This dissertation studies the prosodic structure of the variety of Jordanian Arabic that is spoken in the rural areas of the Governorate of Irbid (IA) by investigating the role of syntactic structure in the formation of prosodic domains. It empirically explores the word-level, phrase-level and clause-level prosody of IA and attempts to account for these empirical results in a framework based on the standard syntactic-prosodic interface principles developed in Match Theory (Selkirk 2011) and formulated as OT constraints (Prince & Smolensky 1993). The basic hypotheses in this dissertation are that the prosodic word (ω), phonological phrase (Φ) and intonational phrase (ι) are present in IA, and that they are anchored in syntactic constituents. Relying on hypotheses derived from the MATCH constraints (Selkirk 2011) that ensure the syntactic-prosodic correspondence, ω, Φ and ι should respectively match the grammatical word, syntactic phrase and clause and should recursively match embedded syntactic constituents. A series of experiments was designed to test the hypotheses. Twenty native speakers (ten males and ten females) of Jordanian Arabic living in Irbid participated in the tasks. Each pair of participants performed several tasks in one session. Two game-based tasks were designed to explore intonational and temporal cues to Φ and ι boundaries and examine their relation to XPs and clauses, respectively. Two additional reading tasks were designed to determine the application domain of post-lexical segmental processes in IA (the coarticulation of pharyngealization and vowel hiatus resolution). The collected tokens were submitted to acoustic and statistical analyses. Based on the results of these experiments, the existence of the ω, Φ and ι is confirmed and our understanding of their segmental and suprasegmental cues is refined. ω’s match grammatical words and are the domain of stress, realization of the feminine -t suffix and coarticulation of pharyngealization. Φ`s match syntactic phrases and are cued suprasegmentally: their right boundaries are marked by low phrase accents (L-) and pre-boundary syllable lengthening. As for ι`s, they match clauses and are cued by additional final lengthening, boundary tones (H% or L%) and resistance to vowel reduction. There is also ample evidence that syntactic nesting motivates prosodic recursion. At the ω level, the primary/secondary status of genitive constructs of stress mirrors syntactic nesting. At the Φ level, recursion is evidenced by gradient pre-boundary syllable lengthening, which is greater at the right boundaries of higher prosodic subcategories that match larger syntactic domains. As for recursion at the ι level, it is not only cued by gradient pre-boundary syllable lengthening, but also by boundary tones: continuative H% are used at sentence-internal ι boundaries, but L% tones are cues to boundaries of larger ι’s. However, prosodic recursion is not unconstrained in IA: prosodic domains can only consist of two subcategories, i.e. a minimal and maximal layers. In this way, prosodic recursion is neither prohibited as proposed in the early version of Strict Layer Hypothesis (Nespor &Vogel 1986, Selkirk 1986), nor free to perfectly mirror syntactic nesting. As in most previous case studies, it is proposed that the one-to-one correspondence constraints of Match Theory (Selkirk 2011) account for the prosodic patterns in IA, but have to be complemented with language-specific markedness constraints on phonological weight, exhaustivity and recursion. It is also shown that these explanatory principles can, with minor reorganization, account for the prosodic patterns described in other Arabic dialects.

Exploring the relationship between early oral reading fluency ability and reading comprehension achievement among an ethnically and racially diverse sample of young learners from low-income families, attending elementary school within a large public school district in southeast Florida is the purpose of this longitudinal study. Although many studies have been conducted to address the relationship between oral reading fluency ability and reading comprehension achievement, most of the existing research failed either to disaggregate the data by demographic subgroups or secure a large enough sample of students to adequately represent the diverse subgroups. The research questions that guided this study were: (a) To what extent does early oral reading fluency ability measured in first, second, or third grade correlate with reading comprehension achievement in third grade? (b) To what extent does the relationship of early oral reading fluency ability and reading comprehension achievement vary by demographic subgroup membership (i.e., gender, race/ethnicity, socioeconomic status) among a diverse sample of students? A predictive research design using archived secondary data was employed in this nonexperimental quantitative methods study of 1,663 third grade students who attended a cohort of 25 Reading First funded schools. The data analyzed derived from the Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency (DIBELS ORF) measure administered in first, second, and third grades and the Florida Comprehensive Assessment Test of the Sunshine State Standards (FCAT-SSS) Reading administered in third grade. Linear regression analyses between each of the oral reading fluency and reading comprehension measures produced significant positive correlations. Hierarchical regression analyses supported the predictive potential of all three oral reading fluency ability measures toward reading comprehension achievement, with the first grade oral reading fluency ability measure explaining the most significant variance in third grade reading comprehension achievement. Male students produced significant overall differences in variance when compared to female students as did the Other student subgroup (i.e., Asian, Multiracial, and Native American) when compared to Black, White, and Hispanic students. No significant differences in variance were produced between students from low and moderate socioeconomic families. These findings are vital toward adding to the literature of diverse young learners.

