Thesis (M.S.)--University of Wisconsin--Madison, 1968. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 106-113).

Thesis (M. Phil.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 77-81).

Thesis (M. Sc.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 32-34).

Thesis (Au.D.)--James Madison University, 2010. / Includes bibliographical references.

Thesis (Au.D.)--James Madison University, 2010. / Includes bibliographical references.

Communication problems may happen by a phonological deviation present in the speech of some children during the sounds acquisition and it may cause a limited phonetic inventory besides a simplified phonological system that will lead to a decrease in intelligibility. This study aimed at determining the correlation between intelligibility and the phonological deviation severity since the analysis of three different groups of judges. The research consisted of two samples; one sample to be assessed (subjects with phonological deviation) and another sample that comprised the judges (speech therapists, laypeople and mothers). The first sample was composed of 30 subjects, 10 female (33,3%) and 20 male (66,7%), average age 4:1 to 7:11, who presented phonological deviation determined by speech therapy, phonological tests and complementary assessments developed in the Program of Speech Therapy Assistance at UFSM. The second sample comprised the judges and it was consisted of five laypeople, five subjects with a background in the field (speech therapists and seniors from the Language Therapy graduation course at UFSM) and five subjects selected from the children s families (mothers). The speech of the subjects presenting phonological deviation was transcribed, analyzed and classified after nominalization, imitation and spontaneous speech tests. Then, it was determined the phonological deviation severity according to the Percentage of Correct Consonants (PCC) proposed by Shriberg & Kwiatkowski (1982). It was also carried out a narrative test through which it was obtained a sample of spontaneous speech that was analyzed by the judges. The pieces of narrative were drawn to be presented to the judges randomly, ranging from Speech 1 to Speech 90, accompanied by some questions of identification and description of the judges, together with a chart for the registration of intelligibility and levels of severity. Following it, it was carried out the mode of 90 pieces of narrative, which helped in the statistical analysis of the data based on Concordance Analysis by Kappa and Spearman s Correlation, using the statistics program STATA. It was verified speech intelligibility and the phonological deviation severity assessed by the group of judges, as well as the concordance between these variables. Finally, it was examined the correlation between the severity index according to PCC and the values presented by each group of judges. Regarding intelligibility, it was widely classified as regular by all groups, and it was noticed that the speech therapists were more tolerant in their assessment. It was observed that the group of speech therapists and mothers used more the category average in their assessment of severity while the laypeople group used more the category moderate-severe . There was more concordance among the groups of judges concerning the extremes in the judgment of intelligibility (good and insufficient) and also of severity (average and severe). Considering the comparison among the results by the groups of judges; mothers and laypeople presented almost the same evaluation to intelligibility, and the level of concordance was higher to intelligibility evaluated as good. In terms of severity, the similarities among the groups were stronger in the extremes (average and severe); whereas among speech therapists and mothers it was almost perfect to average and severe levels. The concordance among all the groups was substantial to the assessment of good intelligibility as well as of average and severe levels of phonological deviation severity, being more difficult the judgment and classification of mild-moderate and moderate-severe severity as well as regular intelligibility. It was found a higher correlation between the severity and the severity in PCC by speech therapists and mothers, showing that laypeople face more difficulties in presenting a precise assessment of the phonological deviation severity. The correlations between the intelligibility of the speech and the phonological deviation severity by all the groups were positive and similar to the real indexes for all the groups of judges. Therefore, it was easy to the judges analyzing