subject:(speech comprehension)

University of Manchester

1. Halai, Ajay Devshi. Multi-modal imaging of brain networks subserving speech comprehension.

Degree: 2013, University of Manchester

URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:214559

► 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)

▼ 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. Advisors/Committee Members: PARKER, GEOFFREY GJM, LAMBON RALPH, MATTHEW MA, PARKES, LAURA LM, Parker, Geoffrey, Lambon Ralph, Matthew, Welbourne, Stephen, Parkes, Laura.

Subjects/Keywords: fMRI; EEG; intelligibility; speech comprehension

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Halai, A. D. (2013). Multi-modal imaging of brain networks subserving speech comprehension. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:214559

Chicago Manual of Style (16^th Edition):

Halai, Ajay Devshi. “Multi-modal imaging of brain networks subserving speech comprehension.” 2013. Doctoral Dissertation, University of Manchester. Accessed January 20, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:214559.

MLA Handbook (7^th Edition):

Halai, Ajay Devshi. “Multi-modal imaging of brain networks subserving speech comprehension.” 2013. Web. 20 Jan 2021.

Vancouver:

Halai AD. Multi-modal imaging of brain networks subserving speech comprehension. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2021 Jan 20]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:214559.

Council of Science Editors:

Halai AD. Multi-modal imaging of brain networks subserving speech comprehension. [Doctoral Dissertation]. University of Manchester; 2013. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:214559

Queens University

2. Ladowski, Daniella (Dora). The interpretation of ambiguous words in psychosis .

Degree: Psychology, 2014, Queens University

URL: http://hdl.handle.net/1974/12399

► Semantically ambiguous words are ubiquitous in daily communication. Neurotypical individuals are able to resolve ambiguity with ease and efficiency, whereas individuals with schizophrenia tend to… (more)

▼ Semantically ambiguous words are ubiquitous in daily communication. Neurotypical individuals are able to resolve ambiguity with ease and efficiency, whereas individuals with schizophrenia tend to exhibit ambiguity-processing deficits. The exact nature of these deficits is unclear. For the disambiguation of homonyms (words with more than one meaning), impairment in schizophrenia may arise from abnormalities in the use of context – informational cues that support a particular interpretation over others – and meaning dominance – the relative frequency of meaning alternatives. The present investigation had two main parts. In one part, clinical participants (those with schizophrenia or a related disorder, i.e. schizoaffective disorder, a mood disorder with psychotic features) and control participants were asked to provide definitions for homonyms presented in sentential context, requiring them to select a single meaning. Contextual information (which always supported the less frequent, subordinate meaning of the homonym) was heard either before (PRE) or after (POST) the homonym. This manipulation of context position was expected to reflect working-memory abilities since longer on-line maintenance of the homonym and its possible interpretations would be more challenging for POST sentences. In fact working memory was found to correlate with both sentence conditions. As well, clinical participants had comparable success to control participants. In the second part, participants heard a sentence containing a homonym (PRE and POST sentences), and 20 minutes later, were asked to provide a word associate for that homonym. Participants were more likely to select the primed (subordinate) meaning of the homonym when they had heard the homonym in context 20 minutes earlier. Significantly more clinical participants than control participants did not show an effect of priming, suggesting a difficulty for these individuals to use relatively recent experience to facilitate comprehension. This ability to benefit from recent exposure would be expected to improve real-world speech comprehension wherein the correct interpretation of a homonym is not likely to change over a short period of time. Therefore, despite intact comprehension of ambiguous words in context, a majority of clinical participants could not shift their interpretation of homonyms to fit with recent exposure, a potential cause for real-world comprehension deficits.

Subjects/Keywords: ambiguity ; speech comprehension ; psychosis

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ladowski, D. (. (2014). The interpretation of ambiguous words in psychosis . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/12399

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ladowski, Daniella (Dora). “The interpretation of ambiguous words in psychosis .” 2014. Thesis, Queens University. Accessed January 20, 2021. http://hdl.handle.net/1974/12399.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ladowski, Daniella (Dora). “The interpretation of ambiguous words in psychosis .” 2014. Web. 20 Jan 2021.

