Journal articles: 'Intelligibility of'

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Martin, Rex. "Intelligibility." Monist 74, no. 2 (1991): 129–48. http://dx.doi.org/10.5840/monist19917427.

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Yazan, Bedrettin. "Intelligibility." ELT Journal 69, no. 2 (February 2, 2015): 202–4. http://dx.doi.org/10.1093/elt/ccu073.

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Hawkins, Sarah. "Can CV intelligibility predict speech intelligibility." Journal of the Acoustical Society of America 123, no. 5 (May 2008): 3933. http://dx.doi.org/10.1121/1.2935995.

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Gordon-Brannan, Mary. "Assessing intelligibility." Topics in Language Disorders 14, no. 2 (February 1994): 17–25. http://dx.doi.org/10.1097/00011363-199402000-00004.

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Beechey, Timothy. "Is speech intelligibility what speech intelligibility tests test?" Journal of the Acoustical Society of America 152, no. 3 (September 2022): 1573–85. http://dx.doi.org/10.1121/10.0013896.

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Natural, conversational speech signals contain sources of symbolic and iconic information, both of which are necessary for the full understanding of speech. But speech intelligibility tests, which are generally derived from written language, present only symbolic information sources, including lexical semantics and syntactic structures. Speech intelligibility tests exclude almost all sources of information about talkers, including their communicative intentions and their cognitive states and processes. There is no reason to suspect that either hearing impairment or noise selectively affect perception of only symbolic information. We must therefore conclude that diagnosis of good or poor speech intelligibility on the basis of standard speech tests is based on measurement of only a fraction of the task of speech perception. This paper presents a descriptive comparison of information sources present in three widely used speech intelligibility tests and spontaneous, conversational speech elicited using a referential communication task. The aim of this comparison is to draw attention to the differences in not just the signals, but the tasks of listeners perceiving these different speech signals and to highlight the implications of these differences for the interpretation and generalizability of speech intelligibility test results.

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Nemade, Milind U., and Satish K. Shah. "Speech Enhancement Techniques: Quality vs. Intelligibility." International Journal of Future Computer and Communication 3, no. 3 (2014): 216–21. http://dx.doi.org/10.7763/ijfcc.2014.v3.299.

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Eisenberg, Laurie S., Donald D. Dirks, Sumiko Takayanagi, and Amy Schaefer Martinez. "Subjective Judgments of Clarity and Intelligibility for Filtered Stimuli With Equivalent Speech Intelligibility Index Predictions." Journal of Speech, Language, and Hearing Research 41, no. 2 (April 1998): 327–39. http://dx.doi.org/10.1044/jslhr.4102.327.

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The purpose of this investigation was to determine whether subjective judgments of clarity or intelligibility would be rated equally among conditions in which speech was equated for predicted intelligibility (using the Speech Intelligibility Index, SII) but varied in bandwidth. Twenty listeners with normal hearing rated clarity and intelligibility for sentence material (Hearing In Noise Test) in speech-shaped noise at six paired low- and high-pass filtered conditions in which SII was equated for each pair. For three paired conditions, predicted intelligibility increased as SII increased monotonically (0.3, 0.4, 0.5). In the remaining paired conditions, SII continued to increase monotonically (0.6, 0.7, 0.8) but predicted intelligibility was held at a maximal level (≥95%). Predicted intelligibility was estimated from the transfer function relating SII to speech recognition scores determined in preliminary experiments. Differences in ratings between paired low- and high-pass filtered sentences did not reach statistical significance for either clarity or intelligibility, indicating that the spectral differences at equivalent SIIs did not influence the judgments for either of the two dimensions. For conditions in which predicted intelligibility increased, both clarity and intelligibility ratings increased in a similar manner. For conditions in which predicted intelligibility was maximized, intelligibility ratings remained the same statistically across conditions while clarity ratings changed modestly. Although high correlations were observed between clarity and intelligibility ratings, intelligibility ratings were consistently higher than clarity ratings for comparable conditions. The results indicated that listeners with normal hearing produced clarity and intelligibility ratings for the same speech material and experimental conditions that were highly related but differed in magnitude. Caution is required when substituting clarity for intelligibility.

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Hustad, Katherine C., Tristan J. Mahr, Aimee Teo Broman, and Paul J. Rathouz. "Longitudinal Growth in Single-Word Intelligibility Among Children With Cerebral Palsy From 24 to 96 Months of Age: Effects of Speech-Language Profile Group Membership on Outcomes." Journal of Speech, Language, and Hearing Research 63, no. 1 (January 22, 2020): 32–48. http://dx.doi.org/10.1044/2019_jslhr-19-00033.

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Purpose We examined whether there were differences among speech-language profile groups of children with cerebral palsy (CP) in age of crossing 25%, 50%, and 75% intelligibility thresholds; age of greatest intelligibility growth; rate of intelligibility growth; maximum attained intelligibility at 8 years; and how well intelligibility at 36 months predicts intelligibility at 96 months when group membership is accounted for. Profile groups were children with no speech motor impairment (NSMI), those with speech motor impairment and language comprehension that is typically developing (SMI-LCT), and those with speech motor impairment and language comprehension impairment (SMI-LCI). Method Sixty-eight children with CP were followed longitudinally between 24 and 96 months of age. A total of 564 time points were examined across children ( M = 8.3 time points per child, SD = 2.6). We fitted a nonlinear random effects model for longitudinal observations, allowing for differences between profile groups. We used the fitted model trajectories to generate descriptive analyses of intelligibility growth by group and to generate simulations to analyze how well 36-month intelligibility data predicted 96-month data accounting for profile groups. Results Children with CP who have NSMI have different growth and better intelligibility outcomes than those with speech motor impairment. Children with SMI-LCT tend to have better outcomes but similar intelligibility growth as children with SMI-LCI. There may be a subset of children that cut across SMI-LCI and SMI-LCT groups who have severe speech motor involvement and show limited growth in intelligibility. Conclusions Intelligibility outcomes for children with CP are affected by profile group membership. Intelligibility growth tends to be delayed in children with speech motor impairment. Intelligibility at 3 years is highly predictive of later outcomes regardless of profile group. Intervention decision making should include consideration of early intelligibility, and treatment directions should include consideration of augmentative and alternative communication.