and correlating the assessments according to intelligibility and severity in the narratives of the subjects. It was observed that the more unintelligible the speech was, the more severe was its classification by the groups of judges. / Problemas na comunicação podem ser ocasionados pelo desvio fonológico, presente na fala de algumas crianças em fase de aquisição dos sons. Isso poderá ocasionar um inventário fonético restrito além de um sistema fonológico simplificado o que levará a diminuição da inteligibilidade. Este estudo teve como objetivo determinar a correlação entre a inteligibilidade e a gravidade do desvio fonológico a partir da análise de três grupos de julgadores. A pesquisa foi composta de duas amostras, uma amostra a ser julgada (sujeitos com desvio fonológico) e outra julgadora (fonoaudiólogas, leigas e mães). Os 30 sujeitos julgados, 10 (33,3%) do sexo feminino e 20 (66,7%) do masculino, com idade entre 4:1 e 7:11, possuíam o diagnóstico de desvio fonológico, determinado pelas avaliações fonoaudiológica, fonológica e complementares, e foram triadas no Serviço de Atendimento Fonoaudiológico (SAF) da UFSM. A amostra julgadora constituiu-se de cinco sujeitos leigos, cinco sujeitos com formação (fonoaudiólogas e formandas do curso de Fonoaudiologia da UFSM) e cinco sujeitos de convívio (mães das crianças participantes da amostra julgada). A fala dos sujeitos com desvio fonológico foi transcrita, analisada e classificada após as provas de nomeação, imitação e fala espontânea. Após, determinou-se a gravidade do desvio fonológico a partir do Percentual de Consoantes Corretas (PCC) proposto por Shriberg & Kwiatkowski (1982). Uma prova narrativa também foi aplicada, pela qual se obteve uma amostra da fala espontânea que pôde ser analisada pelos julgadores. As narrativas foram sorteadas para apresentação em ordem aleatória aos julgadores na ordem da Fala 1 a Fala 90, e eram acompanhadas do questionário com perguntas de identificação e caracterização dos julgadores além das grades para marcação da inteligibilidade e gravidade. A partir daí, realizou-se a Moda das 90 narrativas, a qual possibilitou a análise estatística dos dados através da Análise de Concordância Kappa e da Correlação de Spearman, utilizando o programa estatístico STATA. Verificou-se a inteligibilidade da fala e a gravidade do desvio fonológico julgada pelos grupos de juízes e a concordância entre essas variáveis nos julgamentos. Finalizando, verificou-se a correlação entre o índice da gravidade do desvio fonológico a partir do PCC e os valores julgados por cada um dos grupos de juízes. Quanto à inteligibilidade da fala dos sujeitos julgados o conceito regular foi o mais utilizado por todos os grupos em seus julgamentos, e os fonoaudiólogos foram mais tolerantes em seus julgamentos. Observou-se que o grupo de fonoaudiólogas e mães utilizou mais o conceito médio em seus julgamentos para a gravidade do desvio fonológico e o grupo de leigas fez maior uso do grau moderado-severo. Houve maior concordância entre os grupos de juízes para os extremos das possibilidades de julgamento da inteligibilidade (boa e insuficiente) e também da gravidade (médio e severo). Quanto à concordância entre os grupos, as julgadoras mães e leigas tiveram concordância quase perfeita para o julgamento da inteligibilidade boa e o grau de concordância foi mais acentuado para a inteligibilidade julgada como boa. Para a gravidade do desvio fonológico, a concordância entre os grupos foi mais acentuada nos extremos (médio e severo), sendo que entre as julgadoras fonoaudiólogas e mães essa concordância foi quase perfeita para o grau médio e severo. A concordância entre todos os grupos de julgadores foi substancial para os julgamentos da inteligibilidade boa e da gravidade média e severa, sendo mais difícil o julgamento e classificação da gravidade médio-moderado e moderado-severo e da inteligibilidade regular. Notou-se uma maior correlação entre a gravidade julgada e a gravidade em PCC no grupo de julgadores fonoaudiólogas e no das mães, demonstrando que o grupo das leigas possui maior dificuldade em julgar com precisão a gravidade do desvio fonológico. As correlações entre a inteligibilidade da fala e a gravidade do desvio fonológico foram positivas e próximas da perfeita para todos os grupos de julgadores. Portanto, houve facilidade para os julgadores analisarem e correlacionarem os julgamentos quanto à inteligibilidade da fala e à gravidade do desvio fonológico das narrativas dos sujeitos. Observou-se que quanto mais foi julgada ininteligível a fala, mais severa foi a sua classificação pelos grupos de julgadores participantes.