Vancouver:

Ladowski D(. The interpretation of ambiguous words in psychosis . [Internet] [Thesis]. Queens University; 2014. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/1974/12399.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ladowski D(. The interpretation of ambiguous words in psychosis . [Thesis]. Queens University; 2014. Available from: http://hdl.handle.net/1974/12399

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Arizona

3. Howe, Doris Louise, 1933-. An exploratory study concerning listening comprehension and speaking effectiveness .

Degree: 1960, University of Arizona

URL: http://hdl.handle.net/10150/318858

Subjects/Keywords: Speech.; Comprehension.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Howe, Doris Louise, 1. (1960). An exploratory study concerning listening comprehension and speaking effectiveness . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/318858

Chicago Manual of Style (16^th Edition):

Howe, Doris Louise, 1933-. “An exploratory study concerning listening comprehension and speaking effectiveness .” 1960. Masters Thesis, University of Arizona. Accessed January 20, 2021. http://hdl.handle.net/10150/318858.

MLA Handbook (7^th Edition):

Howe, Doris Louise, 1933-. “An exploratory study concerning listening comprehension and speaking effectiveness .” 1960. Web. 20 Jan 2021.

Vancouver:

Howe, Doris Louise 1. An exploratory study concerning listening comprehension and speaking effectiveness . [Internet] [Masters thesis]. University of Arizona; 1960. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/10150/318858.

Council of Science Editors:

Howe, Doris Louise 1. An exploratory study concerning listening comprehension and speaking effectiveness . [Masters Thesis]. University of Arizona; 1960. Available from: http://hdl.handle.net/10150/318858

University of Manchester

4. Halai, Ajay Devshi. Multi-modal imaging of brain networks subserving speech comprehension.

Degree: PhD, 2013, University of Manchester

URL: https://www.research.manchester.ac.uk/portal/en/theses/multimodal-imaging-of-brain-networks-subserving-speech-comprehension(8f1b55b1-6d06-452e-8efc-8f1bb89fd481).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607384

► 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)

▼ 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.

Subjects/Keywords: 616.8; fMRI; EEG; intelligibility; speech comprehension

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Halai, A. D. (2013). Multi-modal imaging of brain networks subserving speech comprehension. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/multimodal-imaging-of-brain-networks-subserving-speech-comprehension(8f1b55b1-6d06-452e-8efc-8f1bb89fd481).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607384

Chicago Manual of Style (16^th Edition):

Halai, Ajay Devshi. “Multi-modal imaging of brain networks subserving speech comprehension.” 2013. Doctoral Dissertation, University of Manchester. Accessed January 20, 2021. https://www.research.manchester.ac.uk/portal/en/theses/multimodal-imaging-of-brain-networks-subserving-speech-comprehension(8f1b55b1-6d06-452e-8efc-8f1bb89fd481).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607384.

MLA Handbook (7^th Edition):

Halai, Ajay Devshi. “Multi-modal imaging of brain networks subserving speech comprehension.” 2013. Web. 20 Jan 2021.

Vancouver:

Halai AD. Multi-modal imaging of brain networks subserving speech comprehension. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2021 Jan 20]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/multimodal-imaging-of-brain-networks-subserving-speech-comprehension(8f1b55b1-6d06-452e-8efc-8f1bb89fd481).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607384.

Council of Science Editors:

Halai AD. Multi-modal imaging of brain networks subserving speech comprehension. [Doctoral Dissertation]. University of Manchester; 2013. Available from: https://www.research.manchester.ac.uk/portal/en/theses/multimodal-imaging-of-brain-networks-subserving-speech-comprehension(8f1b55b1-6d06-452e-8efc-8f1bb89fd481).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607384

University of Montana

5. Kinghorn, Wilmer Durell. Experimental study of the effects of speech delivery rate and speaker sex upon listening achievement of university students.

Degree: MA, 1976, University of Montana

URL: https://scholarworks.umt.edu/etd/5494

Subjects/Keywords: Speech Research.; Comprehension.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kinghorn, W. D. (1976). Experimental study of the effects of speech delivery rate and speaker sex upon listening achievement of university students. (Masters Thesis). University of Montana. Retrieved from https://scholarworks.umt.edu/etd/5494

Chicago Manual of Style (16^th Edition):

Kinghorn, Wilmer Durell. “Experimental study of the effects of speech delivery rate and speaker sex upon listening achievement of university students.” 1976. Masters Thesis, University of Montana. Accessed January 20, 2021. https://scholarworks.umt.edu/etd/5494.

