Burgoon and colleagues have applied Expectancy Theory to the study of language intensity, arguing that a complex pattern of effects can be explained in terms of the expectations people hold for sources of persuasive communication. It is argued in this paper, however, that because expectations have not been directly examined, Expectancy Theory has not provided a fair test of hypotheses. The current investigation aims to alleviate this problem by determining whether expectations people have for male and female sources of persuasive communication do in fact differ. Using a variety of message topics, expectations for male and female sources were investigated by asking respondents to provide the language choices they thought would be most effective for male and female authors of persuasive communication. What the results suggest is that both men and women should utilize moderate to high intense language to be optimally effective in suasory attempts.

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<p> Current speech therapy methods and theories are based on generalized motor program (GMP) theory (Schmidt, 1975). GMP theory states a single GMP, or motor program, directs multiple movements of speech (Maas et al., 2008). Additionally, GMP theory asserts these similar muscle movements are part of the same motor class, which allows a GMP to direct performance on novel, untrained patterns of movements (i.e., what is termed &ldquo;transfer performance&rdquo;; Chamberlin &amp; Magill, 1992; Schmidt, 1975). Alternatively, movements outside of a learned motor class will be more difficult to perform because a different GMP is controlling these movements. Currently, syllable stress patterns are theorized as the GMP when planning motor speech tasks. This study aims to help clarify the method through which motor speech movements are learned. </p><p> Meigh et al. (in press) conducted a study to learn more about speech motor planning. This study found that syllable stress, which was the expected GMP for speech production, did not direct transfer performance on untrained stimuli following training on a speech-like task. Instead, participants encoded speech sound (i.e., phoneme) information during training that influenced transfer results. In Meigh&rsquo;s study, participants were trained using a speech production task but the testing procedure was not speech-based. Meigh&rsquo;s results and interpretation may have been impacted by the study design because of the &ldquo;mismatch&rdquo; between modes of training and testing in this study. Therefore, the current study replicated and extended Meigh&rsquo;s experiment using a speech-based training and transfer task. </p><p> Twenty-four participants (16 females and 3 males) produced nonsense words (i.e., nonwords) using a motor learning design, which included mass amounts of training followed by an evaluation of performance on untrained stimuli. During training, participants produced different syllable stress patterns while repeating a training list of nonwords. Following training, participants repeated a list of both trained and untrained nonwords that varied in similarity to the trained stimuli. All untrained stimuli varied by motor class (i.e., syllable stress pattern), as well as the phonemes (or sounds). Accuracy of nonword productions were evaluated across transfer stimuli sets, and results revealed participants had learned syllable stress <i>and</i> phoneme information during training. These results align with a GMP theory and Meigh (in press) suggesting that more than one GMP memory representation may be encoded during motor learning.</p>

<p> Due to the limited research of speech language pathologists&rsquo; (SLP) working with patients with psychotic disorders, the purpose of this study was twofold. The first purpose was to investigate currently practicing SLPs&rsquo; confidence, competence, and knowledge when assessing and treating communication and swallowing disorders in these patients. The second purpose of this study was to highlight the importance and need to further research, provide more resources, and educate SLPs in this scope of practice. The present study utilized a 26 item survey, completed by 29 certified and licensed SLPs. This paper sought to identify correlations between an SLP&rsquo;s number of years of experience he or she has and their confidence levels when assessing and treating patients with psychotic disorders. Results of a correlational analyses showed that there was a weak correlation between the number of years of experience an SLP has and his or her confidence levels in identifying symptoms related to communication. There was also no statistical significance between the number of years of experience of an SLP and assessing and diagnosing communication impairments in patients with psychotic disorders. This study also investigated correlations between an SLP&rsquo;s number of training courses taken specific to patients with psychotic disorders and their confidence levels when assessing and treating these patients. Results revealed a strong positive correlation regarding the number of formal training courses specific to patients with psychotic disorders and the participant&rsquo;s level of confidence in accurately identifying symptoms related to speech and communication impairments. Given the paucity of research available for practicing SLPs in the assessment and treatment of patients with psychotic disorders, this study&rsquo;s results support the need for more research and education of SLPs serving this population. </p>

<p> The purpose of this study was to investigate if socioeconomic status has a direct impact upon the accessibility of speech-language resources. A secondary purpose was to identify the possible barriers experienced by parents when accessing speech-language pathology resources. Online questionnaires were completed by 31 parents who had at least one child between the ages of 0-18 with or without a speech-language or hearing disorder, and were currently or previously received services at either Tichenor Orthopedic Clinic for Children in Long Beach, CA or Sounds Smart Speech Therapy in Placentia, CA. Results indicated that inverse relationship between the income level and the number of barriers experienced when accessing resources exists (i.e., income level increases = number of barriers experienced decreases). The results further indicated that the higher level of parental education, the sooner the child will be diagnosed. Further research is necessary to assist speech-language pathologists in facilitating parent education and identification of children with speech-language deficits (i.e., delays and/or disorders) across socioeconomic levels.</p>