En 2010, plus de 200 000 personnes dans le monde en étaient équipées, dont plus de 10 000 en France (adultes et enfants). La technologie utilisée pour les premiers implants commercialisés au milieu des années 1980 a beaucoup évolué et l’implant cochléaire permet désormais à son utilisateur d’avoir accès à des caractéristiques acoustiques de plus en plus précises des sons de son environnement et notamment des sons de parole. Cependant, l’information auditive fournie par l’implant reste limitée, ce qui a pour conséquence des difficultés persistantes de production de certains sons de parole par l’utilisateur d’implant cochléaire, même après plusieurs années d’utilisation. Ces difficultés de production peuvent se traduire également par une intelligibilité moindre, et peuvent avoir des répercussions sur les relations familiales et sociales, en particulier chez l’enfant.Les études disponibles dans la littérature se concentrent sur les effets et les bénéfices à court-terme de l’implant cochléaire chez l’enfant, et il existe relativement peu d’études de production de parole chez l’enfant en âge scolaire, en particulier chez l’enfant francophone. L’objectif de ce travail est donc de proposer une évaluation des difficultés de production de plusieurs contrastes phonologiques chez l’enfant sourd, porteur d’implant cochléaire, plusieurs années après l’implantation cochléaire, et des facteurs qui influencent son intelligibilité.Dans le cadre de notre thèse, nous avons constitué un corpus de productions de parole de 13 enfants âgés de 6;6 à 10;7 ans, atteints de surdité pré- ou périlinguistique, ayant reçu un implant cochléaire entre 1;1 et 6;6 ans, et l’utilisant depuis plus d’un an et de 20 enfants normo-entendants appariés en âge chronologique (de 5;7 à 10;6 ans).Dans un premier temps, nous avons comparé les caractéristiques acoustiques des voyelles orales, des occlusives et des fricatives du français, ainsi que la réalisation de la coarticulation dans des séquences occlusive-voyelle par ces deux groupes d’enfants. Les résultats montrent une grande proximité entre les productions des enfants typiques et implantés, et certaines différences, par exemple sur les voyelles antérieures arrondies, les fricatives alvéolaires et les occlusives vélaires. Ces différences peuvent s’expliquer par les caractéristiques technologiques de l’implant et son usage par l’enfant, et révèlent également le poids des différents facteurs du développement phonologique : contraintes articulatoires, contraintes perceptives, caractéristiques de l’input langagier et de la langue maternelle.Dans un deuxième temps, nous avons élaboré une méthode d’évaluation perceptive de l’intelligibilité de la parole, que nous avons soumise à 9 auditeurs experts en parole pathologique et à 17 auditeurs naïfs, tous francophones. Notre étude perceptive d’intelligibilité met en évidence 1) une absence d’effet d’expertise sur le jugement d’intelligibilité puisque les notes données par les auditeurs experts et naïfs sont corrélées, 2) un effet de l’audition sur l’intelligibilité, puisque les enfants sourds porteurs d’implant cochléaire sont jugés moins intelligibles que les enfants normo-entendants, et 3) une meilleure intelligibilité chez les enfants implantés précocement (avant 20 mois) mais pas d’effet de la durée d’utilisation de l’implant cochléaire sur l’intelligibilité.Ce travail montre donc le bénéfice apporté par l’implant pour la communication orale, mais aussi l’existence de difficultés persistantes, qui doivent être prises en compte dans la rééducation et l’accompagnement familial, scolaire et social des enfants.Notre étude fournit en outre un ensemble de données de référence sur le développement phonologique tardif des enfants francophones, et un corpus de parole utilisable pour d’autres travaux de recherche sur le développement typique et pathologique. / As of 2010, cochlear implant has been used by over 200 000 persons (adults and children) worldwide and by 10 000 persons in France. Technology has largely improved since the first devices were put on the market in the 1980’s, and it now provides its user with more and more detailed acoustical information about the sounds of their environment in general, and about speech sounds in particular. However, perception with a cochlear implant