MLA Handbook (7^th Edition):

Kinghorn, Wilmer Durell. “Experimental study of the effects of speech delivery rate and speaker sex upon listening achievement of university students.” 1976. Web. 20 Jan 2021.

Vancouver:

Kinghorn WD. Experimental study of the effects of speech delivery rate and speaker sex upon listening achievement of university students. [Internet] [Masters thesis]. University of Montana; 1976. [cited 2021 Jan 20]. Available from: https://scholarworks.umt.edu/etd/5494.

Council of Science Editors:

Kinghorn WD. Experimental study of the effects of speech delivery rate and speaker sex upon listening achievement of university students. [Masters Thesis]. University of Montana; 1976. Available from: https://scholarworks.umt.edu/etd/5494

Brandeis University

6. Sorrentino, Victoria. Eye Gaze as a Measure of the Effects of Syntactic Complexity and Agency Distance on the Speed of Spoken Language Comprehension: A New Paradigm.

Degree: 2017, Brandeis University

URL: http://hdl.handle.net/10192/33916

► In 1999, Caplan and Waters suggested that basic sentence comprehension is an on-line process that does not draw upon working memory resources. While most spoken… (more)

Subjects/Keywords: eye-tracking; speech comprehension; language comprehension; working memory

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Sorrentino, V. (2017). Eye Gaze as a Measure of the Effects of Syntactic Complexity and Agency Distance on the Speed of Spoken Language Comprehension: A New Paradigm. (Thesis). Brandeis University. Retrieved from http://hdl.handle.net/10192/33916

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sorrentino, Victoria. “Eye Gaze as a Measure of the Effects of Syntactic Complexity and Agency Distance on the Speed of Spoken Language Comprehension: A New Paradigm.” 2017. Thesis, Brandeis University. Accessed January 20, 2021. http://hdl.handle.net/10192/33916.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sorrentino, Victoria. “Eye Gaze as a Measure of the Effects of Syntactic Complexity and Agency Distance on the Speed of Spoken Language Comprehension: A New Paradigm.” 2017. Web. 20 Jan 2021.

Vancouver:

Sorrentino V. Eye Gaze as a Measure of the Effects of Syntactic Complexity and Agency Distance on the Speed of Spoken Language Comprehension: A New Paradigm. [Internet] [Thesis]. Brandeis University; 2017. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/10192/33916.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sorrentino V. Eye Gaze as a Measure of the Effects of Syntactic Complexity and Agency Distance on the Speed of Spoken Language Comprehension: A New Paradigm. [Thesis]. Brandeis University; 2017. Available from: http://hdl.handle.net/10192/33916

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Toronto

7. Avivi-Reich, Meital. How Age, Linguistic Status, and the Nature of the Auditory Scene Alter the Manner in which Listening Comprehension is Achieved in Multi-talker Listening Situations.

Degree: PhD, 2015, University of Toronto

URL: http://hdl.handle.net/1807/69211

► Conversations in noise challenge the perceptual and cognitive capabilities of older adults and those listening in their second language (L2), and might force them to… (more)