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Allison, Kristen M. "Measuring Speech Intelligibility in Children With Motor Speech Disorders." Perspectives of the ASHA Special Interest Groups 5, no. 4 (August 17, 2020): 809–20. http://dx.doi.org/10.1044/2020_persp-19-00110.

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Purpose Reduced speech intelligibility limits functional communication for many children with motor speech disorders, and improving intelligibility is often a primary goal of intervention. Objective measurement of intelligibility is important for quantifying severity of speech impairment and tracking progress in therapy; however, there is little standardization of methods for measuring speech intelligibility in clinical settings. The purpose of this tutorial is to review different approaches to measuring speech intelligibility in children with motor speech disorders and to discuss the benefits and limitations of using each approach in clinical practice. Method Intelligibility is defined and compared to related constructs. Factors affecting intelligibility of children with motor speech disorders are reviewed. Methods for measuring intelligibility using word identification approaches and scaled ratings are discussed in detail, and their utility in clinical practice is compared. Results Word identification approaches to intelligibility measurement are optimal for tracking progress in therapy but are relatively time consuming. Scaled rating approaches may be adequate in cases where the goal is to obtain an overall measure of severity or for children who are unable to participate in structured testing. Conclusion Different approaches to intelligibility assessment are warranted depending on the clinical goal and characteristics of the child. Speech-language pathologists should consider multiple factors when selecting and interpreting intelligibility measures for their clients.

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Morris, Sherrill R., Kim A. Wilcox, and Tracy L. Schooling. "The Preschool Speech Intelligibility Measure." American Journal of Speech-Language Pathology 4, no. 4 (November 1995): 22–28. http://dx.doi.org/10.1044/1058-0360.0404.22.

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Documenting changes in speech intelligibility across time is an important but difficult task for speech-language pathologists. This study reports on the development and initial testing of the Preschool Speech Intelligibility Measure (PSIM), a single-word, multiple-choice intelligibility measure. The PSIM is adapted from the Assessment of Intelligibility of Dysarthric Speech (Yorkston & Beukelman, 1981) and is designed to plot changes in children's speech intelligibility across time. This instrument is offered as an addition to the existing array of available speech intelligibility measures.

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Kürschner, Sebastian, Charlotte Gooskens, and Renée van Bezooijen. "Linguistic Determinants of the Intelligibility of Swedish Words among Danes." International Journal of Humanities and Arts Computing 2, no. 1-2 (October 2008): 83–100. http://dx.doi.org/10.3366/e1753854809000329.

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In the present investigation we aim to determine to which degree various linguistic factors contribute to the intelligibility of Swedish words among Danes. We correlated the results of an experiment on word intelligibility with eleven linguistic factors and carried out logistic regression analyses. In the experiment, the intelligibility of 384 frequent Swedish words was tested among Danish listeners via the Internet. The choice of eleven linguistic factors was motivated by their contribution to intelligibility in earlier studies. The highest correlation was found in the negative correlation between word intelligibility and phonetic distances. Also word length, different syllable numbers, foreign sounds, neighbourhood density, word frequency, orthography, and the absence of the prosodic phenomenon of ‘stød’ in Swedish contribute significantly to intelligibility. Although the results thus show that linguistic factors contribute to the intelligibility of single words, the amount of explained variance was not very large (R2 (Cox and Snell)=.16, R2 (Nagelkerke)=.21) when compared with earlier studies which were based on aggregate intelligibility. Partly, the lower scores result from the logistic regression model used. It was necessary to use logistic regression in our study because the intelligibility scores were coded in a binary variable. Additionally, we attribute the lower correlation to the higher number of idiosyncrasies of single words compared with the aggregate intelligibility and linguistic distance used in earlier studies. Based on observations in the actual data from the intelligibility experiment, we suggest further steps to be taken to improve the predictability of word intelligibility.

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van Brenk, Frits, Alexander Kain, and Kris Tjaden. "Investigating Acoustic Correlates of Intelligibility Gains and Losses During Slowed Speech: A Hybridization Approach." American Journal of Speech-Language Pathology 30, no. 3S (June 18, 2021): 1343–60. http://dx.doi.org/10.1044/2021_ajslp-20-00172.

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Purpose This exploratory study sought to identify acoustic variables explaining rate-related variation in intelligibility for speakers with dysarthria secondary to multiple sclerosis. Method Seven speakers with dysarthria due to multiple sclerosis produced the same set of Harvard sentences at habitual and slow rates. Speakers were selected from a larger corpus on the basis of rate-related intelligibility characteristics. Four speakers demonstrated improved intelligibility and three speakers demonstrated reduced intelligibility when rate was slowed. A speech analysis resynthesis paradigm termed hybridization was used to create stimuli in which segmental (i.e., short-term spectral) and suprasegmental variables (i.e., sentence-level fundamental frequency, energy characteristics, and duration) of sentences produced at the slow rate were donated individually or in combination to habitually produced sentences. Online crowdsourced orthographic transcription was used to quantify intelligibility for six hybridized sentence types and the original habitual and slow productions. Results Sentence duration alone was not a contributing factor to improved intelligibility associated with slowed rate. Speakers whose intelligibility improved with slowed rate showed higher intelligibility scores for duration spectrum hybrids and energy hybrids compared to the original habitual rate sentences, suggesting these acoustic cues contributed to improved intelligibility for sentences produced with a slowed rate. Energy contour characteristics were also found to play a role in intelligibility losses for speakers with decreased intelligibility at slowed rate. The relative contribution of speech acoustic variables to intelligibility gains and losses varied considerably between speakers. Conclusions Hybridization can be used to identify acoustic correlates of intelligibility variation associated with slowed rate. This approach has further elucidated speaker-specific and individualized speech production adjustments when slowing rate.