The purpose of this dissertation was to examine voice and vocal motor control in school-age children (5 – 12 years of age) with vocal fold nodules (CwVN) and children with typical voices (CwTV). This work is divided into three chapters, the first two examining CwTV and CwVN and the third providing a comprehensive examination of vocal motor control in adults and children without voice disorder. Study one analyzed relative fundamental frequency (RFF), an acoustic measure of fo change during vowels before and after a voiceless consonant. Average RFF values for offset cycle 10 and onset cycle 1 did not differ between CwVN and CwTV; however, variability of offset cycle 10 was decreased in CwVN. Across both groups, male children had lower offset cycle 10 RFF values as compared to female children. Additionally, onset cycle 1 values were decreased in younger children as compared to older children. Study two examined auditory discrimination to changes in vocal fo in CwVN and CwTV. There were no differences in pitch discrimination abilities between CwVN and CwTV. Younger CwTV had significantly poorer discrimination than older CwTV and adults. However, some CwTV across all ages examined were able to achieve adult-like discrimination abilities, suggesting that these abilities are mitigated by more than solely age in children. Study three evaluated the relationships among vocal pitch discrimination, feedback control, and sensorimotor adaptation in vocally healthy children and adults. Prior to analysis, children were subdivided into two groups based on their auditory discrimination abilities, defined as either being adult-like or immature. Children with immature auditory pitch discrimination had significantly larger vocal responses to unexpected pitch-shifts and significantly smaller responses to sustained pitch-shifts over time. / 2020-06-18T00:00:00Z

Source: Dissertation Abstracts International, Volume: 40-09, Section: A, page: 4796. / Thesis (Ph.D.)--The Florida State University, 1979.

This study explores the influence of the rhetoric of George Campbell (1719-1796) of Aberdeen on Alexander Campbell (1788-1866), American religious reformer, in order to clarify the relation of A. Campbell's rhetorical theory to that current in his own day. / G. Campbell was selected for this study because of his prominence in developing modern rhetoric and because of A. Campbell's familiarity with his works. In order to describe rhetoric according to the principles of inductive science, G. Campbell structured a rhetoric of sense, expression, and purpose around the human being as the natural model for discourse theory. Just as a person consists of a mind and body acting purposefully, discourse consists of sense and expression, cooperating toward one of four ends: to enlighten, to delight, to move, or to persuade. Any one of these ends will include as subordinate and necessary all previous ends. / In the category of sense, A. Campbell adopted every major feature of G. Campbell's analysis of natural logic, including an epistemologically oriented theory of words as signs and an emphasis on factual evidence and testimony. He shared G. Campbell's ideas on audience analysis and on the speaker's sympathetic image. / In matters of expression, A. Campbell derived his treatment of style from G. Campbell, including the doctrine of usage, the use of testimony to determine ancient usage, the psychological analysis of tropes, and the importance of perspicuity. Like G. Campbell, he applied these to Biblical translation and interpretation. / A. Campbell shaped G. Campbell's hierarchy of homiletical purposes into a coherent evangelistic strategy which involved stating and adducing the proofs for the Gospel narrative of facts, exhorting the listener to obedience, and teaching him after conversion. / G. Campbell's system of rhetoric unified A. Campbell's intellectual efforts in preaching, apologetics, translation, and education. Such unity demonstrates the profound power of the natural philosophy of rhetoric which G. Campbell pioneered. / Source: Dissertation Abstracts International, Volume: 43-07, Section: A, page: 2153. / Thesis (Ph.D.)--The Florida State University, 1982.

This study surveys the effectiveness of impromptu speaking exercises used in college level speech courses. It also explores the effects of Feedback and Instruction to ascertain if these variables enhance the impromptu experience. Furthermore, this study examines how the overall effectiveness of impromptu speeches is affected by trait and situational communication apprehension. This study also explores the effects of impromptu speeches on trait and situational communication apprehension. / Subjects were 202 students enrolled in a public speaking course at a large southeastern university. Subjects gave an ungraded impromptu speech. Some subjects received special in-depth instruction on how to give an effective impromptu speech while others were given no instruction. In addition, after delivering the impromptu speech, some subjects received written feedback from the instructor while other subjects received no feedback. A survey which measured the effectiveness of the impromptu speech was given to subjects after they completed the impromptu speeches. Subjects also completed questionnaires which measured trait communication apprehension and questionnaires which measured situational communication apprehension. / Results indicated that the majority of subjects reported that the impromptu speech is an effective learning tool. Impromptu speeches were significantly more effective for the subjects who received instruction than for the subjects who did not receive instruction. There was no significant difference in the effectiveness of impromptu speeches for subjects who received written feedback and those who did not. There was no evidence that the impromptu speech lowered trait communication apprehension. There was, however, evidence that the impromptu speech may have helped reduce situational communication apprehension. / Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2387. / Major Professors: Theodore Clevenger; John Payne. / Thesis (Ph.D.)--The Florida State University, 1993.