ISSN:0021-9916    

DOI:10.1111/j.1460-2466.1968.tb00069.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

AbstractTwelve comparable groupsof Ss heard a listening selection that differed, from group to group, with respect to word rate. Word rate was varied, in increments of 25 wpm (words per minute), from 125 to 400 wpm, by means of the sampling method for compressing or expanding recorded speech. After listening to the selection, Ss were tested for comprehension by a multiple choice test. Comprehension was not seriously affected by increasing word rate from 125 to 250 wpm, but it declined rapidly thereafter. The suggested explanation of these results is that time is required for the perception of words, and that as word rate is increased beyond a certain point, the perception time available to the listener becomes inadequate, and a rapid deterioration of listening comprehension commences.

ISSN:0021-9916    

DOI:10.1111/j.1460-2466.1968.tb00070.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

AbstractTo identify sourcesof individual differences in the ability to comprehend compressed speech, a battery of tests was administered to 52 college students. The criterion variable was performance on four multiple choice tests based on the content of four recorded history passages. Subjects listened to these passages at a normal rate of approximately 175 wpm, and at three compressed rates: 250, 325, and 450 wpm. Compressed versions were prepared using the Tempo‐Regulator. Certain ancillary data on intelligibility and comprehension were separately obtained from the same subjects by means of a sentence perception task. The results of a multiple regression analysis of test score data indicated that the best predictor of comprehension at high rates of compression was the Best Trend Name Test, originally developed as a measure of the ability to evaluate semantic relations ‐one of the components in the Guilford structure‐of‐intellect model of abilities. The outcome of a factor analysis of the test data supported an interpretation that the ability to rapidly match or compare concepts on the basis of semantic relatedness was a determinant of performance on the Best Trend Name Test. In an attempt to account for the significance of this ability in the comprehension of compressed speech, Guilford's concept was juxtaposed with the test or comparison operation postulated to be one stage in the “analysis‐by‐synthesis” model of sp

ISSN:0021-9916    

DOI:10.1111/j.1460-2466.1968.tb00071.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

AbstractA total of 36stimulus tapes were prepared by the conjoint manipulation of three parameters potentially critical in their control of compression effects. These parameters were: (1) talker rate, manipulated through the limits attainable by a trained speaker; (2) selective pause compression at three values, 100, 50, and 0% deletions and (3) random deletions at four values, 0, 30, 50, and 70%.Each of the 36 stimulus tapes was analyzed with respect to distribution of pause‐to‐phonation time and rate. In addition, the message was analyzed in terms of the Information Theory in an attempt to specify the moment‐to‐moment textual constraints present.Comprehension data provided by 135 Ss indicated that pause distribution in a connected message interacts non‐additively with rate. Pause‐to‐phonation ratios in normally accelerated speech decrease logarithmically as speech rate increases and artificial treatment of these ratios produces significant over‐all rate increases which survive listening tests better than some random compression treatments.Methodological considerations are discussed in some detail in an attempt to suggest certain normative measures which would make it possible to more readily compare compression effects across differing messages, speakers and treatments, and as a consequence increase the generality of re

ISSN:0021-9916    

DOI:10.1111/j.1460-2466.1968.tb00072.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

AbstractIn orderto investigate the effect of rate of presentation on the compression of materials that differed in grammatical complexity, an experiment was designed in which the comprehension‐test portions of Forms A and B of the Nelson‐Denny Reading Test were rewritten in an attempt to reduce grammatical complexity so as to make two difficulty levels available. The rewriting resulted in grammatically simplified versions of the original material. The variables, arranged in a multifactor independent‐groups design, were: which of two levels of grammatical complexity was used, high or low; which of four rates of presentation was used, 175, 275, 325, or 375 words per minute; and which of two forms of the material was used, Form A or Form B. The dependent variable was the number of csorrect responses to test questions. An analysis of covariance was used to test the statistical significance of the effects. Verbal Scholastic Aptitude Test score was the adjusting variable. The following effects were statistically significant: (a) level of grammatical complexity—the grammatically simplified versions of both forms of the material resulted in greater average comprehension than the original versions; (b) rate of presentation—generally, comprehension remained at approximately the same level as rate of presentation increased from 175 wpm to 325 wpm, but from 325 wpm to 375 wpm, comprehension dropped off sharply; (c) form of material—Form B of the material resulted in greater average comprehension than Form A; (d) form of material by level of grammatical complexity—comprehension varied as a function of grammatical complexity when Form A of the test was used but did not vary when Fo