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Krause, Jean C., and Andrew K. Hague. "Signing Exact English Transliteration: Effects of Accuracy and Lag Time on Message Intelligibility." Journal of Deaf Studies and Deaf Education 25, no. 2 (December 8, 2019): 199–211. http://dx.doi.org/10.1093/deafed/enz042.

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Abstract This paper, the fourth in a series concerned with the level of access afforded to students who use educational interpreters, focuses on the intelligibility of interpreters who use Signing Exact English (SEE). Eight expert receivers of SEE were employed to evaluate the intelligibility of transliterated messages that varied in accuracy and lag time. Results of intelligibility tests showed that, similar to Cued Speech transliterators, (a) accuracy had a large positive effect on transliterator intelligibility, (b) overall intelligibility (69%) was higher than average accuracy (58%), and (c) the likelihood that an utterance reached 70% intelligibility was somewhat sigmoidal in shape, with the likelihood of reaching 70% intelligibility dropping off fastest for accuracy values <65%. Accuracy alone accounted for 53% of the variance in transliterator intelligibility; mouthing was identified as a secondary factor that explained an additional 11%. Although lag time accounted for just .4% of the remaining variance, utterances produced with lag times between .6 and 1.2 s were most likely to exceed 70% intelligibility. With 36% of the variance still unexplained, other sources of transliterator variability (for example, facial expression, nonmanual markers, and mouth/sign synchronization) may also play a role in intelligibility and should be explored in future research.

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Lam, Jennifer, and Kris Tjaden. "Intelligibility of Clear Speech: Effect of Instruction." Journal of Speech, Language, and Hearing Research 56, no. 5 (October 2013): 1429–40. http://dx.doi.org/10.1044/1092-4388(2013/12-0335).

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Purpose The authors investigated how clear speech instructions influence sentence intelligibility. Method Twelve speakers produced sentences in habitual, clear, hearing impaired, and overenunciate conditions. Stimuli were amplitude normalized and mixed with multitalker babble for orthographic transcription by 40 listeners. The main analysis investigated percentage-correct intelligibility scores as a function of the 4 conditions and speaker sex. Additional analyses included listener response variability, individual speaker trends, and an alternate intelligibility measure: proportion of content words correct. Results Relative to the habitual condition, the overenunciate condition was associated with the greatest intelligibility benefit, followed by the hearing impaired and clear conditions. Ten speakers followed this trend. The results indicated different patterns of clear speech benefit for male and female speakers. Greater listener variability was observed for speakers with inherently low habitual intelligibility compared to speakers with inherently high habitual intelligibility. Stable proportions of content words were observed across conditions. Conclusions Clear speech instructions affected the magnitude of the intelligibility benefit. The instruction to overenunciate may be most effective in clear speech training programs. The findings may help explain the range of clear speech intelligibility benefit previously reported. Listener variability analyses suggested the importance of obtaining multiple listener judgments of intelligibility, especially for speakers with inherently low habitual intelligibility.

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Delatorre, Fernanda, Rosane Silveira, and Alison Roberto Gonçalves. "The intelligibility of English verbs in the simple past tense." Veredas - Revista de Estudos Linguísticos 21, no. 2 (September 12, 2019): 57–77. http://dx.doi.org/10.34019/1982-2243.2017.v21.27975.

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This study investigated the intelligibility of English verbs in the simple past inserted in sentences. The verbs were produced by two adult native speakers of English and six adult nonnative speakers, and they were transcribedby 13 adult Brazilian listeners. Results indicated that the intelligibility rate of regular verbs was similar to the irregular ones, and that the intelligibility of verbs produced by BP talkers was similar to the Spanish talkers. The intelligibility rate of German talkers, on the other hand, was lower than the intelligibility of BP and Spanish talkers but higher than the intelligibility of verbs produced by native speakers.

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Soriano, Jennifer U., Abby Olivieri, and Katherine C. Hustad. "Utility of the Intelligibility in Context Scale for Predicting Speech Intelligibility of Children with Cerebral Palsy." Brain Sciences 11, no. 11 (November 20, 2021): 1540. http://dx.doi.org/10.3390/brainsci11111540.

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The Intelligibility in Context Scale (ICS) is a widely used, efficient tool for describing a child’s speech intelligibility. Few studies have explored the relationship between ICS scores and transcription intelligibility scores, which are the gold standard for clinical measurement. This study examined how well ICS composite scores predicted transcription intelligibility scores among children with cerebral palsy (CP), how well individual questions from the ICS differentially predicted transcription intelligibility scores, and how well the ICS composite scores differentiated between children with and without speech motor impairment. Parents of 48 children with CP, who were approximately 13 years of age, completed the ICS. Ninety-six adult naïve listeners provided orthographic transcriptions of children’s speech. Transcription intelligibility scores were regressed on ICS composite scores and individual item scores. Dysarthria status was regressed on ICS composite scores. Results indicated that ICS composite scores were moderately strong predictors of transcription intelligibility scores. One individual ICS item differentially predicted transcription intelligibility scores, and dysarthria severity influenced how well ICS composite scores differentiated between children with and without speech motor impairment. Findings suggest that the ICS has potential clinical utility for children with CP, especially when used with other objective measures of speech intelligibility.

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Chen, Li-Mei, Katherine C. Hustad, Ray D. Kent, and Yu Ching Lin. "Dysarthria in Mandarin-Speaking Children With Cerebral Palsy: Speech Subsystem Profiles." Journal of Speech, Language, and Hearing Research 61, no. 3 (March 15, 2018): 525–48. http://dx.doi.org/10.1044/2017_jslhr-s-17-0065.