Human-machine teaming aims to meld human cognitive strengths and the unique capabilities of smart machines to create intelligent teams adaptive to rapidly changing circumstances. One major contributor to the problem of human-machine teaming is a lack of communication skills on the part of the machine. The primary objective of this research is focused on a machine’s interruption timings or when a machine should share and communicate information with human teammates within human-machine teaming interactions. Previous work addresses interruption timings from the perspective of single human, multitasking and multiple human, single task interactions. The primary aim of this dissertation is to augment this area by approaching the same problem from the perspective of a multiple human, multitasking interaction. The proposed machine is the Collaborative Communication Interruption Management System (C-CIMS) which is tasked with leveraging speech information from a human-human task and making inferences on when to interrupt with information related to an orthogonal human-machine task. This study and previous literature both suggest monitoring task boundaries and engagement as candidate moments of interruptibility within multiple human, multitasking interactions. The goal then becomes designing an intermediate step between human teammate communication and points of interruptibility within these interactions. The proposed intermediate step is the mapping of low-level speech information such as prosodic and lexical information onto higher constructs indicative of interruptibility. C-CIMS is composed of a Task Boundary Prosody Model, a Task Boundary Topic Model, and finally a Task Engagement Topic Model. Each of these components are evaluated separately in terms of how they perform within two different simulated human-machine teaming scenarios and the speed vs. accuracy tradeoffs as well as other limitations of each module. Overall the Task Boundary Prosody Model is tractable within a real-time system because of the low-latency in processing prosodic information, but is less accurate at predicting task boundaries even within human-machine interactions with simple dialogue. Conversely, the Task Boundary and Task Engagement Topic Models do well inferring task boundaries and engagement respectively, but are intractable in a real-time system because of the bottleneck in producing automatic speech recognition transcriptions to make interruption decisions. The overall contribution of this work is a novel approach to predicting interruptibility within human-machine teams by modeling higher constructs indicative of interruptibility using low-level speech information.

Several recent studies indicate that children with Language Impairment (LI) have difficulty recognizing and inferring meaning from emotional prosody. The present study is a replication investigating the ability of children with LI to recognize emotion conveyed by prosody in an orally presented narrative passage. Twenty-two children with LI and twenty-two age matched peers ranging from age 7;0 to 10;11 (M= 9.11, SD= 2.54) were selected to participate. Participants listened to recordings of a seven sentence passage read by actors to express happiness, anger, sadness, and fear. The children's task was to identify which emotion the speaker portrayed. Scores obtained from the children with LI as a group were significantly lower than the scores of typically developing children. Differences in the degree of recognition of individual emotions were also apparent; happiness being correctly identified most frequently, followed by anger, sadness, and then fear. Evidence supports the supposition that children with LI struggle to understand emotion conveyed through prosodic cues, which may contribute to the social challenges children with LI experience.

Key aspects of prosody have been studied in adults for a number of years; however, less attention has been paid to the acoustic patterns of prosody in children. Thus, the purpose of the present study was to evaluate how a group of 20 pre-adolescent children use prosody to mark contrastive stress compared to a control group of adult speakers. It was of interest to investigate whether the children's use of prosody differed between boys and girls or the part of speech being emphasized. The prosodic patterns of contrastive stress were evaluated in terms of duration, fundamental frequency, and intensity change relative to a baseline production of the same sentence. In addition, a perceptual experiment was conducted to determine if listeners could reliably identify the gender of the child speakers when listening to sentence length utterances. Statistical analysis indicated that there were some differences in the duration and fundamental frequency change as a function of speaker age and the part of speech being emphasized, with relatively minor differences between genders. However it remains unclear if the acoustic differences found in this study were substantial enough to cause a salient perceptual difference. Although previous studies have identified increases in frequency, intensity, and duration as cues of contrastive stress, the present findings revealed patterns that did not consistently conform to these expectations. Limitations in the task design, individual speaker characteristics, and also the type of acoustic measure used may have contributed to these results.

The purpose of this study was to examine the prosodic cues used by 7 to 11 year-old children to signal questions and declarative statements in terms of changes in fundamental frequency (F0), duration, and intensity. Additional aims were to evaluate how children's use of prosody changes as a function of gender and method of elicitation. A group of 16 children participated in three different types of elicitation tasks (imitative, reading, and naturalistic). An acoustic analysis revealed that the participants produced the different sentence types using a variety of acoustic cues. Not only do children vary the mean of F0 and intensity at the end of the sentences, but they also seemed to use relative differences in peak intensity and F0. Differences between sentence types were also found in the F0 and intensity slope in the terminal portion of sentences. In addition, the way in which the participants signaled sentence type changed as a function of speaker gender and elicitation method for a limited number of acoustic measures. Although the present study found acoustic differences in how the participants' produced the sentence types, additional research is needed to determine the perceptual impact of such differences.