▼ Conversations in noise challenge the perceptual and cognitive capabilities of older adults and those listening in their second language (L2), and might force them to alter the balance between the contributions of bottom-up versus top-down processes involved in spoken language comprehension. We investigated the extent to which individual differences in vocabulary and reading comprehension skills are related to individual differences in spoken language comprehension. In Experiments 1 and 2 younger and older L1s as well as young L2s listened to conversations in English played against a babble background and answered questions regarding their content. Individual hearing differences were compensated for by creating the same degree of difficulty in recognizing spoken words in babble. In Experiment, 1 two-talker conversations were played with or without either real or virtual spatial separation between the talkers and masker. The results showed that all listeners performed better when there appeared to be spatial separation. The contribution of vocabulary to dialogue comprehension was larger when spatial location was virtual rather than real, whereas the contribution of reading comprehension differed as a function of age and language proficiency. In Experiment 2, three-talker conversations, with or without spatial separation, were played in either quiet or against moderate or high babble. The contribution of individual differences in vocabulary and reading comprehension skills differed among the groups, and the babble level. In both experiments compensating for differences in spoken word recognition, minimized the differences in conversation comprehension among the groups. In addition, the manner in which spoken language comprehension is achieved is modulated by the auditory scene, and the listeners' age and linguistic status.Experiment 3 investigated how the perceived compactness of sound sources affects spoken language recognition. Younger L1s, older L1s and young L2s were asked to repeat meaningless sentences played in noise, babble or speech, either with or without contrast of diffuseness between target and masker. Results showed a release of masking due to contrast, which was greater when the masker was speech compared with noise. Individual differences in speech recognition were related to individual differences in vocabulary and reading comprehension in young L2s and older L1s only. Advisors/Committee Members: Schneider, Bruce A, Psychology.

Subjects/Keywords: aging; nonnative; second language; Speech comprehension; Speech recognition; 0300

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Avivi-Reich, M. (2015). How Age, Linguistic Status, and the Nature of the Auditory Scene Alter the Manner in which Listening Comprehension is Achieved in Multi-talker Listening Situations. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/69211

Chicago Manual of Style (16^th Edition):

Avivi-Reich, Meital. “How Age, Linguistic Status, and the Nature of the Auditory Scene Alter the Manner in which Listening Comprehension is Achieved in Multi-talker Listening Situations.” 2015. Doctoral Dissertation, University of Toronto. Accessed January 20, 2021. http://hdl.handle.net/1807/69211.

MLA Handbook (7^th Edition):

Avivi-Reich, Meital. “How Age, Linguistic Status, and the Nature of the Auditory Scene Alter the Manner in which Listening Comprehension is Achieved in Multi-talker Listening Situations.” 2015. Web. 20 Jan 2021.

Vancouver:

Avivi-Reich M. How Age, Linguistic Status, and the Nature of the Auditory Scene Alter the Manner in which Listening Comprehension is Achieved in Multi-talker Listening Situations. [Internet] [Doctoral dissertation]. University of Toronto; 2015. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/1807/69211.

Council of Science Editors:

Avivi-Reich M. How Age, Linguistic Status, and the Nature of the Auditory Scene Alter the Manner in which Listening Comprehension is Achieved in Multi-talker Listening Situations. [Doctoral Dissertation]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/69211

Bowling Green State University

8. Pummill, Kacie L. Comprehension and Phonemic Mismatch in Disordered Speech.

Degree: MS, Communication Disorders, 2019, Bowling Green State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1563392523769588

► People with neurogenic communication disorders frequently produce speech that features neologisms (newly invented words) and/or paraphasias (speech errors). These errors are ubiquitous across all subtypes… (more)

Subjects/Keywords: Speech Therapy; Psycholinguistics; Speech pereception; Comprehension; Aphasia; Paraphasias; Target-error mismatch

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Pummill, K. L. (2019). Comprehension and Phonemic Mismatch in Disordered Speech. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1563392523769588

Chicago Manual of Style (16^th Edition):

Pummill, Kacie L. “Comprehension and Phonemic Mismatch in Disordered Speech.” 2019. Masters Thesis, Bowling Green State University. Accessed January 20, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1563392523769588.

MLA Handbook (7^th Edition):

Pummill, Kacie L. “Comprehension and Phonemic Mismatch in Disordered Speech.” 2019. Web. 20 Jan 2021.

Vancouver:

Pummill KL. Comprehension and Phonemic Mismatch in Disordered Speech. [Internet] [Masters thesis]. Bowling Green State University; 2019. [cited 2021 Jan 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1563392523769588.

Council of Science Editors:

Pummill KL. Comprehension and Phonemic Mismatch in Disordered Speech. [Masters Thesis]. Bowling Green State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1563392523769588

Ohio University

9. Roche, Laura. A Novel Pupillometric Method for the Assessment of Auditory Comprehension in Individuals with Neurological Disorders.