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Purpose This study explored the speech characteristics of Mandarin-speaking children with cerebral palsy (CP) and typically developing (TD) children to determine (a) how children in the 2 groups may differ in their speech patterns and (b) the variables correlated with speech intelligibility for words and sentences. Method Data from 6 children with CP and a clinical diagnosis of moderate dysarthria were compared with data from 9 TD children using a multiple speech subsystems approach. Acoustic and perceptual variables reflecting 3 speech subsystems (articulatory-phonetic, phonatory, and prosodic), and speech intelligibility, were measured based on speech samples obtained from the Test of Children's Speech Intelligibility in Mandarin (developed in the lab for the purpose of this research). Results The CP and TD children differed in several aspects of speech subsystem function. Speech intelligibility scores in children with CP were influenced by all 3 speech subsystems, but articulatory-phonetic variables had the highest correlation with word intelligibility. All 3 subsystems influenced sentence intelligibility. Conclusion Children with CP demonstrated deficits in speech intelligibility and articulation compared with TD children. Better speech sound articulation influenced higher word intelligibility, but did not benefit sentence intelligibility.

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Hustad, Katherine C., and David R. Beukelman. "Effects of Linguistic Cues and Stimulus Cohesion on Intelligibility of Severely Dysarthric Speech." Journal of Speech, Language, and Hearing Research 44, no. 3 (June 2001): 497–510. http://dx.doi.org/10.1044/1092-4388(2001/039).

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This study examined the effects of supplemental cues on the intelligibility of unrelated sentences and related sentences (narratives) produced by 4 women with severe dysarthria secondary to cerebral palsy. Visual images containing alphabet, topic, combined (alphabet and topic together), and no cues were imposed in real time on audio speech samples and presented to 72 nondisabled listeners. Statistical results showed that cue conditions had similar effects on unrelated and on related sentence intelligibility. Combined cues resulted in higher intelligibility scores than any other cue condition, no cues resulted in lower intelligibility scores than any other cue condition, and alphabet cues yielded higher intelligibility scores than topic cues. Intelligibility of related and unrelated sentences differed only for alphabet cues where related sentences had greater intelligibility than unrelated sentences. Results are discussed relative to the quantity and type of cues.

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Lee, Jimin, Emily Dickey, and Zachary Simmons. "Vowel-Specific Intelligibility and Acoustic Patterns in Individuals With Dysarthria Secondary to Amyotrophic Lateral Sclerosis." Journal of Speech, Language, and Hearing Research 62, no. 1 (January 30, 2019): 34–59. http://dx.doi.org/10.1044/2018_jslhr-s-17-0357.

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Purpose The purpose of the study was to investigate vowel-specific intelligibility and acoustic patterns of individuals with different severities of dysarthria secondary to amyotrophic lateral sclerosis (ALS). Method Twenty-three individuals with dysarthria secondary to ALS and 22 typically aging individuals participated as speakers. Participants with ALS were divided into 2 severity groups (severe, mild). For vowel-specific intelligibility data, 135 listeners participated in the study. Vowel-specific intelligibility, intrinsic vowel duration, 1st and 2nd formants (F1 and F2), vowel inherent spectral change (VISC), and absolute VISC were examined. Results A significant interaction between severity group and the vowel-specific intelligibility pattern as well as F1, F2 VISC, and absolute F2 VISC was observed. Specifically, individuals with severe dysarthria showed a significantly less intelligible /ɪ/ than /ɛ/, unlike individuals with mild dysarthria and typically aging individuals. In addition, vowel intelligibility of /ɪ/ showed the strongest association to the severity measures in individuals with ALS. A number of vowel-specific findings are reported in the acoustic variables. Acoustic correlates of vowel-specific intelligibility were identified. Conclusion Vowel-specific intelligibility patterns are different across severity groups; particularly, low intelligibility of /ɪ/ was noted in individuals with severe dysarthria. Individuals with dysarthria maintained the acoustic contrast in duration and F1 VISC among vowels but did not maintain the other spectral contrasts. Reduction of acoustic vowel space was observed primarily due to high F1 in high vowels in individuals with severe dysarthria. Regression findings suggest that the high F1 values of high and mid vowels and F2 reduction of high- and mid-front vowels decreased vowel-specific intelligibility. In addition, vowel duration influenced the vowel intelligibility of vowels that required short intrinsic vowel duration. Lastly, F2 VISC influenced the vowel intelligibility of /ɪ/. Overall, the vowel-specific intelligibility pattern is related to both vowel-specific characteristics and group-specific articulatory control dysfunction.

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Grange, Joseph. "Indeterminacy and Intelligibility." International Philosophical Quarterly 34, no. 2 (1994): 259–61. http://dx.doi.org/10.5840/ipq199434212.

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Jeppsson, Sofia. "Psychosis and Intelligibility." Philosophy, Psychiatry, & Psychology 28, no. 3 (2021): 233–49. http://dx.doi.org/10.1353/ppp.2021.0036.

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Dear, Peter Robert. "Intelligibility in Science." Configurations 11, no. 2 (2003): 145–61. http://dx.doi.org/10.1353/con.2004.0019.

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Zinkin, Melissa. "Habermas on Intelligibility." Southern Journal of Philosophy 36, no. 3 (September 1998): 453–72. http://dx.doi.org/10.1111/j.2041-6962.1998.tb01765.x.

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NELSON, CECIL L. "Intelligibility since 1969." World Englishes 27, no. 3-4 (October 30, 2008): 297–308. http://dx.doi.org/10.1111/j.1467-971x.2008.00568.x.

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Garcia, Jane Mertz, and Paul A. Dagenais. "Dysarthric Sentence Intelligibility." Journal of Speech, Language, and Hearing Research 41, no. 6 (December 1998): 1282–93. http://dx.doi.org/10.1044/jslhr.4106.1282.

