Search Results (7)

The examination of connected speech may serve as a valuable tool for exploring speech output in both healthy speakers and individuals with language disorders. Numerous studies incorporate various fluency and silence measures into their analyses to investigate speech output patterns in different populations, along with the underlying cognitive processes that occur while speaking. However, methodological inconsistencies across existing studies pose challenges in comparing their results. In the current study, we introduce CSAP (Connected Speech Analysis Protocol), which is a specific methodological approach to investigate fluency metrics, such as articulation rate and speech rate, as well as silence measures, including silent pauses’ frequency and duration. We emphasize the importance of employing a comprehensive set of measures within a specific methodological framework to better understand speech output patterns. Additionally, we advocate for the use of distinct narrative tasks for a thorough investigation of speech output in different conditions. We provide an example of data on which we implement CSAP to showcase the proposed pipeline. In conclusion, CSAP offers a comprehensive framework for investigating speech output patterns, incorporating fluency metrics and silence measures in distinct narrative tasks, thus allowing a detailed quantification of connected speech in both healthy and clinical populations. We emphasize the significance of adopting a unified methodological approach in connected speech studies, enabling the integration of results for more robust and generalizable conclusions. Full article

This article explores the effects of different task repetition schedules on English learners’ oral fluency in terms of speed, breakdown, and repair indices using a PRAAT script to enhance objectivity and consistency in the assessment of learner performances. A total of 90 freshmen participated in the experiment and were divided into three groups: the blocked repetition group, the interleaved repetition group, and a control group. This study adopted a pre- and post-test design. After the learners repetitively practiced the problem-solving tasks for three weeks, their improvement was measured by a new task of the same type. The analyses of speed, breakdown, and repair in learners’ oral performance reported that the experimental groups outperformed the control group in fluency measurement. Specifically, the interleaved repetition group was advantageous compared with the blocked repetition group, except for the silent pause numbers. The findings not only support the interleaving effects and enrich the line of task repetition research but also have pedagogical implications in that introducing interleaved practice in real classrooms is beneficial to L2 speaking enhancement. Full article

Filled pauses (i.e., gaps in speech production filled with non-lexical vocalizations) have been studied for more than sixty years in different languages. These studies utilize many different approaches to explore the origins, specific patterns, forms, incidents, positions, and functions of filled pauses. The present research examines the presence of filled pauses by considering the adjacent words and silent pauses that define their immediate positions as well as the influence of the immediate position on filled pause duration. The durations of 2450 filled pauses produced in 30 narratives were analyzed in terms of their incidence, immediate positions, neighboring silent pauses, and surrounding word types. The data obtained showed that filled pauses that were attached to a word on one side were the most frequent. Filled pauses occurring within a word and between two silent pauses were the longest of all. Hence, the durations of filled pauses were significantly influenced by the silent pauses occurring in their vicinity. The durations and occurrence of filled pauses did not differ when content or function words preceded the filled pause or followed it. These findings suggest that the incidence and duration of filled pauses as influenced by the neighboring words and silent pauses may be indicative of their information content, which is related to the processes of transforming ideas into grammatical structures. Full article

Hesitations are often used by speakers in spontaneous speech not only to organise and prepare their speech but also to address any obstacles that may arise during delivery. Given the relationship between hesitation phenomena and motor and/or cognitive–linguistic control deficits, characterising the form of hesitation could be potentially useful in diagnosing specific speech and language disorders, such as primary progressive aphasia (PPA). This work aims to analyse the features of hesitations in patients with PPA compared to healthy speakers, with hesitations understood here as those related to speech planning, that is, silent or empty pauses, filled pauses, and lengthened syllables. Forty-three adults took part in this experiment, of whom thirty-two suffered from some form of PPA: thirteen from logopenic PPA (lvPPA), ten from nonfluent PPA (nfvPPA), and nine from semantic PPA (svPPA). The remaining 11 were healthy speakers who served as a control group. An analysis of audio data recorded when participants produced spontaneous speech for a picture description task showed that the frequency of silent pauses, especially those classified as long (>1000 ms) was particularly useful to distinguish PPA participants from healthy controls and also to differentiate among PPA types. This was also true, albeit to a lesser extent, of the frequency of filled pauses and lengthened syllables. Full article

Background and Objectives: Recent studies highlight the importance of investigating biomarkers for diagnosing and classifying patients with primary progressive aphasia (PPA). Even though there is ongoing research on pathophysiological indices in this field, the use of behavioral variables, and especially speech-derived factors, has drawn little attention in the relevant literature. The present study aims to investigate the possible utility of speech-derived indices, particularly silent pauses, as biomarkers for primary progressive aphasia (PPA). Materials and Methods: We recruited 22 PPA patients and 17 healthy controls, from whom we obtained speech samples based on two elicitation tasks, i.e., cookie theft picture description (CTP) and the patients’ personal narration of the disease onset and course. Results: Four main indices were derived from these speech samples: speech rate, articulation rate, pause frequency, and pause duration. In order to investigate whether these indices could be used to discriminate between the four groups of participants (healthy individuals and the three patient subgroups corresponding to the three variants of PPA), we conducted three sets of analyses: a series of ANOVAs, two principal component analyses (PCAs), and two hierarchical cluster analyses (HCAs). The ANOVAs revealed significant differences between the four subgroups for all four variables, with the CTP results being more robust. The subsequent PCAs and HCAs were in accordance with the initial statistical comparisons, revealing that the speech-derived indices for CTP provided a clearer classification and were especially useful for distinguishing the non-fluent variant from healthy participants as well as from the two other PPA taxonomic categories. Conclusions: In sum, we argue that speech-derived indices, and especially silent pauses, could be used as complementary biomarkers to efficiently discriminate between PPA and healthy speakers, as well as between the three variants of the disease. Full article

The current study investigates self-repairs in the speech of three groups of Russian speakers: monolingual controls (N = 12) residing in the Russian Federation, for whom Russian is their first dominant language (L1); bilingual Russian–Hebrew speaking participants (N = 12), who acquired Russian as their Heritage Language (HL) in contact with the dominant Societal Hebrew in Israel; and bilingual Russian–Chinese speakers (N = 12) residing in the Russian Federation at the time of testing, for whom Russian is their second language (L2). Picture-elicited narratives were coded for instances of self-repairs, split into Conceptualizer Repairs (C-repairs)—which imply pragmatic, semantic, or lexical changes—and Formulator Repairs (F-repairs), correcting different types of errors. In addition, self-repair initiators—such as cut-offs, hesitation pauses, and discourse markers—were annotated before each instance of self-repair. The results indicate that L2 speakers, in general, use self-repairs more frequently than L1 and HL speakers. L1 speakers hardly produced F-repairs, while HL and L2 speakers resorted to both C- and F-repairs. L1 speakers mainly used C-repairs for appropriacy, whereas HL and L2 speakers used C-repairs for rephrasing and lexical item change. As for F-repairs, HL speakers tended to change pronunciation and morphology, while L2 speakers implemented more morphological repairs. Lexical initiators of self-repairs were more common in L1 speech; however, in the L2 group we saw much more frequent cut-offs of repaired speech fragments. As such, varying self-repair strategies were employed by different speaker groups, shedding light on the underlying processes of language production. There was also evidence of cross-linguistic transfer of non-lexical self-repair initiators: HL speakers resorted to prolongations as initiators in HL-Russian (a strategy that is common in their dominant language, Hebrew), whereas L1 speakers used vocalized and silent pauses more frequently. Full article

Synchronizing behaviors in interactions, such as during turn-taking, are often impaired in children with Autism Spectrum Disorder. Therapies that focus on turn-taking generally lead to increased social skills, less interruptions, and silent pauses, however a positive non-demanding environment is therefore thought to be beneficial. Such an environment can be achieved by incorporating animals into therapy. Our study was guided by the following research questions: (1) How can we characterize the interaction between child and therapist during dolphin-assisted therapy, with regard to synchrony in verbalizations (turn-taking) and (2) does synchrony change over the course of six sessions of therapy? To answer these questions, we performed a cross-recurrence quantification analysis on behavioral data of five children, to give a detailed view of the interaction between therapist and child in the context of dolphin-assisted therapy. We were able to detect synchrony (i.e., adequate turn-taking) in all dyads, although not all children improved equally. The differences might be explained by a delayed reaction time of some children, and their level of language development. Full article