remains limited, which leads to persisting difficulties in producing some speech sounds, even after several years of implant use. These difficulties in speech production can translate into a lower intelligibility, with effects on interactions with family and community members for its users, especially for children.A large body of studies in the literature focusses on short-term effects and gains of cochlear implant for young children and infants, but fewer studies in speech production in school-age children are available, especially in French-speaking children. The goal of this project is to assess the difficulties in the production of selected phonological contrasts in cochlear-implanted children, several years after cochlear implantation, and the factors influencing their intelligibility.For this thesis, we recorded thirteen 6;6-to-10;7 year old, pre- or perilinguistically deaf children wearing cochlear implants since they were 1;1 to 6;6 years old, with more than a year of use, and twenty normal-hearing age-matched children (chronological age ranging from 5;7 to 10;6 years).In a first experiment, we compared the acoustical characteristics of ten oral vowels, six stops and three fricatives of French. We also studied the realization of coarticulation in plosive-vowel sequences in these two groups of children.Our results show a high degree of similarity in typical and implant using children, and several differences, for example, for front rounded vowels, alveolar fricatives and velar stops. These differences can be explained by the implant’s technology and its use by the child. They also show the importance of several factors in phonological development: articulatory constraints, perceptual constraints, characteristics of language input and mother tongue.In a second experiment, we designed a method to perceptually assess the intelligibility of speech: 9 expert and 17 naïve French-speaking listeners participated in this experiment.Our perceptual assessment of intelligibility shows 1) no effect of expertise since grades given by expert and naïve listeners are correlated, 2) an effect of hearing level on intelligibility since cochlear-implanted children are less intelligible than their normal-hearing peers, and 3) a better intelligibility in early implanted children (before 20 months) but no effect of duration of implant use on intelligibility.This work emphasizes the benefits for oral communication provided by cochlear implants, but also the remaining difficulties, that need to be taken into acount for rehabilitation and support from the child’s family, school and society.Our study also provides both reference data on late stages of phonological development in French-speaking children, and a corpus of speech production which can be used for further research on typical and pathological speech development.

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-03-28T13:39:35Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) roberta_silva_santos.pdf: 2546081 bytes, checksum: 6714b8b3e84a0d5ab86af88cac890fb7 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-03-29T13:16:33Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) roberta_silva_santos.pdf: 2546081 bytes, checksum: 6714b8b3e84a0d5ab86af88cac890fb7 (MD5) / Made available in DSpace on 2018-03-29T13:16:33Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) roberta_silva_santos.pdf: 2546081 bytes, checksum: 6714b8b3e84a0d5ab86af88cac890fb7 (MD5) Previous issue date: 2017 / O presente estudo consiste em identificar em que condi??es s?o trabalhados os aspectos fon?ticos-fonol?gicos da l?ngua inglesa durante o processo de forma??o docente do curso de Letras Portugu?s Ingl?s da Universidade Federal dos Vales do Jequitinhonha e Mucuri. Dentre esses aspectos, lan?a-se um olhar para os preceitos discutidos no N?cleo de L?ngua Franca, bem como ? orienta??o para o uso dos s?mbolos fon?ticos e da articula??o dos sons. Almeida Filho (2004) afirma que, para o docente de l?ngua estrangeira, h? cinco compet?ncias necess?rias, a serem adquiridas durante a forma??o; dentre elas, o autor destaca as compet?ncias lingu?sticocomunicativa e a impl?cita. Esta pesquisa entende que, al?m dessas, a compet?ncia te?rica tamb?m merece destaque, uma vez que ela ? respons?vel por unir e articular a