Segmentation cues in conversational speech: robust semantics and fragile phonotactics

Reading Warm-Up, Reading Skill, and Reading Prosody When Reading the My Grandfather Passage: An Exploratory Study Born Out of the Motor Planning Theory of Prosody and Reading Prosody Research

PURPOSE

The Motor Planning Theory of Prosody and reading prosody research indicate that "out of the blue" oral reading, as practiced in clinical and research settings, invokes surface rather than covert prosody, particularly when readers are recorded, less skilled, and/or speech impaired. Warm-up is not considered in passage reading for motor-speech assessment. We report on a preliminary study aimed to investigate the effect of warm-up on reading prosody in two conditions: silent reading alone and reading "out of the blue" followed by silent reading. A secondary aim of the study was to examine the effect of reading skill on reading prosody.

METHOD

Twenty-one monolingual, English-speaking volunteers were recorded reading the My Grandfather Passage (GP) while their eye movements were tracked. Participants were randomly assigned to one of two reading conditions: (a) silent-oral (SO) and (b) oral-silent-oral (OSO). In the SO condition, participants read the GP silently as a warm-up for the subsequent oral reading. In the OSO condition, participants first read the GP aloud ("out of the blue") and then read the same passage silently with the instruction to do this in preparation for a second oral reading. Reading skill was quantified using eye-voice span and Wide Range Achievement Test-Fourth Edition testing. Reading prosody was evaluated using pause indexes, the Acoustic Multidimensional Prosody Index, and speech rate.

CONCLUSIONS

One oral reading before a silent reading but not a silent reading alone before oral reading was shown to affect reading prosody. In terms of reading skill, results indicate that predictive associations patterned differently in the reading conditions explored, suggesting different underlying skill sets.

A relationship between processing speech in noise and dysarthric speech

There is substantial individual variability in understanding speech in adverse listening conditions. This study examined whether a relationship exists between processing speech in noise (environmental degradation) and dysarthric speech (source degradation), with regard to intelligibility performance and the use of metrical stress to segment the degraded speech signals. Ninety native speakers of American English transcribed speech in noise and dysarthric speech. For each type of listening adversity, transcriptions were analyzed for proportion of words correct and lexical segmentation errors indicative of stress cue utilization. Consistent with the hypotheses, intelligibility performance for speech in noise was correlated with intelligibility performance for dysarthric speech, suggesting similar cognitive-perceptual processing mechanisms may support both. The segmentation results also support this postulation. While stress-based segmentation was stronger for speech in noise relative to dysarthric speech, listeners utilized metrical stress to parse both types of listening adversity. In addition, reliance on stress cues for parsing speech in noise was correlated with reliance on stress cues for parsing dysarthric speech. Taken together, the findings demonstrate a preference to deploy the same cognitive-perceptual strategy in conditions where metrical stress offers a route to segmenting degraded speech.