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Dissertations / Theses on the topic 'Speech Comprehension'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Blank, Sarah Catrin. "Speech comprehension, speech production and recovery of propositional speech following aphasic stroke." Thesis, Imperial College London, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407772.

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2

Pummill, Kacie L. "Comprehension and Phonemic Mismatch in Disordered Speech." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1563392523769588.

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3

Roos, Magnus. "Speech Comprehension : Theoretical approaches and neural correlates." Thesis, Högskolan i Skövde, Institutionen för biovetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-11240.

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This review has examined the spatial and temporal neural activation of speech comprehension. Six theories on speech comprehension were selected and reviewed. The most fundamental structures for speech comprehension are the superior temporal gyrus, the fusiform gyrus, the temporal pole, the temporoparietal junction, and the inferior frontal gyrus. Considering temporal aspects of processes, the N400 ERP effect indicates semantic violations, and the P600 indicates re-evaluation of a word due to ambiguity or syntax error. The dual-route processing model provides the most accurate account of neural correlates and streams of activation necessary for speech comprehension, while also being compatible with both the reviewed studies and the reviewed theories. The integrated theory of language production and comprehension provides a contemporary theory of speech production and comprehension with roots in computational neuroscience, which in conjunction with the dual-route processing model could drive the fields of language and neuroscience even further forward.

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4

Yeung, Wai-lan Victoria. "The importance of consensus assessment in speech act comprehension /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21806329.

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Wakefield, P. Jane. "Young children’s speech act comprehension : the role of linguistic and contextual information." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25531.

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This study addresses the question of the necessity of propositional content in children's comprehension of speech acts. In investigating this aspect of communicative competence in children the study considered the relative importance of age (3, 4), context (Requests, Questions, and Offers), and quantity of propositional content. Two factorial experiments were conducted in which 54 three and four-year-old children were administered a discrimination task, where, through puppet play, contexts were constructed for utterances in order to simulate particular speech acts. Judgments of the illocutionary force of such contexts were elicited by having children decide which one of two paraphrased utterances matched the stimulus utterance. Quantity of linguistic information in the stimulus presentations was progressively reduced. While younger children's performance was relatively unaffected by the reduction of linguistic information, the older children's discrimination of speech acts was relatively adversely affected. These findings were supported by additional data from an elicited imitation task and spontaneous responses. A developmental shift is proposed, from more direct context-dependent strategies of speech act processing to a later more linear or text-dependent approach linked to developing linguistic awareness.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

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6

Hällgren, Mathias. "Hearing and cognition in speech comprehension. Methods and applications." Doctoral thesis, Linköpings universitet, Teknisk audiologi, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-5039.

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Central auditory processing is complex and can not be evaluated by a single method. This thesis focuses on assessment of some aspects of central auditory functions by the use of dichotic speech tests and cognitive tests that tax functions important for speech processing. Paper A deals with the cognitive effects in dichotic speech testing in elderly hearing-impaired subjects. It was found that different listening tasks in the dichotic tests put different demands on cognitive ability, shown by a varying degree of correlation between cognitive functions and dichotic test parameters. Age-related cognitive decline was strongly connected with problems to perceive stimuli presented to the left ear. Paper B presents a new cognitive test battery sensitive for functions important for speech processing and understanding, performed in text, auditory and audiovisual modalities. The test battery was evaluated in four groups, differing in age and hearing status, and has proven to be useful in assessing the relative contribution of different input-modalities and the effect of age, hearingimpairment and visual contribution on functions important for speech processing. In Paper C the test battery developed in Paper B was used to study listening situations with different kinds of background noise. Interfering noise at +10 dB signal-to-noise ratio has significant negative effects on performance in speech processing tasks and on the effort perceived. Hearing-impaired subjects showed poorer results in noise with temporal variations, and elderly subjects were more distracted by noise with temporal variations, especially by noise with meaningful content. In noise, all subjects, particularly those with impaired hearing, were more dependent upon visual cues than in the quiet condition. Hearing aid benefit in speech processing with and without background noise was studied in Paper D. The test battery developed in Paper B was used together with a standard measure of speech recognition. With hearing aids, speech recognition was improved in the background condition without noise and in the background condition of ordinary speech. Significantly less effort was perceived in the cognitive tests when hearing aids were used, although only minor benefits of hearing aid amplification were seen. This underlines the importance of considering perceived effort as a dimension when evaluating hearing aid benefit, in further research as well as in clinical practice. The results from the studies contribute to the knowledge about speech processing but also to the search for more specific evaluation of speech understanding, incorporating both sensory and cognitive factors.
The ISBN 91-85297-49-6 in the printed verison is incorrect. The correct ISBN is 91-85297-93-3.