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This study examined changes in the sentence intelligibility scores of speakers with dysarthria in association with different signal-independent factors (contextual influences). This investigation focused on the presence or absence of iconic gestures while speaking sentences with low or high semantic predictiveness. The speakers were 4 individuals with dysarthria, who varied from one another in terms of their level of speech intelligibility impairment, gestural abilities, and overall level of motor functioning. Ninety-six inexperienced listeners (24 assigned to each speaker) orthographically transcribed 16 test sentences presented in an audio + video or audio-only format. The sentences had either low or high semantic predictiveness and were spoken by each speaker with and without the corresponding gestures. The effects of signal-independent factors (presence or absence of iconic gestures, low or high semantic predictiveness, and audio + video or audio-only presentation formats) were analyzed for individual speakers. Not all signal-independent information benefited speakers similarly. Results indicated that use of gestures and high semantic predictiveness improved sentence intelligibility for 2 speakers. The other 2 speakers benefited from high predictive messages. The audio + video presentation mode enhanced listener understanding for all speakers, although there were interactions related to specific speaking situations. Overall, the contributions of relevant signal-independent information were greater for the speakers with more severely impaired intelligibility. The results are discussed in terms of understanding the contribution of signal-independent factors to the communicative process.

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Thir, Veronika. "International intelligibility revisited." 25 years of Intelligibility, Comprehensibility and Accentedness 6, no. 3 (October 6, 2020): 458–82. http://dx.doi.org/10.1075/jslp.20012.thi.

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Abstract The Lingua Franca Core (LFC) proposes that NURSE is the only vowel quality important for international intelligibility, yet research findings regarding this issue are mixed. Moreover, it is unclear whether phonetic (rather than phonemic) substitutions of NURSE also affect international intelligibility more negatively than other phonemic vowel substitutions, though this seems unlikely on the basis of considerations of functional load (FL). This study compares the international intelligibility of two vowel substitutions typical of Austrian learners of English: the phonetic replacement of NURSE with a rounded and diphthongized vowel, and the phonemic replacement of TRAP with a vowel close to cardinal [e]. The findings suggest that, contrary to the LFC but in line with FL considerations, the phonetic substitution of NURSE is more intelligible to an international audience than the substitution of TRAP with [e]. However, differences in intelligibility between the two substitutions were largely ‘neutralized’ once contextual support was available.

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Berns, Margie. "Intelligibility and pedagogy." World Englishes 37, no. 3 (September 2018): 416–20. http://dx.doi.org/10.1111/weng.12328.

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Nelson, Cecil L. "Intelligibility after 1979." World Englishes 37, no. 3 (September 2018): 492–96. http://dx.doi.org/10.1111/weng.12337.

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Kates, James M. "Speech intelligibility enhancement." Journal of the Acoustical Society of America 83, no. 6 (June 1988): 2474. http://dx.doi.org/10.1121/1.396313.

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Tan, Ying-Ying, and Christina Castelli. "Intelligibility and attitudes." English World-Wide 34, no. 2 (May 17, 2013): 177–201. http://dx.doi.org/10.1075/eww.34.2.03tan.

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This paper investigates international responses to Singapore English (SgE), in terms of both intelligibility and attitudes toward the speaker, and compares it to responses to American English (AmE). It surveys 200 respondents from over 20 countries as they listen to a set of 15 sound recordings, including read SgE, spontaneous SgE, and read AmE. The results suggest that the intelligibility of SgE and AmE does differ between informants from different regions. However, the intelligibility of the test stimuli does not correlate simply to positive and negative attitudes. While SgE elicits generally positive attitudes, what is interesting is that the judgments of respondents from South-East Asia and East Asia are often more negative than those of English speakers of Inner Circle varieties. This seems to suggest not only an impenetrable mindset of these traditionally “non-native” English speakers, who seem to be still clamoring to speak an idealized “standard”, but also an inferiority complex over their own varieties of English.

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Sanford, David H. "Causation and Intelligibility." Philosophy 69, no. 267 (January 1994): 55–67. http://dx.doi.org/10.1017/s0031819100046611.

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I shall venture to affirm, as a general proposition which admits of no exception, that the knowledge of this relation is not, in any instance, attained by reasonings a priori, but arises entirely from experience, when we find that any particular objects are constantly conjoined with each other.

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Allen, Jont B. "Articulation and Intelligibility." Synthesis Lectures on Speech and Audio Processing 1, no. 1 (January 2005): 1–124. http://dx.doi.org/10.2200/s00004ed1v01y200508sap001.

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BRÜEL, P. V. "Intelligibility in classrooms." Le Journal de Physique IV 04, no. C5 (May 1994): C5–131—C5–134. http://dx.doi.org/10.1051/jp4:1994522.

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Brüel, Per V. "Intelligibility in classrooms." Journal of the Acoustical Society of America 88, S1 (November 1990): S61. http://dx.doi.org/10.1121/1.2029089.

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Oderberg, David S. "Intelligibility and intensionality." Acta Analytica 17, no. 1 (March 2002): 171–78. http://dx.doi.org/10.1007/bf03177513.

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Hunter, Graeme. "Religion and Intelligibility." Philosophy, Culture, and Traditions 11 (2015): 75–80. http://dx.doi.org/10.5840/pct2015117.

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Blake, Helen L. "Intelligibility Enhancement via Telepractice During COVID-19 Restrictions." Perspectives of the ASHA Special Interest Groups 5, no. 6 (December 17, 2020): 1797–800. http://dx.doi.org/10.1044/2020_persp-20-00133.

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Purpose Speech-language pathologists (SLPs) may be approached by multilingual speakers seeking to improve their intelligibility in English. Intelligibility is an essential element of spoken language proficiency and is especially important for multilingual university students given their need to express complex ideas in an additional language. Intelligibility Enhancement is an assessment and intervention approach that aims to improve the intelligibility of consonants, vowels, and prosody with multilingual speakers who are learning to speak English. This article describes the student-led delivery of Intelligibility Enhancement with multilingual clients in a university clinic using a telepractice model after restrictions were imposed due to the COVID-19 pandemic. Conclusions Telepractice offered an appropriate mode of service delivery that facilitated a high-quality, best practice, and continuous service to Intelligibility Enhancement clients while also permitting student SLPs' ongoing clinical education employing an increasingly utilized technology. Previous research demonstrated the effectiveness of the Intelligibility Enhancement Assessment and Intervention Protocols in increasing English intelligibility in multilingual university students. The modifications necessary to provide this intervention via telepractice in a student-led clinic not only offer a possible solution to supporting multilingual university students' English intelligibility during the COVID-19 pandemic but also will inform the understanding of SLPs providing similar interventions in the future.