teoria com a pr?tica. Nesse sentido, considerando a atual posi??o do ingl?s como l?ngua internacional e a necessidade de se obter uma pron?ncia intelig?vel, o estudo te?rico dos aspectos fon?ticos e fonol?gicos do ingl?s, segundo Mussalim (2001), s?o essenciais para reconhecer a estrutura da l?ngua e entender o funcionamento do sistema fonol?gico no processo de ensino-aprendizagem da linguagem. Em fun??o dessa vertente comunicativista, rompe-se com o par?metro de buscar uma pron?ncia igual ? de um nativo e desenvolve-se a perspectiva da comunica??o intelig?vel. Assim, o referencial te?rico desta disserta??o apresenta autores como Kenworthy (1987), Jenkins (2000), Rajagopalan (2004), Seidlhofer (2005), bem como Leffa (2001), Almeida Filho (2004), Gimenez (2004), dentre outros, que valorizam as premissas da inteligibilidade e o reflexo de seus princ?pios na forma??o docente. Para responder ? pergunta desta pesquisa, a constru??o da abordagem metodol?gica envolveu o uso da observa??o, an?lise do projeto pol?tico pedag?gico do curso de Letras da universidade investigada e a aplica??o de question?rio misto. Ap?s levantamento dos dados, realizaram-se an?lises qualitativa e quantitativa. Com o resultado, foi poss?vel inferir que as abordagens em rela??o ao sistema fonol?gico do ingl?s encontram-se superficialmente presentes no curso de Letras Portugu?s Ingl?s da Universidade Federal dos Vales do Jequitinhonha e Mucuri. Por isso, espera-se que os resultados deste estudo possam colaborar para intensificar o direcionamento em rela??o ? inteligibilidade na pron?ncia do ingl?s, tendo, como alternativa, por exemplo, o N?cleo de L?ngua Franca, proposto por Jenkins (2000). / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / The present study consists in identifying the existence of phonetic-phonological features in relation to the pronunciation of the English language in the education course of Letras Portugu?s/Ingl?s of the Universidade Federal dos Vales do Jequitinhonha e Mucuri. One of these features is related to the principles discussed in the Language Franca Core, as well as some orientation about the use of phonetic symbols and the articulation of sounds. Almeida Filho (2004) states that for the foreign-language teachers need to develop five competences during the education process, among these competences; the author emphasizes the linguisticcommunicative and the implicit one. This research understands that besides these, the theoretical competence also deserves to be highlighted, since it is responsible for connecting and articulating theory with practice. In this context, considering the current position of English as an international language and the conception of the intelligible pronunciation, it is necessary to study the theory of phonetic and phonological aspects of English language. According Mussalim (2001) it is essential to recognize the structure of the language and understanding the functioning of the phonological system in the process of teaching language learning. Because of this communicative aspect, it is interesting to break the pragmatic of a pronunciation similar to a native and develop a perspective of intelligible communication. For this reason, the theoretical reference of this dissertation presents authors such as Kenworthy (1987), Jenkins (2000), Rajagopalan (2004), Seidlhofer (2005), as well as Leffa (2001), Almeida Filho (2004), Gimenez (2004), among others. These authors emphasize the principles of intelligibility and the reflection of its ideologies in teacher education. To answer the question of this research, the methodological approach involved the use of observation, analysis of the pedagogical political project of the English education course, and a questionnaire. After data collection, qualitative and quantitative analyzes were implemented. According to the result, it was possible to infer that the approaches regarding the phonological system of English are superficially present in the Letras Portugu?s/Ingl?s course of the Universidade Federal dos Vales do Jequitinhonha e Mucuri. Therefore, it is expected that the results of this study can contribute to intensify the direction of intelligibility in the pronunciation of English, taking as an alternative, Language Franca Core proposed by Jenkins (2000).