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7

Hällgren, Mathias. "Hearing and cognition in speech comprehension : methods and applications /." Linköping : Univ, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-5039.

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8

Crinion, Jennifer Therese. "The neural correlates of speech comprehension following aphasic stroke." Thesis, Imperial College London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420575.

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9

Kreysa, Helene. "Coordinating speech-related eye movements between comprehension and production." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/5802.

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Although language usually occurs in an interactive and world-situated context (Clark, 1996), most research on language use to date has studied comprehension and production in isolation. This thesis combines research on comprehension and production, and explores the links between them. Its main focus is on the coordination of visual attention between speakers and listeners, as well as the influence this has on the language they use and the ease with which they understand it. Experiment 1 compared participants’ eye movements during comprehension and production of similar sentences: in a syntactic priming task, they first heard a confederate describe an image using active or passive voice, and then described the same kind of picture themselves (cf. Branigan, Pickering, & Cleland, 2000). As expected, the primary influence on eye movements in both tasks was the unfolding sentence structure. In addition, eye movements during target production were affected by the structure of the prime sentence. Eye movements in comprehension were linked more loosely with speech, reflecting the ongoing integration of listeners’ interpretations with the visual context and other conceptual factors. Experiments 2-7 established a novel paradigm to explore how seeing where a speaker was looking during unscripted production would facilitate identification of the objects they were describing in a photographic scene. Visual coordination in these studies was created artificially through an on-screen cursor which reflected the speaker’s original eye movements (cf. Brennan, Chen, Dickinson, Neider, & Zelinsky, 2007). A series of spatial and temporal manipulations of the link between cursor and speech investigated the respective influences of linguistic and visual information at different points in the comprehension process. Implications and potential future applications are discussed, as well as the relevance of this kind of visual cueing to the processing of real gaze in face-to-face interaction.

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10

楊慧蘭 and Wai-lan Victoria Yeung. "The importance of consensus assessment in speech act comprehension." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31223813.

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11

Lloyd, Andrew J. "Lexical segmentation in normal and neurologically impaired speech comprehension." Thesis, University of York, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245961.

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12

Fritz, Isabella. "How gesture and speech interact during production and comprehension." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8084/.

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This thesis investigates the mechanisms that underlie the interaction of gesture and speech during the production and comprehension of language on a temporal and semantic level. The results from the two gesture-speech production experiments provide unambiguous evidence that gestural content is shaped online by the ways in which speakers package information into planning units in speech rather than being influenced by how events are lexicalised. In terms of gesture-speech synchronisation, a meta-analysis of these experiments showed that lexical items which are semantically related to the gesture's content (i.e., semantic affiliates) compete for synchronisation when these affiliates are separated within a sentence. This competition leads to large proportions of gestures not synchronising with any semantic affiliate. These findings demonstrate that gesture onset can be attracted by lexical items that do not co-occur with the gesture. The thesis then tested how listeners process gestures when synchrony is lost and whether preceding discourse related to a gesture's meaning impacts gesture interpretation and processing. Behavioural and ERP results show that gesture interpretation and processing is discourse dependent. Moreover, the ERP experiment demonstrates that when synchronisation between gesture and semantic affiliate is not present the underlying integration processes are different from synchronous gesture-speech combinations.

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13

Halai, Ajay Devshi. "Multi-modal imaging of brain networks subserving speech comprehension." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/multimodal-imaging-of-brain-networks-subserving-speech-comprehension(8f1b55b1-6d06-452e-8efc-8f1bb89fd481).html.

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Neurocognitive models of speech comprehension generally outline either the spatial or temporal organisation of speech processing and rarely consider combining the two to provide a more complete model. Simultaneous EEG-fMRI recordings have the potential to link these domains, due to the complementary high spatial (fMRI) and temporal (EEG) sensitivities. Although the neural basis of speech comprehension has been investigated intensively during the past few decades there are still some important outstanding questions. For instance, there is considerable evidence from neuropsychology and other convergent sources that the anterior temporal lobe (ATL) should play an important role in accessing meaning. However, fMRI studies do not usually highlight this area, possibly because magnetic susceptibility artefacts cause severe signal loss within the ventral ATL (vATL). In this thesis EEG and fMRI were used to refine the spatial and temporal components of neurocognitive models of speech comprehension, and to attempt to provide a combined spatial and temporal model. Chapter 2 describes an EEG study that was conducted while participants listened to intelligible and unintelligible single words. A two-pass processing framework best explained the results, which showed comprehension to proceed in a somewhat hierarchical manner; however, top-down processes were involved during the early stages. These early processes were found to originate from the mid-superior temporal gyrus (STG) and inferior frontal gyrus (IFG), while the late processes were found within ATL and IFG regions. Chapter 3 compared two novel fMRI methods known to overcome signal loss within vATL: dual-echo and spin-echo fMRI. The results showed dual-echo fMRI outperformed spin-echo fMRI in vATL regions, as well as extra temporal regions. Chapter 4 harnessed the dual-echo method to investigate a speech comprehension task (sentences). Intelligibility related activation was found in bilateral STG, left vATL and left IFG. This is consistent with converging evidence implicating the vATL in semantic processing. Chapter 5 describes how simultaneous EEG-fMRI was used to investigate word comprehension. The results showed activity in superior temporal sulcus (STS), vATL and IFG. The temporal profile showed that these nodes were most active around 400 ms (specifically the anterior STS and vATL), while the vATL was consistently active across the whole epoch. Overall, these studies suggest that models of speech comprehension need to be updated to include the vATL region, as a way of accessing semantic meaning. Furthermore, the temporal evolution is best explained within a two-pass framework. The early top-down influence of vATL regions attempt to map speech-like sounds onto semantic representations. Successful mapping, and therefore comprehension, is achieved around 400 ms in the vATL and anterior STS.