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van Brenk, Frits, Kaila Stipancic, Alexander Kain, and Kris Tjaden. "Intelligibility Across a Reading Passage: The Effect of Dysarthria and Cued Speaking Styles." American Journal of Speech-Language Pathology 31, no. 1 (January 18, 2022): 390–408. http://dx.doi.org/10.1044/2021_ajslp-21-00151.

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Objective: Reading a passage out loud is a commonly used task in the perceptual assessment of dysarthria. The extent to which perceptual characteristics remain unchanged or stable over the time course of a passage is largely unknown. This study investigated crowdsourced visual analogue scale (VAS) judgments of intelligibility across a reading passage as a function of cued speaking styles commonly used in treatment to maximize intelligibility. Patients and Method: The Hunter passage was read aloud in habitual, slow, loud, and clear speaking styles by 16 speakers with Parkinson's disease (PD), 30 speakers with multiple sclerosis (MS), and 32 control speakers. VAS judgments of intelligibility from three fragments representing the beginning, middle, and end of the reading passage were obtained from 540 crowdsourced online listeners. Results: Overall passage intelligibility was reduced for the two clinical groups relative to the control group. All speaker groups exhibited intelligibility variation across the reading passage, with trends of increased intelligibility toward the end of the reading passage. For control speakers and speakers with PD, patterns of intelligibility variation across passage reading did not differ with speaking style. For the MS group, intelligibility variation across the passage was dependent on speaking style. Conclusions: The presence of intelligibility variation within a reading passage warrants careful selection of speech materials in research and clinical practice. Results further indicate that the crowdsourced VAS rating paradigm is useful to document intelligibility in a reading passage for different cued speaking styles commonly used in treatment for dysarthria.

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Hustad, Katherine C., and Meghan A. Cahill. "Effects of Presentation Mode and Repeated Familiarization on Intelligibility of Dysarthric Speech." American Journal of Speech-Language Pathology 12, no. 2 (May 2003): 198–208. http://dx.doi.org/10.1044/1058-0360(2003/066).

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Clinical measures of speech intelligibility are widely used as one means of characterizing the speech of individuals with dysarthria. Many variables associated with both the speaker and the listener contribute to what is actually measured as intelligibility. The present study explored the effects of presentation modality (audiovisual vs. audio-only information) and the effects of speaker-specific familiarization across 4 trials on the intelligibility of speakers with mild and severe dysarthria associated with cerebral palsy. Results revealed that audiovisual information did not enhance intelligibility relative to audio-only information for 4 of the 5 speakers studied. The one speaker whose intelligibility increased when audiovisual information was presented had the most severe dysarthria and concomitant motor impairments. Results for speaker-specific repeated familiarization were relatively homogeneous across speakers, demonstrating significant intelligibility score improvements across 4 trials and, in particular, a significant improvement in intelligibility between the 1st and 4th trials.

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Ardoint, Marine, Tim Green, and Stuart Rosen. "The intelligibility of interrupted speech depends upon its uninterrupted intelligibility." Journal of the Acoustical Society of America 136, no. 4 (October 2014): EL275—EL280. http://dx.doi.org/10.1121/1.4895096.

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Hustad, Katherine C. "Speech Intelligibility in Children With Speech Disorders." Perspectives on Language Learning and Education 19, no. 1 (January 2012): 7–11. http://dx.doi.org/10.1044/lle19.1.7.

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Intelligibility is a critical component of effective communication. For children with significant speech disorders, intelligibility often has detrimental impact on functional communication and social participation. In this article, I consider the concept of intelligibility using the World Health Organization’s International Classification of Functioning, Disability, and Health-2 (ICF-2; 2001) model and the concepts of an intelligibility-oriented approach to treatment.

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Whitehill, Tara L. "Assessing Intelligibility in Speakers with Cleft Palate: A Critical Review of the Literature." Cleft Palate-Craniofacial Journal 39, no. 1 (January 2002): 50–58. http://dx.doi.org/10.1597/1545-1569_2002_039_0050_aiiswc_2.0.co_2.

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Objective A literature review was conducted in order to investigate three research questions: how is speech intelligibility being measured in speakers with cleft lip and palate? Is intelligibility adequately being distinguished from related measures such as acceptability? Has there been an increased understanding of intelligibility deficits in speakers with cleft lip and palate? Fifty-seven relevant articles published between 1960 and 1998 were included in the analysis. Results The results showed an increase in the number of articles that included a measure of intelligibility or a similar measure. Several concerns were raised as a result of the review, including the reliability and validity of measures being employed, adequate definition and differentiation of terms, and the need to determine speech and nonspeech variables contributing to reductions in intelligibility. Relevant literature on intelligibility from fields outside cleft lip and palate is reviewed, and a number of recommendations are made regarding the measurement of intelligibility in speakers with cleft lip and palate.

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Nazari, Ahmad, and Majid Younus. "EFFECTS OF AN ARABIC ACCENT ON EFL LEARNERS' PRODUCTIVE INTELLIGIBILITY." LLT Journal: A Journal on Language and Language Teaching 23, no. 2 (May 30, 2020): 185–206. http://dx.doi.org/10.24071/llt.v23i2.2467.

