Aim When speech signals are transmitted via radio, the process of transmission may add noise to the signal of interest. This study aims to examine the effect of radio transmission on the quality of speech signals transmitted using a combined acoustic and perceptual approach. Method A standard acoustic recording of the Phonetically Balanced Kindergarten (PBK) word list read by a male speaker was played back in three conditions, one without radio transmission and two with two types of radio transmission. The vowel segments (/i, a, o, u/) embedded in the original and the re-recorded signals were analysed to yield measures of frequency loci of the first two formant frequencies (F1 and F2), amplitude difference between the first two harmonics (H1-H2), and singing power ratio (SPR). Other measures included Spectral Moment One (mean), Spectral Moment Two (variance), and the energy ratio between consonant and vowel (CV energy ratio). To examine how H1-H2 and SPR were related to the perception of vowel intelligibility and clarity, vowels at five levels of each of these two measures were selected as stimuli in the perceptual study. The auditory stimuli were presented to 20 normal hearing listeners, including 10 males and 10 females aged between 21 to 42 years, the listeners were asked to identify the vowel for each vowel stimulus in the vowel identification task and judge from a contrast pair which vowel sounded “clearer” in the clarity discrimination task. A follow-up study using vowel stimuli with a constant length and five H1-H2 or five SPR levels was conducted on five listeners to determine the relationship between the perception of speech clarity and H1-H2 or SPR. Results Results from a series of one-way or two-way analyses of variance (ANOVAs) or ANOVAs on Ranks and post-hoc test revealed that radio transmission had a significant effect on all of the selected acoustic measures except for the CV energy ratio. Signal degeneration due to radio transmission is characterized by changes of F1 or F2 frequencies toward a more compressed vowel space, a H1-H2 value indicating an increase of H1 dominance, a SPR value suggestive of an increase in the energy around the 2-4 kHz region, and a loss of differentiation between /s/ and /sh/ on the measures of Spectral Moments One and Two. Vowel duration was also found to play a major role in affecting the perception of vowel intelligibility and clarity. The follow-up study, with a control on vowel duration, found that SPR played a role in affecting the perception of vowel intelligibility and clarity. Conclusion It was concluded from the findings that measures of energy ratio between different frequency regions, as well as the frequencies of the first two formant frequencies, were sensitive in detecting the effect of radio transmission.

Thesis (Ph. D.)--University of California, San Diego, 1999. / Vita. Includes bibliographical references (leaves 113-122).

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 59-63). Also available via the Internet.

The purpose of this study was to measure the speech perception of children with speech sound disorders and compare it to that of adults and typically developing children. A secondary purpose was to determine if an adaptive-tracking tool, the Wide Range Acoustic Accuracy Scale (WRAAS) equalized task demands across participants independent of perceptual ability. The participants included 31 adults, 15 typically developing children, and 15 children with speech sound disorders. Children with speech sound disorders all had difficulty producing /r/ correctly. Each participant completed perceptual testing discriminating differences in three syllable contrast pairs: /bɑ/-/wɑ/, /dɑ/-/gɑ/, and /rɑ/-/wɑ/. Results indicated that children with speech sound disorders had significantly poorer perception than the adults for /bɑ/-/wɑ/ and /dɑ/-/gɑ/ and significantly poorer perception than their typically developing peers for the /rɑ/-/wɑ/ contrast. Adults and typically developing children did not differ in their perception of any contrast. Results also indicated that WRAAS equalized the number of trials across all participants irrespective of perceptual ability. We discuss clinical implications of these results and how WRAAS may be used in future research and in clinical work to efficiently and effectively determine perceptual abilities of children with speech sound disorders.

<p> In this dissertation I examine a distinction made in Speech Act Theory between normal uses of language and uses of language that are said to be parasitic on them. Fictional, theatrical, comedic and metaphoric uses of language may be said to be parasitic on normal language in so far as their intelligibility requires a prior grasp of the rules or conventions of normal language such as is used in everyday cases of asserting, promising, marrying and ordering, for instance.</p> <p> Jacques Derrida argued that uses of language could not be determined as exclusively either normal or parasitic and that thus such a distinction could not be made. That is, he argued that it was not possible to make a distinction between fictional promises and real life promises, for instance; or between literal uses of words and metaphorical uses. I show that the distinction can be made and that, although uses of language cannot be determined as exclusively either normal or parasitic in the work of J. L. Austin, they can be in that of John R. Searle. </p> <p> In arguing for this thesis, I show how Searle, in his attempt to defend Austin and Speech Act Theory against Derrida's criticisms, failed to appreciate many aspects of Derrida's work and thus misconstrued his critique and defended Austin and Speech Act Theory against somewhat of a straw man. </p> / Thesis / Doctor of Philosophy (PhD)

<p> This dissertation focused on the impact of aphasia on social inclusion in LTC facilities. Data were gathered and examined using a qualitative research methodology. This research design used several data collection procedures including participant observation, ethnographic interviews, videotaped conversations, and artifact analysis. These procedures preserved the authenticity of the data and allowed for thick description of social interaction as it unfolded in real-time. The results of these data were examined using categorization of the context and culture of each environment, community-based strategies used during social interactions, and the linguistic and interactive devices used during conversational interactions. The views, reactions, and affective reactions of IWA were also explored and discussed. Patterns emerged from the data that revealed the types of strategies that IWA employed to overcome contextual barriers within the nursing home environment. This study uncovered the importance of considering the contextual makeup of nursing homes when examining IWA and the value in exploring the on-line behaviors and strategies that are implemented by IWA as they negotiate social action within these contexts. This study has important implications regarding the value of qualitative research paradigms in investigating social access and inclusion in IWA in LTC settings and exploring the complex interdependent and synergistic relationship of language and its situated context.</p>

<p> The purpose of the present study was to investigate the effect environment has upon the conversational ability of an individual with traumatic brain injury. Cognitive and linguistic aspects of language were explored. Administration was conducted through engagement in two conversational samples, one of which took place in a controlled, clinical environment and the other in a naturalistic setting (i.e., dual indoor/outdoor environment). The conversational samples were compared to each other and held in reference to the administrator&rsquo;s sample for baseline data. Data were collected and analyzed using descriptive statistics. Results found that unsupported environmental conditions presenting with distractions served to exacerbate the participant&rsquo;s cognitive-communicative impairments. Results and clinical implications are discussed.</p>

<p> The purpose of the study was to determine whether the completion of a parent education, training and coaching program would increase expressive language in toddlers diagnosed with developmental delay. A secondary purpose was to determine whether parents would demonstrate increased knowledge in and ability to execute language facilitation strategies following the completion of the training program. The parent attended three education sessions, and the parent-child dyad participated in weekly training and coaching sessions. Results indicated an increase in expressive language (i.e., both gesture use and verbal expression) for the child-participant, following the completion of the parent training programs. The results indicated an increase in the parent-participant's use of language facilitation strategies; however, this did not carry-over to the generalization phase. Further research is necessary to help create a systematic program to effectively train parents as co-interventionists for toddlers.</p>

No description available.

This study was conducted to explore the effects of expressing negative feelings and opinions through aggressive, assertive, empathic assertive, and unassertive content combined with assertive and unassertive styles. Perceptions of relational messages, attraction, and communication satisfaction were assessed. Several hypotheses were advanced. Results indicate that verbal content and communication style affected relational message interpretations. They did not, however, affect perceptions of attraction and communication satisfaction. Several implications were discussed concerning the evaluations of assertive and unassertive content and style.