The central theme of the fundamental ontology of Martin Heidegger is the question of the meaning of being. In a first approximation, one can say that the Heidegger s project in Being and Time is to elucidate the ways of being that regulate how the entities receive their determinations. In order to address adequately the issue so, Heidegger in Being and Time develops a phenomenology of human existence as being-in-world. According to description of everyday life the entities acquire identity and meaning within the world, understood as the space of meaning held previously for understanding. The Anglo-American reception of fundamental ontology raised the problem of the sources of intelligibility of Dasein s world. This is the problem of identifying the transcendental structures responsible for the formation of the space of meaning. Charles Guignon argues that language is the source of the intelligibility in Heidegger s hermeneutic ontology. However, Dreyfus argues that it is the one (das Man) fulfills that role. Rejecting both readings, Weberman and Keller argue that Heidegger finds in the temporality of human existence the source of intelligibility. From the perspective of these authors, Guignon Dreyfus fail because they exhibit conditions necessary but not sufficient for intelligibility. The goal of this dissertation is to reconstruct this debate about the sources of intelligibility in Heidegger s fundamental ontology. / O tema central da ontologia fundamental de Martin Heidegger é a questão do sentido do ser. Numa primeira aproximação, pode-se dizer que objetivo de Heidegger em Ser e tempo é elucidar os modos de ser que regulam como entes recebem suas determinações. A fim de abordar de modo adequado a questão, Heidegger desenvolve em Ser e tempo uma fenomenologia da existência humana como ser-no-mundo. De acordo com descrição da cotidianidade, os entes ganham identidade e significação no interior do mundo, entendido como o espaço de significatividade sustentado previamente pela compreensão. A recepção anglo-americana da ontologia fundamental levantou o problema das fontes de inteligibilidade do mundo do existente humano. Trata-se do problema de identificar as estruturas transcendentais responsáveis pela constituição do espaço de sentido. Charles Guignon sustenta que a linguagem é a fonte da inteligibilidade na ontologia hermenêutica de Heidegger. Entretanto, Dreyfus sustenta que é o impessoal (das Man) que cumpre esse papel. Rejeitando ambas as leituras, Weberman e Keller argumentam que Heidegger encontra na temporalidade da existência humana a fonte da inteligibilidade. Da perspectiva desses autores, Guignon e Dreyfus fracassam porque exibem condições necessárias, mas não suficientes para a inteligibilidade. O objetivo da presente dissertação é reconstruir esse debate sobre as fontes da inteligibilidade na ontologia hermenêutica de Heidegger.

Made available in DSpace on 2015-05-08T14:53:23Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 2055398 bytes, checksum: 43197d6b75577729437f7dba59775cde (MD5) Previous issue date: 2012-08-03 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Researchs in the area of environmental comfort conducted in schools reported that, considering the thermophysical variables, the acoustic variable is more important than the other variables, especially in relation to thermal, luminous and indoor air quality variables, since this is the variable that is directly tied to speech intelligibility, with impacts on the performance of teachers and students. However, the sound pressure level of speech, the reverberation of the room and the background noise are factors that can affect the speech intelligibility in classrooms. Thus, from the guidelines of Brazilian and international standards, we evaluated the acoustic conditions of 119 classrooms of municipal schools in the city of Joao Pessoa, Brazil. Through the construction of a beta regression model, it was verified how much the acoustic parameters of these rooms can affect the speech intelligibility of teachers. It was found that the level from external sources to classrooms, background noise, reverberation time and the speech intelligibility index is not within the reference values established in those standards. The mathematical modeling showed a high consistency, with a value of 0,9956 for the pseudo R2 and the variable "Reverberation Time" (p-value = 2 . 10-16) was the most representative, odds ratio= 0,228126, demonstrating that this variable affects the quality of intelligibility at around 77,18%. / Estudos na área de conforto ambiental realizados em estabelecimentos de ensino registraram que, considerando as variáveis termofísicas, a variável acústica possui uma importância superior às outras variáveis, nomeadamente em relação às variáveis térmica, luminínica e da qualidade do ar interior, uma vez que esta é a variável que está diretamente vinculada à inteligibilidade da fala com repercussões no desempenho de professores e alunos. Contudo, o nível de pressão sonora da fala, a reverberação da sala e o ruído de fundo são fatores que podem interferir na inteligibilidade da fala em salas de aula. Assim, a partir das diretrizes de normas brasileiras e internacionais, foram avaliadas as condições acústicas de 119 salas de aulas das Escolas Municipais, na cidade de João Pessoa, no Brasil. Através da construção de um modelo de regressão beta, verificou-se em que medida os parâmetros acústicos destas salas interferem na inteligibilidade da fala dos professores. Constatou-se que o nível de ruído advindo de fontes externas às salas de aula, ruído de fundo, tempo de reverberação e o Índice de Inteligibilidade da fala não se encontram dentro dos valores de referência estabelecidos nas normas aplicáveis. A modelagem matemática apresentou uma elevada consistência, com um valor de 0,9956 para o pseudo R2 e a variável Tempo de Reverberação (p-value = 2 . 10-16) foi a mais representativa; odds ratio= 0,228126, demonstrando que esta variável afeta a qualidade da inteligibilidade no em torno de 77,18%.