ISSN:0021-9916    

DOI:10.1111/j.1460-2466.1968.tb00073.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

AbstractThree studies testedthe differences between reading and listening ability, and performance on comprehension and intelligibility tests using time‐compressed speech, for men of high, average, and low mental aptitudes.The results indicated that there were no differences in reading or listening performance for men of either average or low mental aptitude. The former scored better than the latter on all tests of reading and listening comprehension, regardless of the difficulty level of the material, or whether normal or time‐compressed listening materials were used. The performance of all aptitude groups declined when the speech rate of the listening material was increased, but there were no interactions of speech rate and mental aptitude. On the intelligibility tests, lower aptitude Ss did not discriminate individually presented time‐compressed words as well as did the higher aptitude Ss. Some implications of these results for education and training are pres

ISSN:0021-9916    

DOI:10.1111/j.1460-2466.1968.tb00074.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

AbstractThe purposeof this study was to evaluate differences in comprehension among elementary school children who listened to a narrative passage presented at different rates of expansion or compression, ranging from 78 words per minute (in increments of 50 words per minute) to 428 words per minute. One hundred sixty‐two elementary school children from three levels of intelligence comprised the samples. All subjects had mental ages falling in the 9–4 to 11–3 range. The materials used in this study were three standardized listening passages and associated tests. The first two passages were used for training and familiarization purposes; the third passage was used for obtaining criterion data. Multiple choice tests covering the passage contents were used. Two alternate forms of a 28‐item test were used with the criterion passage. Immediate and one‐week retention data were gathered on each subject. Results of the study indicate that listening rates of 228 to 328 wpm are more efficient for learning and retention than the normal rate of 178 wpm. Subjects with lower IQs performed better at rates which were slower than the most efficient rates for higher IQ subjects. It was further observed that the performance curves obtained in this study display a secondary peak just prior to the final drop in performance at very high listening rates. This study provides evidence that high‐speed listening can be an efficient learning medium for elementary scho

ISSN:0021-9916    

DOI:10.1111/j.1460-2466.1968.tb00075.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

AbstractA studywas done to determine the utility of recovering the discarded segments which are a necessary product of speech time compression using the method of Fairbanks. In this study the discarded segments were saved, and the speech signal processed digitally in such a way that the discarded segments could be played for one ear while the remaining segments were presented to the other ear. It was found that this manner of dichotic presentation was more intelligible than the customary manner of diotic presentation for several compression ratios and discard intervals.

ISSN:0021-9916    

DOI:10.1111/j.1460-2466.1968.tb00076.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

AbstractSubjects were118 students in Human Behavior and Development classes at State University College at Buffalo. Two lectures, which represented part of the course content, were recorded by the Ss’regular professor. Ss were divided into three groups. Lecture number one was presented to Group A (control) at normal word speed (21 minutes duration). The same lecture was presented to Group B (experimental), but at increased word speed (14 minutes duration). Group C (non‐treatment) was not exposed to the tape recorded lecture. Rotational design was used for the second lecture presentation to adjust for possible inter‐group differences. A thirty item recall test was administered to groups A and B immediately after presentation, and to the non‐treatment group. Two to three weeks after each lecture a twenty item retention test was administered to groups A and B. Analysis of variance was computed on the raw test scores of control, experimental, and non‐treatment groups for Recall Test I and II. A significant F‐ratio (p<.001) was found for group comparisons on both tests.T‐tests were calculated on the raw test scores of control and experimental groups for Recall Test I, Recall Test II, Retention Test I and Retention Test II. The results of these calculations did not demonstrate any significant differences between control and experimental groups for any of the four tests. It appears that lecture presentations, on a college level, can be increased in word rate, with a reduction in presentation time by one‐third without any significant loss in reca

ISSN:0021-9916    

DOI:10.1111/j.1460-2466.1968.tb00077.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

It has now beenfifteen years since Garvey published the results of his laborious first attempt to study the effects of time‐compressing speech. While there has not until recently been a very heavy investment in research in this area, we have now reached a time when we may ask what we have learned in the interim. What do we need to know? What is the significance of work in this area? While these are questions of some difficulty, the clearly growing interest in compressed speech in the professional community underlines the importance of attempting tentative answers to the

ISSN:0021-9916    

DOI:10.1111/j.1460-2466.1968.tb00078.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY