias the selection
of a particular word meaning has received relatively less
attention. Although investigators have examined which as-
pects of sentential context serve to influence lexical se-
lection (Kellas, Paul, Martin, & Simpson, 1991; Paul et al.,
1992; Tabossi, 1988), contextual factors other than sen-
tential context have not necessarily been examined sys-
tematically. It has been assumed, either implicitly or explic-
itly, that nonlinguistic aspects of spoken language are not
necessarily relevant to lexical access and selection. On the
one hand, researchers have investigated how the linguistic
content of speech—the syllables, words, and sentences of
speech—are processed and represented (e.g., Luce,
Pisoni, & Goldinger, 1990; Marslen-Wilson & Warren,
1994; McClelland & Elman, 1986). On the other hand, re-
searchers have investigated how listeners perceive the
emotional state of a speaker from affective tone of voice
(e.g., Frick, 1985; Murray & Arnott, 1993; Pittam & Scherer,
1993). Thus, these two areas of research have largely been
considered separately (but see Friend, 1996; Wurm &
Vakoch, 1996).
This assumption of independence stems in part from
traditional explanations of linguistic processing and rep-
resentation. Properties of the speech signal, such as emo-
tional tone of voice, have been viewed as a source of noise
that the perceiver must strip away or normaliz ...
What do phonological processing errors tell about students' skills in reading...Dowon 최도원
We have found two types of errors in phonological processing on the KTEA-3. We did not find much difference between age and grade. This article was published in the Journal of Psychoeducational Assessment. Also, it was introduced at the 2016 APA Annual conference in Division 16 (School Psychology).
Support for foreign language listeners: Its effectiveness and limitationsCindy Shen
The assessment of listening comprehension in a second language has
received relatively little attention until recently. This study investigated the effective-
ness of providing different types of listening support for learners in a foreign language
environment with a low level of English proficiency. The research was conducted with
140 students taking an English listening course at a college in Taiwan. The participants
took sections of a listening test under four different conditions. Two of the conditions
provided support in the form of either a set of pictures or a written background text.
The third condition was a repetition of the test input, whereas the fourth one was simply
no type of support. After the test, the participants completed a short questionnaire and
some of them were also interviewed. According to the results, repeating the input was
the most effective treatment, followed by having visual and textual support. However,
the limits of the learners’ English competence meant that all of the types of support
could improve their comprehension only to a certain degree. Nevertheless, the provi-
sion of appropriate support may motivate foreign language learners to improve their
listening proficiency by making adequate comprehension more attainable for them.
Development and Standardization of a Semantic Comprehension Assessment Tool f...iosrjce
IOSR Journal of Applied Physics (IOSR-JAP) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of physics and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in applied physics. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
An Evaluation Of The Oral Reading Fluency Of 4Th Graders With Respect To Pros...
PosterPresentationUpdate
1. Reading ability influences perceptual
learning of talker-specific phonetic detail
Katlyn Salvador1,2, Shayna Marmon1, and Rachel M. Theodore1
1Department of Speech, Language, and Hearing Sciences
University of Connecticut
2Department of Psychology
University of Connecticut
2. Introduction
The acoustic signal of speech cues content of the message,
in addition to identity of the talker (Murray & Arnott, 1993)
Research indicates a tight link between the perception of
“who is talking” and “what is being said”
Comprehension benefits are shown for familiar talkers in
comparison to unfamiliar talkers (Nygaard et al., 1994)
Voices in a listener’s native language are easier to discriminate
than voices heard in a nonnative language (Perrachione &
Wong, 2007)
3. Introduction
Phonological knowledge, knowledge about a language’s sound
structure, mediates the native language benefit for talker recognition
Adults with reading disability (i.e., dyslexia) show poor talker
identification even in their native language (Perrachione, Del Tufo, &
Gabriei, 2011)
Even among unimpaired readers, reading ability shows a gradient
influence on talker identification for native and non-native speakers
(Kadam, Orena, Theodore, & Polka, in preparation)
Does reading ability influence the talker familiarity
effect for word recognition?
4. Methods: Participants
30 adults (11 males, 19 females), 18 – 23 years old
Native, monolingual speakers of American English with no
history of speech, language, or hearing disorders
Each completed a standardized assessment battery to
examine nonverbal intelligence, memory, reading sub-
skills, and reading comprehension
Assigned to either the “average” reading group or the
“advanced” reading group based on a median split of
composite reading scores
5. Methods: Auditory Stimuli
The lists were arranged so that half the words were presented during both training and test
sessions, while the other half were only presented during test
All items were equated
for root-mean-square
amplitude
8. Results: Training
• Mean percent correct talker identification was
calculated separately for each training session,
collapsing over the six talkers presented during
training (Figure 1)
• Performance improved over the three training sessions
for each reading group
• The rate of talker learning was faster for the advanced
readers compared to the average readers.
• Performance did not differ between the two groups on
the last day of training
10. Results: Test
• For pre-test and post-test, mean percent correct word
identification was calculated separately for trained and novel
items (Figure 2)
• Results of an ANOVA showed a significant 2-way interaction
between reading group and test time (Figure 3), but no 3-
way interaction between reading group, test time, and trial
type
• The two groups did not differ at pre-test, but at post-test the
advanced readers showed improved word recognition
compared to the average readers
• The degree of improvement at post-test was correlated with
the composite reading score (Figure 4)
14. Conclusions
• Compared to average readers, advanced readers
showed faster talker learning rate during training and
greater talker familiarity effects on word recognition at
test
• These findings suggest that some individual variation
in talker-specific perceptual learning reflects
differences in skills related to reading ability
• Future work should address the neural basis of
interactions between voice recognition and language
comprehension abilities
15. References
Kadam, M., Orena, A.J., Theodore, R. M., & Polka, L. (In press). Gradient effects of reading
ability on native and non-native talker identification. Proceedings of the 18th
International Congress of Phonetic Sciences.
Murray, I. R., Arnott, J. L. (1993). Toward the simulation of emotion in synthetic speech: A
review of the literature on human vocal emotion. Journal of the Acoustical Society
of America, 93,1097-1108.
Nygaard, L. C., Sommers, M. S., & Pisoni, D. B. (1994). Speech perception as a talker-
contingent process. Psychological Science, 5, 42 – 46.
Perrachione, T. K., Del Tufo, S. N., & Gabrieli, J. D. E. (2011). Human voice recognition
depends on language ability. Science, 29, 545.
Perrachione, T. K., & Wong, P. C. M. (2007) Learning to recognize speakers of a non-native
language: Implications for the functional organization of human auditory cortex.
Neuropsychologia, 45,1899-1910.
Editor's Notes
If voice recognition abilities influence talker-specific perceptual learning for comprehension, then advanced readers will show greater familiarity effects compared to average readers