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14

Miura, Takayuki. "Executive control in speech comprehension : bilingual dichotic listening studies." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9740.

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In this dissertation, the traditional dichotic listening paradigm was integrated with the notion of working memory capacity (WMC) to explore the cognitive mechanism of bilingual speech comprehension at the passage level. A bilingual dichotic listening (BDL) task was developed and administered to investigate characteristics of bilingual listening comprehension, which include semantic relatedness, unattended language, ear preference, auditory attentional control, executive control, voluntary note-taking, and language switching. The central concept of the BDL paradigm is that the auditory stimuli are presented in the bilinguals’ two languages and their attention is directed to one of their ears while they have to overcome cognitive and linguistic conflicts caused by information in the other ear. Different experimental manipulations were employed in the BDL task to examine the characteristics of bilingual listening comprehension. The bilingual population examined was Japanese- English bilinguals with relatively high second language (L2) proficiency and WMC. Seven experiments and seven cross-experimental comparisons are reported. Experiment 1 employed the BDL task with pairs of passages that had different semantic relationships (i.e., related or unrelated) and were heard in different languages (i.e., L1 or L2). The semantically related passages were found to interfere with comprehension of the attended passage more than the semantically unrelated passages, whether the attended and unattended languages were the same or different. Contrary to the theories of bilingual language control, unattended L1 was found to enhance comprehension of the attended passage, regardless of semantic relationships and language it was heard in. L2 proficiency and WMC served as good predictors of resolution of the cognitive and linguistic conflicts. The BDL task is suggested to serve as an experimental paradigm to explore executive control and language control in bilingual speech comprehension. Experiment 2 was conducted to investigate language lateralisation (i.e., ear preference) on bilingual speech comprehension, hence, the participants in Experiment 1 used their preferred ear, whereas participants in Experiment 2 used their non-preferred ear, whether it was left or right, in the BDL task. Comprehension was better through the preferred ear, indicating that there is a favourable ear-to-hemisphere route for understanding bilinguals’ two languages. Most of the participants were found to be left-lateralised (i.e., right-eared) and some to be right-lateralised (i.e., left-eared) presumably depending on their L2 proficiency and WMC. Experiment 3 was concerned with auditory attentional control, and explored whether there would be a right-ear advantage (REA). The participants indicated an REA whether the attended and unattended languages were L1 or L2. When they listened to Japanese in the left ear, they found it more difficult to suppress Japanese in the right ear than English. WMC was not required as much as expected for auditory attentional control probably because the passages in Experiment 3 did not yield as much semantic competition as those in Experiment 1. L2 proficiency was crucial for resolving within- and between-language competition in each ear. Experiments 4, 5, and 6 were replications of Experiments 1, 2 and 3, but these latter experiments considered the effect of note-taking that is commonly performed in everyday listening situations. Note-taking contributed to better performance and clearer understanding of the role of WMC in bilingual speech comprehension. A cross-experimental analysis between Experiments 1, 2, 4, and 5 revealed not only a facilitatory role of note-taking in bilingual listening comprehension in general, but also a hampering role when listening through the preferred ear. Experiment 7 addressed the effect of predictability of language switching by presenting L1 and L2 in a systematic order while switching attention between ears and comparing the result with that of Experiment 6 where language switching was unpredictable. The effect of predictability of language switching was different between ears. When language switches were predictable, higher comprehension was observed in the left ear than the right ear, and when language switches were unpredictable, higher comprehension was observed in the right ear than the left ear, thereby suggesting a mechanism of asymmetrical language control. WMC was more related to processing of predictable language switches than that of unpredictable language switches. The dissertation ends with discussions of the implications from the seven BDL experiments and possible applications, along with experimental techniques from other relevant disciplines that might be used in future research to yield additional insight into how bilingual listeners sustain their listening performance in their two languages in the real-life situations.

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15

Pierro, Melissa A. "Vocabulary Comprehension in Children with Autism." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/862.

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An open question in autism research is how to assess language abilities in this population. We investigated language development in monolingual and bilingual children with varying degrees of autism, ages 3 to 9, with the aim of better understanding vocabulary comprehension. Two different methodologies were used: the Receptive One-Word Picture Vocabulary Test (ROWPVT) and eye-tracker technique. We examined whether the eye-tracker could help in the assessment of these children because it does not require the child to point during the test. Four typically developing control children, 14 monolingual English children with moderate/mild autism, and 4 children (2 monolingual English, 2 bilingual Spanish/English) with severe autism were tested and the results of the ROWPVT test were compared to the eye-tracker results. Interestingly, bilingual children with severe autism had better results using eye-tracker than the traditional ROWPVT test. These results suggest that these children know more vocabulary than traditional test measures indicate.

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16

Nicholls, Gaye H. "Discourse comprehension by hearing-impaired children who use cued speech." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72784.

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17

Yao, Bo. "Mental simulations in comprehension of direct versus indirect speech quotations." Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/3067/.

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In human communication, direct speech (e.g., Mary said: ‘I’m hungry’) coincides with vivid paralinguistic demonstrations of the reported speech acts whereas indirect speech (e.g., Mary said [that] she was hungry) provides mere descriptions of what was said. Hence, direct speech is usually more vivid and perceptually engaging than indirect speech. This thesis explores how this vividness distinction between the two reporting styles underlies language comprehension. Using functional magnetic resonance imaging (fMRI), we found that in both silent reading and listening, direct speech elicited higher brain activity in the voice-selective areas of the auditory cortex than indirect speech, consistent with the intuition of an ‘inner voice’ experience during comprehension of direct speech. In the follow-up behavioural investigations, we demonstrated that this ‘inner voice’ experience could be characterised in terms of modulations of speaking rate, reflected in both behavioural articulation (oral reading) and eye-movement patterns (silent reading). Moreover, we observed context-concordant modulations of pitch and loudness in oral reading but not straightforwardly in silent reading. Finally, we obtained preliminary results which show that in addition to reported speakers’ voices, their facial expressions may also be encoded in silent reading of direct speech but not indirect speech. The results show that individuals are more likely to mentally simulate or imagine reported speakers’ voices and perhaps also their facial expressions during comprehension of direct as opposed to indirect speech, indicating a more vivid representation of the former. The findings are in line with the demonstration hypothesis of direct speech (Clark & Gerrig, 1990) and the embodied theories of language comprehension (e.g., Barsalou, 1999; Zwaan, 2004), suggesting that sensory experiences with pragmatically distinct reporting styles underlie language comprehension.

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18

Ji, Sunjing, and Sunjing Ji. "Sound and Meaning Components during Speech Comprehension of Mandarin Compounds." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621822.

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Under the framework of dual-route theory of speech comprehension, two neurological routes are simultaneously active during speech decoding, the dorsal stream and the ventral stream. The dorsal stream is argued to be a sound processor whereas the ventral stream is a meaning processor, hence in cognitive terms, they are called the sound component and the meaning component respectively. Hypotheses concerning the processing speed and response accuracy of these two cognitive components were tested on compound words in Modern Mandarin Chinese. Four experiments were run contrasting, the sound-based task and the meaning-based task, corresponding to each of the two cognitive components. In Experiment 1 and 2, the Task effect was tested on one set of words in which the word-level and word-initial-syllable frequencies were controlled. In Experiment 3 and 4, the Task effect was tested on a different set of words in which semantic transparency was controlled. Multiple regression analyses integrating the data collected in Experiment 1-4 were conducted to test which language theory was preferred, the probability-based theory, the rule-based theory or the integrative theory. The probability-based theory suggests that speech comprehension of compound words relies only on the probability distribution of linguistic units. The rule-based theory suggests that speech comprehension of compound words relies only on phrase-structural rules. The integrative theory suggests that speech comprehension of compound words relies on both the probabilities of linguistic units and phrase-structural rules. It was suggested that the integrative theory explains the data best, but further data testing is needed to confirm this hypothesis. The results of the present study provide evidence for functional trade-off of the sound and meaning components, garden path effects during parsing opaque words and the possibility of the role of a mirror system in human speech comprehension.

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19

Goodman, Julie Marianne. "Acquisition and transfer of language function." Thesis, University of Southampton, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293183.

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20

Ho, Mabel. "Comprehension of requests in Cantonese-speaking children." Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B36208930.

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Thesis (B.Sc)--University of Hong Kong, 1994.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 29, 1994." Also available in print.