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This study aimed at investigating the effects of a foreign accent, namely the Iraqi Arabic accent, at the segmental level on the productive intelligibility of Iraqi EFL learners. Drawing on an intelligibility pronunciation principle, i.e. Gimsons (2001) Minimum General Intelligibility (MGI), the study applied a mixed-methods research approach to measure the extent to which features of this accent impede the productive intelligibility of these learners and to identify the communication strategies they use to overcome intelligibility failures. To achieve these aims, two data collection tools were used: a production intelligibility test and a speaking task. Although the overall quantitative findings revealed that Iraqi EFL learners foreign-accented English was intelligible at the segmental level, most intelligibility failures were ascribed to the mispronunciation of non-existent English phonemes. The qualitative aspect of the study aimed at identifying the communication strategies Iraqi EFL learners use to overcome these intelligibility failures. In this respect, several strategies were identified, namely the let-it-pass strategy, the replacement strategy, the repetition strategy and the time gaining strategy. The article concludes with the implications and applications of the findings.Corresponding author: Ahmad NazariDOI:: doi.org/10.24071/llt.2020.230201

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Wild, Alyssa, Houri K. Vorperian, Ray D. Kent, Daniel M. Bolt, and Diane Austin. "Single-Word Speech Intelligibility in Children and Adults With Down Syndrome." American Journal of Speech-Language Pathology 27, no. 1 (February 6, 2018): 222–36. http://dx.doi.org/10.1044/2017_ajslp-17-0002.

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Purpose A single-word identification test was used to study speech production in children and adults with Down syndrome (DS) to determine the developmental pattern of speech intelligibility with an emphasis on vowels. Method Speech recordings were collected from 62 participants with DS aged 4–40 years and 25 typically developing participants aged 4–7 years. Panels of 5 adult lay listeners transcribed the speech recordings orthographically, and their responses were scored in comparison with the speakers' target words. Results Speech intelligibility in persons with DS improved with age, especially between the ages of 4 and 16 years. Whereas consonants contribute to intelligibility, vowels also played an important role in reduced intelligibility with an apparent developmental difference in low versus high vowels, where the vowels /æ/ and/ɑ/ developed at a later age than /i/ and /u/. Interspeaker variability was large, with male individuals being generally less intelligible than female individuals and some adult men having very low intelligibility. Conclusion Results show age-related patterns in speech intelligibility in persons with DS and identify the contribution of dimensions of vowel production to intelligibility. The methods used clarify the phonetic basis of reduced intelligibility, with implications for assessment and treatment.

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Smiljanic, Rajka, and Rachael C. Gilbert. "Intelligibility of Noise-Adapted and Clear Speech in Child, Young Adult, and Older Adult Talkers." Journal of Speech, Language, and Hearing Research 60, no. 11 (November 9, 2017): 3069–80. http://dx.doi.org/10.1044/2017_jslhr-s-16-0165.

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Purpose This study examined intelligibility of conversational and clear speech sentences produced in quiet and in noise by children, young adults, and older adults. Relative talker intelligibility was assessed across speaking styles. Method Sixty-one young adult participants listened to sentences mixed with speech-shaped noise at −5 dB signal-to-noise ratio. The analyses examined percent correct scores across conversational, clear, and noise-adapted conditions and the three talker groups. Correlation analyses examined whether talker intelligibility is consistent across speaking style adaptations. Results Noise-adapted and clear speech significantly enhanced intelligibility for young adult listeners. The intelligibility improvement varied across the three talker groups. Notably, intelligibility benefit was smallest for children's speaking style modifications. Listeners also perceived speech produced in noise by older adults to be less intelligible compared to the younger talkers. Talker intelligibility was correlated strongly between conversational and clear speech in quiet, but not for conversational speech produced in quiet and in noise. Conclusions Results provide evidence that intelligibility variation related to age and communicative barrier has the potential to aid clinical decision making for individuals with speech disorders, particularly dysarthria.

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Preminger, Jill E., and Dianne J. Van Tasell. "Quantifying the Relation Between Speech Quality and Speech Intelligibility." Journal of Speech, Language, and Hearing Research 38, no. 3 (June 1995): 714–25. http://dx.doi.org/10.1044/jshr.3803.714.

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The purpose of the present research was to examine the relation between speech quality and speech intelligibility. Speech quality measurements were made using continuous discourse and a category rating procedure for the following dimensions: intelligibility, pleasantness, loudness, effort, and total impression. Measurements were made using a group of listeners with normal hearing for a set of stimulus conditions in which intelligibility varied, and for a set of stimulus conditions in which intelligibility was held constant near 100%. When ratings were made for a set of stimulus conditions in which intelligibility was allowed to vary (a) intersubject reliability was high (i.e., different listeners interpreted the dimensions in a similar manner); and (b) the speech quality dimensions of intelligibility, effort, and loudness were indistinguishable. When ratings were made for a set of stimulus conditions in which intelligibility was held constant (a) intersubject reliability was reduced, indicating that different listeners interpreted the dimensions in different ways; (b) most listeners rated each dimension differently, indicating that the dimensions were unique; and (c) across listeners, no single dimension was highly correlated with total impression. These results can be used in order to examine the relation between speech quality and speech intelligibility.

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Chiu, Yi-Fang, Karen Forrest, and Travis Loux. "Relationship Between F2 Slope and Intelligibility in Parkinson's Disease: Lexical Effects and Listening Environment." American Journal of Speech-Language Pathology 28, no. 2S (July 15, 2019): 887–94. http://dx.doi.org/10.1044/2018_ajslp-msc18-18-0098.

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Purpose There is a complex relationship between speech production and intelligibility of speech. The current study sought to evaluate the interaction of the factors of lexical characteristics, listening environment, and the 2nd formant transition (F2 slope) on intelligibility of speakers with Parkinson's disease (PD). Method Twelve speakers with PD and 12 healthy controls read sentences that included words with the diphthongs /aɪ/, /ɔɪ/, and /aʊ/. The F2 slope of the diphthong transition was measured and averaged across the 3 diphthongs for each speaker. Young adult listeners transcribed the sentences to assess intelligibility of words with high and low word frequency and high and low neighborhood density in quiet and noisy listening conditions. The average F2 slope and intelligibility scores were entered into regression models to examine their relationship. Results F2 slope was positively related to intelligibility in speakers with PD in both listening conditions with a stronger relationship in noise than in quiet. There was no significant relationship between F2 slope and intelligibility of healthy speakers. In the quiet condition, F2 slope was only correlated with intelligibility in less-frequent words produced by the PD group. In the noise condition, F2 slope was related to intelligibility in high- and low-frequency words and high-density words in PD. Conclusions The relationship between F2 slope and intelligibility in PD was affected by lexical factors and listening conditions. F2 slope was more strongly related to intelligibility in noise than in quiet for speakers with PD. This relationship was absent in highly frequent words presented in quiet and those with fewer lexical neighbors.