Degree: MA, Speech-Language Pathology (Health Sciences and Professions), 2011, Ohio University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1313788518

► The goal of the current study was to develop a pupillometric method for assessing auditory comprehension in individuals with aphasia. There are many potential… (more)

Subjects/Keywords: Speech Therapy; pupillometry; auditory comprehension; pupil diameter; aphasia; aphasia assessment; comprehension assessment

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Roche, L. (2011). A Novel Pupillometric Method for the Assessment of Auditory Comprehension in Individuals with Neurological Disorders. (Masters Thesis). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1313788518

Chicago Manual of Style (16^th Edition):

Roche, Laura. “A Novel Pupillometric Method for the Assessment of Auditory Comprehension in Individuals with Neurological Disorders.” 2011. Masters Thesis, Ohio University. Accessed January 20, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1313788518.

MLA Handbook (7^th Edition):

Roche, Laura. “A Novel Pupillometric Method for the Assessment of Auditory Comprehension in Individuals with Neurological Disorders.” 2011. Web. 20 Jan 2021.

Vancouver:

Roche L. A Novel Pupillometric Method for the Assessment of Auditory Comprehension in Individuals with Neurological Disorders. [Internet] [Masters thesis]. Ohio University; 2011. [cited 2021 Jan 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1313788518.

Council of Science Editors:

Roche L. A Novel Pupillometric Method for the Assessment of Auditory Comprehension in Individuals with Neurological Disorders. [Masters Thesis]. Ohio University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1313788518

Miami University

10. Lundeen, Kelly Anne. An Intensive Treatment Protocol For Severe Chronic Auditory Comprehension Deficits In Aphasia: A Feasibility Study.

Degree: MA, Speech Pathology and Audiology, 2011, Miami University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=miami1304367194

► Stroke is the leading cause of long-term disability in the United States. As medical technology improves, more people are surviving stroke and living longer with… (more)

Subjects/Keywords: Speech Therapy; Aphasia; Auditory Comprehension; Intensive Treatment; Self-Detection of Comprehension Breakdowns; Tolerance

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Lundeen, K. A. (2011). An Intensive Treatment Protocol For Severe Chronic Auditory Comprehension Deficits In Aphasia: A Feasibility Study. (Masters Thesis). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1304367194

Chicago Manual of Style (16^th Edition):

Lundeen, Kelly Anne. “An Intensive Treatment Protocol For Severe Chronic Auditory Comprehension Deficits In Aphasia: A Feasibility Study.” 2011. Masters Thesis, Miami University. Accessed January 20, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1304367194.

MLA Handbook (7^th Edition):

Lundeen, Kelly Anne. “An Intensive Treatment Protocol For Severe Chronic Auditory Comprehension Deficits In Aphasia: A Feasibility Study.” 2011. Web. 20 Jan 2021.

Vancouver:

Lundeen KA. An Intensive Treatment Protocol For Severe Chronic Auditory Comprehension Deficits In Aphasia: A Feasibility Study. [Internet] [Masters thesis]. Miami University; 2011. [cited 2021 Jan 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1304367194.

Council of Science Editors:

Lundeen KA. An Intensive Treatment Protocol For Severe Chronic Auditory Comprehension Deficits In Aphasia: A Feasibility Study. [Masters Thesis]. Miami University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1304367194

Columbia University

11. Furnas, Daniel Wade. The Effects of Text-Picture Integration and Auditory Distraction on Reading Comprehension in Adults: An Eye-tracking Study.

Degree: 2017, Columbia University

URL: https://doi.org/10.7916/D8T445PD

► Many models of reading include cognitive components such as memory and attention in addition to the linguistic processing aspects; however, the particular effects of these… (more)

Subjects/Keywords: Speech therapy; Neurosciences; Reading comprehension – Research; Eye tracking; Distraction (Psychology)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Furnas, D. W. (2017). The Effects of Text-Picture Integration and Auditory Distraction on Reading Comprehension in Adults: An Eye-tracking Study. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8T445PD

Chicago Manual of Style (16^th Edition):

Furnas, Daniel Wade. “The Effects of Text-Picture Integration and Auditory Distraction on Reading Comprehension in Adults: An Eye-tracking Study.” 2017. Doctoral Dissertation, Columbia University. Accessed January 20, 2021. https://doi.org/10.7916/D8T445PD.