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Garwood, Jeanette Elizabeth. "The role of vision in the perception and comprehension of speech." Thesis, University of Oxford, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.291071.

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22

Tlustos, Sarah J. "Simulating Speech Comprehension Using a Cochlear Implant: A Brain Imaging Study." Cincinnati, Ohio : University of Cincinnati, 2008. http://rave.ohiolink.edu/etdc//view?acc_num=ucin1211806392.

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Thesis (M.A.)--University of Cincinnati, 2008.
Advisors: C.-Y. Peter Chiu PhD (Committee Chair), Paula Shear PhD (Committee Member), Robert Stutz PhD (Committee Member). Title from electronic thesis title page (viewed July 16, 2009). Includes abstract. Keywords: Cochlear implants; language comprehension; functional magnetic resonance imaging; semantics. Includes bibliographical references.

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23

Griffiths, Gina G. "Evaluation of a reading comprehension strategy package to improve reading comprehension of adult college students with acquired brain injuries." Thesis, University of Oregon, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600083.

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Adults with mild to moderate acquired brain injury (ABI) often pursue post-secondary or professional education after their injuries in order to enter or re-enter the job market. An increasing number of these adults report problems with reading-to-learn. The problem is particularly concerning given the growing population of adult survivors of ABI. Combat-related brain trauma and sports concussions are two factors contributing to increases in traumatic brain injuries, while higher incidences of stroke in young adults and better rates of survival after brain tumors are contributing to increases in non-traumatic brain injuries. Despite the rising need, empirical evaluation of reading comprehension interventions for adults with ABI is scarce. This study used a within-subject design to evaluate whether adult college students with ABI with no more than moderate cognitive impairments benefited from using a multi-component reading comprehension strategy package to improve comprehension of expository text. The strategy package was based on empirical support from the cognitive rehabilitation literature that shows individuals with ABI benefit from metacognitive strategy training to improve function in other academic activities. Further empirical support was drawn from the special education literature that demonstrates other populations of struggling readers benefit from reading comprehension strategy use. In this study, participants read chapters from an introductory-level college Anthropology textbook in two different conditions: strategy and no-strategy. The results indicated that providing these readers with reading comprehension strategies was associated with better recall of correct information units in two free recall tasks: one elicited immediately after reading the chapter, and one elicited the following day. The strategy condition was also associated with better efficiency of recall in the delayed task and a more accurate ability to recognize statements from a sentence verification task designed to reflect the local and global coherence of the text. The findings support further research into using reading comprehension strategies as an intervention approach for the adult ABI population. Future research needs include identifying how to match particular reading comprehension strategies to individuals, examining whether reading comprehension performance improves further through the incorporation of systematic training, and evaluating texts from a range of disciplines and genres.

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Fillpot, James Michael. "Computer-generated speech training versus natural speech training at various task difficulty levels." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/746.

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25

Dunst, Carl J., A. Lynn Williams, Carol M. Trivette, Andrew Simkus, and Deborah W. Hamby. "Relationships Between Inferential Reading Language Strategies and Young Children’s Comprehension and Expressive Language Competencies." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/2010.

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The relationships between different types of adult-support inferential book reading strategies and young children’s language and literacy competence were examined in 18 studies that included 1134 study participants. van Kleeck’s (2006) descriptions of two levels of inferencing and different types of inferential strategies at each level were used to code and analyze the patterns of correlations between the book reading strategies and the child outcomes. Results showed that parents’ and teachers’ use of different types of inferencing strategies were related to variations in the child outcomes, and that the effects of inferencing were conditioned on the children’s ages. Implications for practice are described.

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Romero, Rivas Carlos 1986. "The Effects of foreign-accented speech on language comprehension and retrieval processes." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/399504.

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When people learn a second language, they typically speak with a foreign accent. Crucially, foreign-accented speech is more difficult to understand and requires more processing time than native speech. Nevertheless, native listeners are able to adapt very fast to the variability introduced by foreign-accented speech, reaching similar intelligibility levels than during native speech comprehension. In this thesis, we show that, despite a lack of improvement at phonetic-acoustic levels of processing during the exposure to foreign-accented speech, listeners use lexical information in order to map the foreign-accented variations onto canonical representations. Also, we demonstrate that this adaptation has a cost. Thus, the higher demands on lexical processing during foreign-accented speech comprehension have an effect on lexical anticipation and semantic integration processes. Finally, we show that semantic spreading activation is also modulated by foreign-accented speech, and, particularly, by strong foreign accents. In summary, these results suggest that foreign-accented speech hinders semantic processing.
Cuando las personas aprenden una segunda lengua, habitualmente hablan con un acento extranjero. Es importante destacar que el habla con acento extranjero es más difícil de entender y requiere más tiempo de procesamiento que el habla de un nativo. Sin embargo, los oyentes nativos son capaces de adaptarse con mucha rapidez a la variabilidad introducida por el habla con acento extranjero, alcanzando unos niveles de comprensión similares a cuando procesan el habla de un nativo. En esta tesis mostramos que, aunque el procesamiento de la información acústico-fonética no mejora después de la exposición al habla con acento extranjero, los oyentes utilizan la información léxica para establecer correspondencias entre las variaciones introducidas por el acento extranjero y las representaciones canónicas que almacenan en su mente. Además, demostramos que esta adaptación tiene un coste. Así, el mayor esfuerzo requerido para el procesamiento léxico durante la comprensión del habla con acento extranjero tiene un efecto sobre los procesos de anticipación de palabras e integración semántica. Finalmente, mostramos que la difusión de la activación en las redes semánticas se ve modulada por el acento del hablante, particularmente cuando los hablantes tienen un marcado acento extranjero. En resumen, estos resultados sugieren que el acento extranjero dificulta el procesamiento semántico.

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27

Halin, Niklas. "Individual differences in susceptibility to the effects of speech on reading comprehension." Thesis, University of Gävle, Department of Education and Psychology, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-4526.

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Previous research has indicated that meaningful background speech affects individuals reading comprehension performance differently and that this difference is related to working memory capacity. But what mechanism in working memory that is involved is not well understood. The present study’s main purpose was to investigate if individual differences in susceptibility to effects of speech on reading comprehension are moderated by working memory capacity as measured by the number updating task and two different mechanisms within this construct; delayed suppression (i.e. the inhibition of information that once was task-relevant but no longer is) and immediate suppression (i.e. the inhibition of processed but irrelevant information, while withholding attention focused on the to-be-recalled task-relevant items). Forty participants performed a number updating task and a reading comprehension task in silence and with meaningful background speech. The results indicated that the immediate suppression mechanism moderates the effects of background speech on reading comprehension. Those who can’t handle the interference from the background speech let the task-irrelevant information interfere with the ongoing cognitive task and therefore are more likely to be distracted by the background speech while reading a text.

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28

Schafer, Graham. "Word learning in infancy." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242032.

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29

Higgins, Janet M. D. "Facilitating listening in second language classrooms through the manipulation of temporal variables." Thesis, University of Kent, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282589.

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Jooste, Nikki. "Learning through a second language : a comparative study of the performance in reading comprehension and the cognitive-linguistic processes involved in reading comprehension between first-language English learners and second-language English, first-l." Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/2921.

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Lines, Lorna. "Older adults' comprehension and evaluation of speech as interactive domestic alarm system output." Thesis, Brunel University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397822.

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Nagaraj, Naveen K. "Explaining Listening Comprehension in Noise Using Auditory Working Memory, Attention, and Speech Tests." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395747714.

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Sutton, Ann Elizabeth Colquhoun. "Children's comprehension performance prior to mastery of relative clauses." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ37029.pdf.

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34

deVille, Camille Rae. "Effect of digital highlighting on reading comprehension given text-to-speech technology for people with aphasia." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami158629144312354.

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35

Koscielicki, Anna Katherine. "Emotion Comprehension and Narrative Ability in Middle Childhood." Ohio University Honors Tutorial College / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1556274794072391.

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36

Dupuis, Karine. "Bimodal cueing in aphasia : the influence of lipreading on speech discrimination and language comprehension." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/33791.

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Previous research on the influence of lipreading on speech perception has failed to consistently show that individuals with aphasia benefit from the visual cues provided by lipreading. The present study was designed to replicate these findings, and to investigate the role of lipreading at the discourse level. Six participants with aphasia took part in this study. A syllable discrimination task using the syllables /pem, tem, kem, bem, dem, gem/, and a discourse task consisting of forty short fictional passages, were administered to the participants. The stimuli were presented in two modality conditions, audio-only and audio-visual. The discourse task employed two grammatical complexity levels to examine the influence of lipreading on the comprehension of simple and moderately-complex passages. Response accuracy was used as the dependent measure on the discrimination task. Two measures were used in the discourse task, on-line reaction time from an auditory moving window procedure, and off-line comprehension question accuracy. A test of working memory was also administered. Both inferential statistics and descriptive analyses were conducted to evaluate the data. The results of the discrimination task failed to consistently show that the participants benefited from the visual cues. On the discourse task, faster reaction times were observed in the audio-visual condition, particularly for the complex passages. The comprehension question accuracy data revealed that the two participants with the most severe language comprehension deficits appeared to benefit from lipreading. These findings suggest that the benefits of lipreading primarily relate to processing time, and that these benefits are greater with increased stimulus complexity and context. In addition, a strong positive correlation between working memory and comprehension question accuracy was found, supporting the claim that working memory may be a constraint in language comprehension. No correlation was found between participants’ accuracy scores on the discourse and discrimination tasks, replicating previous research findings. The results from this study provide preliminary support for the clinical use of lipreading and working memory capacity for the treatment of language comprehension difficulties in individuals with aphasia.