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Prodeus, Arkadiy, and Maryna Didkovska. "Assessment of speech intelligibility in university lecture rooms of different sizes using objective and subjective methods." Eastern-European Journal of Enterprise Technologies 3, no. 5 (111) (June 25, 2021): 47–56. http://dx.doi.org/10.15587/1729-4061.2021.228405.

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The scores of speech intelligibility, obtained using objective and subjective methods for three university lecture rooms of the small, medium, and large sizes with different degrees of filling, were presented. The problem of achieving high speech intelligibility is relevant for both students and university administration, and for architects designing or reconstructing lecture rooms. Speech intelligibility was assessed using binaural room impulse responses which applied an artificial head and non-professional quality audio equipment for measuring. The Speech Transmission Index was an objective measure of speech intelligibility, while the subjective evaluation of speech intelligibility was carried out using the articulation method. Comparative analysis of the effectiveness of parameters of impulse response as a measure of speech intelligibility showed that Early Decay Time exceeded the score of the T30 reverberation time but was ineffective in a small lecture room. The C50 clarity index for all the considered lecture rooms was the most informative. Several patterns determined by the influence of early sound reflections on speech intelligibility were detected. Specifically, it was shown that an increase in the ratio of the energy of early reflections to the energy of direct sound leads to a decrease in speech intelligibility. The exceptions are small, up to 30‒40 cm, distances from the back wall of the room, where speech intelligibility is usually slightly higher than in the middle of the room. At a distance of 0.7–1.7 m from the side walls of the room, speech intelligibility is usually worse for the ear, which is closer to the wall. The usefulness of the obtained results lies in refining the quantitative characteristics of the influence of early reflections of sound on speech intelligibility at different points of lecture rooms.

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Speaks, Charles, Timothy D. Trine, Thomas R. Crain, and Nancy Niccum. "A Revised Speech Intelligibility Rating (RSIR) Test: Listeners with Normal Hearing." Otolaryngology–Head and Neck Surgery 110, no. 1 (January 1994): 75–83. http://dx.doi.org/10.1177/019459989411000109.

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Two experiments were conducted to examine the intelligibility of 72 passages of connected discourse prepared by Cox and McDaniel1,2 in their development of the Speech Intelligibility Rating (SIR) test. Intelligibility was assessed with a method-of-adjustment (MOA) procedure in which listeners adjusted the level of a multi-talker babble until they could just understand 50% of a passage; the measure of intelligibility was the signal-to-babble ratio, dB S/B. The objective was to develop a Revised Speech Intelligibility Rating (RSIR) test that would comprise a large number of equivalent passages that produce reliable intelligibility measures. In experiment 1, the S/B ratio was based on the overall root-mean-square (rms) levels of speech and babble, as represented by the average level of frequent peaks observed on a VU meter. Across all 72 passages, mean intelligibility was −1.43 dB S/B, and the measure of intelligibility for 42 passages was within ±0.5 dB of the overall mean for all 72 passages. In experiment 2, the S/B ratio was based on long-term rms levels of speech and babble measured in 16 one-third-octave bands, with center frequencies from 160 to 5000 Hz. In an effort to achieve greater equivalence in intelligibility among passages, the overall rms level of each passage was attenuated by the difference between SB16-band for an individual passage and S/B16-band for a reference passage. Mean intelligibility across all 72 passages was — 8.06 dB, and the measure of intelligibility was within ±0.5 dB of the overall mean for 64 of the 72 passages. For those 64 passages, the 95% critical difference for five MOAs was 0.72 dB, which corresponds to an estimated percentage critical difference Of 10.8%.

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Hodge, Megan, and Carrie L. Gotzke. "Preliminary Results of an Intelligibility Measure for English-Speaking Children with Cleft Palate." Cleft Palate-Craniofacial Journal 44, no. 2 (March 2007): 163–74. http://dx.doi.org/10.1597/05-035.1.

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Objective: This study describes a preliminary evaluation of the construct and concurrent validity of the Speech Intelligibility Probe for Children With Cleft Palate. Design: The study used a prospective between-groups design with convenience samples. Participants: Participants (ages 39 to 82 months) included 5 children with cleft palate and 10 children with typical speech development and no history of craniofacial abnormalities. All children had age-appropriate language skills. Interventions: Each child completed the Speech Intelligibility Probe for Children With Cleft Palate by imitating single words. Each child's word productions were recorded and played back to listeners who completed open-set and closed-set response tasks. Recorded utterances that represented a contiguous 100-word sample of each child's spontaneous speech also were played back to listeners for completion of an open-set word identification task. Main Outcome Measures: Measures reported include group means for (1) intelligibility scores for the open-set Speech Intelligibility Probe for Children With Cleft Palate and spontaneous speech sample conditions, and (2) percentage of phonetic contrasts correct and correct-distorted from the Speech Intelligibility Probe for Children With Cleft Palate closed-set response task. Results: The group of children with cleft palate had significantly lower intelligibility scores, lower percentage of correct phonetic contrasts, and higher percentage of correct distorted items (construct validity). A strong positive correlation (r = .88, p < .01) was found between intelligibility scores from the Speech Intelligibility Probe for Children With Cleft Palate and the spontaneous sample (concurrent validity). Conclusions: The results provide preliminary support for the construct and concurrent validities of the Speech Intelligibility Probe for Children With Cleft Palate as a measure of children's speech intelligibility.

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Journal articles on the topic 'Intelligibility of'

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