Despite the great number of published works that deal with English prosody or the more restricted subject of versification, there is a noticeable scarcity of studies that describe the practices of individual poets. One of the more apparent reasons for the meager number of versification studies is the instability of the basic criteria by which a poem is examined. Prosodists quite simply find it difficult to establish concrete principles of scansion that are acceptable to all other prosodists. Without going into discussion of the various schools of thought on metrical structure, suffice it to say that there are conflicting opinions about such basic points as what constitutes a line of verse, for example, or what makes up a rhythmical unit or even an increment of sound. With such fundamental concepts in doubt, it becomes understandably difficult to speak on the subject of prosody with any degree of confidence. However, since this study is concerned with the versification of the poetry of Matthew Arnold, and since much of the criticism of the tenets of prosody is quite modern, it doesn't seem too amiss to ignore much of the most recent material on scansion and discuss Arnold according to the traditional syllable-stress system of metrical analysis. It goes without saying that Arnold was a part of the great tradition of English poets and that any metrical theories he might have had would have had their basis in the traditional system of metrics. This thesis will support such a proposition, as well as the belief that any systematic study of the verse of a poet will enhance the appreciation of that poet to a degree far overshadowing whatever faults may exist in the system of scansion used. In addition to showing Arnold's practices with meter, this paper will attempt to describe his chronological development as a metrist.

Prosody plays an important role in speech communication. Many individuals with motor speech disorders have decreased prosodic control and thus lower overall intelligibility. Few studies have examined the effect of a flattened prosodic contour on the intelligibility of dysarthric speech, and little is known about the role that listener gender plays in understanding disordered speech. The purpose of this study was to quantify the impact of artificial prosodic manipulation on the intelligibility of dysarthric speech as a function of the extent of fundamental frequency (F0) contour flattening. A further goal was to examine the influence of listener gender on intelligibility. Speech recordings from two speakers (one with mild dysarthria and one with severe dysarthria) were synthetically altered by reducing F0 variability by 50%, 75%, and 100%. Fifty listeners transcribed the sentences and rated the perceived difficulty of the task. Results of the study indicated that a flattened F0 contour led to decreases in the intelligibility of both speakers with dysarthria, both in terms of transcription accuracy and ratings of listener confidence. All altered conditions resulted in poorer intelligibility than the unaltered utterances. For the mild speaker, scores and ratings decreased predictably in proportion to the extent of F0 flattening, whereas for the severe speaker, there was not a steady decrease in intelligibility as the F0 was progressively flattened. The utterances were more intelligible to female than male listeners.

The present study examined the ability of 4th year students of Russian as a second language to use intonation to form intelligible questions. 25 speakers were recorded asking a question in which they were supposed to stress one word in the question using intonation, as is standard in Russian. They then received an intelligibility score based on whether the native Russian raters correctly understood that they were asking a question and what they were asking a question about. Additionally, native speakers rated the speech samples on accentedness, meaning how much the speech deviated from native norms and comprehensibility, meaning how difficult it was to understand the speaker. Both of these last two constructs, i.e., comprehensibility and accentedness were rated using a Likert scale. It was then examined whether there was correlation between intelligibility, comprehensibility and accentedness. This study found the L2 speakers of Russian were correctly understood as asking a question 89% of the time, but what the question was about was only correctly understood at a rate of 39%. Correlation was found between accentedness and comprehensibility, meaning that speakers with better accentedness also received higher comprehensibility scores. But no correlation was found between intelligibility and accentedness nor with comprehensibility. The study concludes with suggestions of why intonation is, in fact, important in communication and suggests areas for improvement in pedagogical settings as well as directions for future research which would include context-based dialogues and the use of Praat in judging statements.

The purpose of this study was to examine how length and location of speech pausing affects a listeners' perception of likability and communication effectiveness. Furthermore, the end goal of this study is to understand how to better assess atypical speech pause for persons with aphasia (PWA). Speech samples were collected from two neurotypical speakers over the age of 75. The speech samples were the recorded responses of picture description tasks found in the Western Aphasia Battery (WAB) and the Boston Diagnostic Aphasia Examination (BDAE). These speech samples were then modified to include artificial pauses located both within sentence and between sentence, as well as differing lengths of three seconds, five seconds, and seven seconds. Forty-one listeners (31 female, 8 male) were recruited to listen to the 28 speech samples. Using a visual analogy scale, listeners rated each sample on their perception of likability and communication effectiveness. Communication effectiveness and likability ratings were significantly higher for between-utterance pauses. Likewise, ratings were highest for the baseline (no pause) stimuli and decreased as pause length increased. Across all conditions, ratings for the male speaker were rated slightly greater than that of the female speaker. Results of this study provide preliminary evidence that longer speech pause, especially found within utterance, affect the likability and communication effectiveness of PWA. It is hoped that additional research regarding speech pause will be conducted to determine how best to assess speech pause in PWA.