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Mauth, Krestin. "Morphology in speech comprehension : een wetenschappelijke proeve op het gebied van de sociale wetenschappen /." Nijmegen (Pays-Bas) : [S.n.], 2002. http://catalogue.bnf.fr/ark:/12148/cb39082286v.

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Keelor, Jennifer. "Examining Comprehension of Children with Reading Difficulty following Reading with Text-to-Speech Features." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1510063174795634.

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39

Cheang, Henry Sing Ho 1975. "The effects of right hemisphere damage on language comprehension and inferencing /." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33728.

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Three tasks based on earlier tests (Brownell et al., 1986; Kaplan et al., 1990; Shammi and Stuss, 1999) were administered to 7 right hemisphere damaged (RHD) patients and 10 age- and education-matched healthy controls to assess whether an impaired overall ability to generate linguistic inferences is a major underlying factor contributing to communicative deficits associated with RHD. These tasks examined discourse comprehension and inference generation associated with three types of communicative contexts (disambiguating ambiguous linguistic information, joke appreciation, and pragmatic inferences related to sarcasm). Contrary to expectations, RHD patients' performance was qualitatively different from controls' only for the task requiring pragmatic inferences; for the remaining linguistic inference tasks, RHD subjects were only quantitatively different. The results suggest that the RHD subjects were specifically impaired in their ability to make inferences regarding communicative intention (CI) and are consistent with a model attributing RHD communication impairments to CI comprehension deficits (Sabbagh, 1999).

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Rochon, Elizabeth. "The nature and determinants of sentence comprehension impairments in patients with Alzheimer's disease." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=39439.

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This thesis investigated sentence comprehension impairments in patients with dementia of the Alzheimer's-type (DAT). The first three experiments investigated the nature of the impairments using different tasks. Across tasks, patients' performance by syntactic complexity, but was poorer for sentences that had more propositions. Results are discussed in terms of a post-interpretive processing impairment in these patients. Two additional experiments investigated possible determinants of sentence comprehension impairments in DAT. One employed a dual-task paradigm to examine the effect of increasing the processing load associated with sentence comprehension. The other examined processing resource limitations in the patients tested in the first and second experiments by employing a battery of tasks designed to measure all aspects of working memory. In both experiments, evidence for processing resource limitations was seen in impaired performance on a concurrent task in dual-task conditions. Results of the fifth experiment also provided evidence that DAT patients' sentence comprehension impairments are correlated with processing resource limitations.

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Jones, Anna Barbara. "Auditory comprehension : from the voice up to the single word level." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/25387.

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Auditory comprehension, the ability to understand spoken language, consists of a number of different auditory processing skills. In the five studies presented in this thesis I investigated both intact and impaired auditory comprehension at different levels: voice versus phoneme perception, as well as single word auditory comprehension in terms of phonemic and semantic content. In the first study, using sounds from different continua of ‘male’-/pæ/ to ‘female’-/tæ/ and ‘male’-/tæ/ to ‘female’-/pæ/, healthy participants (n=18) showed that phonemes are categorised faster than voice, in contradistinction with the common hypothesis that voice information is stripped away (or normalised) to access phonemic content. Furthermore, reverse correlation analysis suggests that gender and phoneme are processed on the basis of different perceptual representations. A follow-up study (same paradigm) in stroke patients (n=25, right or left hemispheric brain lesions, both with and without aphasia) showed that lesions of the right frontal cortex (likely ventral inferior frontal gyrus) leads to systematic voice perception deficits while left hemispheric lesions can elicit both voice and phoneme deficits. Together these results show that phoneme processing is lateralized while voice information processing requires both hemispheres. Furthermore, this suggests that commencing Speech and Language Therapy at a low level of acoustic processing/voice perception may be an appropriate method in the treatment of phoneme perception impairments. A longitudinal case study (CF) of crossed aphasia (rare acquired communication impairment secondary to lesion ipsilateral to the dominant hand) is then presented alongside a mini-review of the literature. Extensive clinical investigation showed that CF presented with word-finding difficulties related to impaired auditory phonological analysis, while functional Magnetic Resonance Imaging (fMRI) analyses showed right hemispheric lateralization of language functions (reading, repetition and verb generation). These results, together with the co-morbidity analysis from the mini-review, suggest that crossed aphasia can be explained by developmental disorders which cause partial right lateralization shift of language processes. Interestingly, in CF this process did not affect voice lateralization and information processing, suggesting partial segregation of voice and speech processing. In the last two studies, auditory comprehension was examined at the single word level using a word-picture matching task with congruent (correct target) and incongruent (semantic, phonological and unrelated foils) conditions. fMRI in healthy participants (n=16) revealed a key role of the pars triangularis (phonological processing), the left angular gyrus (semantic incongruency) and the left precuneus (semantic relatedness) in this task – regions typically associated via the arcuate fasciculus and often impaired in aphasia. Further investigation of stroke patients on the same task (n=15) suggested that the connections between the angular gyrus and the pars triangularis serve a fundamental role in semantic processing. The quality of a published word-picture matching task was also investigated, with results questioning the clinical relevance of this task as an assessment tool. Finally, a pilot study looking at the effect of a computer-assisted auditory comprehension therapy (React2©) in 6 stroke patients (vs. 6 healthy controls and 6 stroke patients without therapy) is presented. Results show that the more therapy patients carry out the more improvement is seen in the semantic processing of single nouns. However, these results need to be reproduced on a larger scale in order to generalise any outcomes. Overall, the findings from these studies present new insight into, as well as extending on, current cognitive and neuroanatomical models of voice perception, speech perception and single word auditory comprehension. A combinatorial approach to cognitive and neuroanatomical models is proposed in order to further research, and thus improve clinical care, into impaired auditory comprehension.

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Mubenga, K.-S. "Teaching listening comprehension to Zairean students : The effects of training on the performance of EFL listening tasks." Thesis, University of East Anglia, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235191.

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43

Knollman-Porter, Kelly. "Intensive Auditory Comprehension Treatment for People with Severe Aphasia: Outcomes and Use of Self-Directed Strategies." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337288091.

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44

Drake, Eleanor Katherine Elizabeth. "The involvement of the speech production system in prediction during comprehension : an articulatory imaging investigation." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/22912.

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This thesis investigates the effects in speech production of prediction during speech comprehension. The topic is raised by recent theoretical models of speech comprehension, which suggest a more integrated role for speech production and comprehension mechanisms than has previously been posited. The thesis is specifically concerned with the suggestion that during speech comprehension upcoming input is simulated with reference to the listener’s own speech production system by way of efference copy. Throughout this thesis the approach taken is to investigate whether representations elicited during comprehension impact speech production. The representations of interest are those generated endogenously by the listener during prediction of upcoming input. We investigate whether predictions are represented at a form level within the listener’s speech production system. We first present an overview of the relevant literature. We then present details of a picture word interference study undertaken to confirm that the item set employed elicits typical phonological effects within a conventional paradigm in which the competing representation is perceptually available. The main body of the thesis presents evidence concerning the nature of representations arising during prediction, specifically their effect on speech output. We first present evidence from picture naming vocal response latencies. We then complement and extend this with evidence from articulatory imaging, allowing an examination of pre-acoustic aspects of speech production. To investigate effects on speech production as a dynamic motor-activity we employ the Delta method, developed to quantify articulatory variability from EPG and ultrasound recordings. We apply this technique to ultrasound data acquired during mid-sagittal imaging of the tongue and extend the approach to allow us to explore the time-course of articulation during the acoustic response latency period. We investigate whether prediction of another’s speech evokes articulatorily specified activation within the listener’s speech production system The findings presented in this thesis suggest that representations evoked as predictions during speech comprehension do affect speech motor output. However, we found no evidence to suggest that predictions are represented in an articulatorily specified manner. We discuss this conclusion with reference to models of speech production-perception that implicate efference copies in the generation of predictions during speech comprehension.

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Hassan, Fatimah Hani B. "Time Windows for Indexing Language Comprehension in Adults With and Without Aphasia." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1352997697.

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46

Roche, Laura. "A Novel Pupillometric Method for the Assessment of Auditory Comprehension in Individuals with Neurological Disorders." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1313788518.

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Graville, Donna Jensen. "Reading comprehension in dementia of the Alzheimer's type : factual versus inferential." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3911.

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The purpose of this study was to investigate the reading comprehension abilities of those with mild and moderate dementia of the Alzheimer's type (DAT) and compare their performance to that of a sample of non-demented elderly. Thirty-eight male subjects were used, 20 non-demented elderly, nine mild DAT and nine moderate DAT. All were administered level B of the NRST. This test contains questions requiring three levels of inference: literal, translational, and high-level inference.

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Hoagland, Brielle Lauren. "Effects of Written Only, Auditory Only, and Combined Written and Auditory Modalities on Comprehension for People with Aphasia." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1554758845197852.

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Morrow, Julie Jo. "The Relationship Between Synonym Comprehension and Receptive Vocabulary and Language Development in 3-Year-Olf Children." Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1051133264.

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Grant, Meredith Kathleen. "A Moderately Intensive Functional Treatment For Severe Auditory Comprehension Deficits Associated with Aphasia." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1366756370.

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