Heejin Kim1, Suzanne Nanney. 1. Beckman Institute for Advanced Science and Technology, University of Illinois at Urbana-Champaign, Urbana-Champaign, Ill., USA.
Abstract
BACKGROUND/AIMS: This study investigated the effects of familiarization on naïve listeners' ability to perceive dysarthric speech produced by speakers with cerebral palsy and evaluated the degree of intelligibility improvement, both in the short and long term, as a function of (1) familiarization paradigms and (2) the number of familiarization phases. METHODS: A total of 120 listeners (30 listeners/speaker) were recruited to complete word transcription tasks over a 6-week period. The listeners were assigned to one of the following familiarization paradigms: passive familiarization with audio signal only, active familiarization with both audio and orthography, and no explicit familiarization. Intelligibility scores were measured as the percentage of words correctly transcribed. RESULTS: The active familiarization paradigm that provided listeners with both audio and orthography resulted in higher intelligibility scores compared to the passive familiarization and no explicit familiarization conditions. The degree of intelligibility improvement as a function of passive familiarization varied depending on the speaker. Last, the advantage of active familiarization was also found as a long-term effect. CONCLUSION: Our findings provide evidence for the benefits of familiarization in enhancing the intelligibility of dysarthric speech and support the efficacy of familiarization paradigms as an intervention technique in the management of dysarthria.
BACKGROUND/AIMS: This study investigated the effects of familiarization on naïve listeners' ability to perceive dysarthric speech produced by speakers with cerebral palsy and evaluated the degree of intelligibility improvement, both in the short and long term, as a function of (1) familiarization paradigms and (2) the number of familiarization phases. METHODS: A total of 120 listeners (30 listeners/speaker) were recruited to complete word transcription tasks over a 6-week period. The listeners were assigned to one of the following familiarization paradigms: passive familiarization with audio signal only, active familiarization with both audio and orthography, and no explicit familiarization. Intelligibility scores were measured as the percentage of words correctly transcribed. RESULTS: The active familiarization paradigm that provided listeners with both audio and orthography resulted in higher intelligibility scores compared to the passive familiarization and no explicit familiarization conditions. The degree of intelligibility improvement as a function of passive familiarization varied depending on the speaker. Last, the advantage of active familiarization was also found as a long-term effect. CONCLUSION: Our findings provide evidence for the benefits of familiarization in enhancing the intelligibility of dysarthric speech and support the efficacy of familiarization paradigms as an intervention technique in the management of dysarthria.
Authors: Stephanie A Borrie; Megan J McAuliffe; Julie M Liss; Cecilia Kirk; Gregory A O'Beirne; Tim Anderson Journal: Lang Cogn Process Date: 2012-09-01