MLA Handbook (7^th Edition):

Furnas, Daniel Wade. “The Effects of Text-Picture Integration and Auditory Distraction on Reading Comprehension in Adults: An Eye-tracking Study.” 2017. Web. 20 Jan 2021.

Vancouver:

Furnas DW. The Effects of Text-Picture Integration and Auditory Distraction on Reading Comprehension in Adults: An Eye-tracking Study. [Internet] [Doctoral dissertation]. Columbia University; 2017. [cited 2021 Jan 20]. Available from: https://doi.org/10.7916/D8T445PD.

Council of Science Editors:

Furnas DW. The Effects of Text-Picture Integration and Auditory Distraction on Reading Comprehension in Adults: An Eye-tracking Study. [Doctoral Dissertation]. Columbia University; 2017. Available from: https://doi.org/10.7916/D8T445PD

University of Arizona

12. Wasserman, Howard Michael, 1943-. THE EFFECT OF DECREASED PRESENTATION RATES UPON THE COMPREHENSION OF COMPRESSED SPEECH .

Degree: 1974, University of Arizona

URL: http://hdl.handle.net/10150/288233

Subjects/Keywords: Compressed speech.; Comprehension.; Listening.

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APA (6^th Edition):

Wasserman, Howard Michael, 1. (1974). THE EFFECT OF DECREASED PRESENTATION RATES UPON THE COMPREHENSION OF COMPRESSED SPEECH . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/288233

Chicago Manual of Style (16^th Edition):

Wasserman, Howard Michael, 1943-. “THE EFFECT OF DECREASED PRESENTATION RATES UPON THE COMPREHENSION OF COMPRESSED SPEECH .” 1974. Doctoral Dissertation, University of Arizona. Accessed January 20, 2021. http://hdl.handle.net/10150/288233.

MLA Handbook (7^th Edition):

Wasserman, Howard Michael, 1943-. “THE EFFECT OF DECREASED PRESENTATION RATES UPON THE COMPREHENSION OF COMPRESSED SPEECH .” 1974. Web. 20 Jan 2021.

Vancouver:

Wasserman, Howard Michael 1. THE EFFECT OF DECREASED PRESENTATION RATES UPON THE COMPREHENSION OF COMPRESSED SPEECH . [Internet] [Doctoral dissertation]. University of Arizona; 1974. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/10150/288233.

Council of Science Editors:

Wasserman, Howard Michael 1. THE EFFECT OF DECREASED PRESENTATION RATES UPON THE COMPREHENSION OF COMPRESSED SPEECH . [Doctoral Dissertation]. University of Arizona; 1974. Available from: http://hdl.handle.net/10150/288233

University of Edinburgh

13. Jones, Anna Barbara. Auditory comprehension : from the voice up to the single word level.

Degree: PhD, 2016, University of Edinburgh

URL: http://hdl.handle.net/1842/25387

► 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… (more)

▼ 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…

Subjects/Keywords: 616.85; aphasia; stroke; language; speech; auditory comprehension; imaging; brain

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APA (6^th Edition):

Jones, A. B. (2016). Auditory comprehension : from the voice up to the single word level. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/25387

Chicago Manual of Style (16^th Edition):

Jones, Anna Barbara. “Auditory comprehension : from the voice up to the single word level.” 2016. Doctoral Dissertation, University of Edinburgh. Accessed January 20, 2021. http://hdl.handle.net/1842/25387.

MLA Handbook (7^th Edition):

Jones, Anna Barbara. “Auditory comprehension : from the voice up to the single word level.” 2016. Web. 20 Jan 2021.

Vancouver:

Jones AB. Auditory comprehension : from the voice up to the single word level. [Internet] [Doctoral dissertation]. University of Edinburgh; 2016. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/1842/25387.

Council of Science Editors:

Jones AB. Auditory comprehension : from the voice up to the single word level. [Doctoral Dissertation]. University of Edinburgh; 2016. Available from: http://hdl.handle.net/1842/25387

14. Drake, Eleanor Katherine Elizabeth. The involvement of the speech production system in prediction during comprehension : an articulatory imaging investigation.

Degree: PhD, 2017, University of Edinburgh

URL: http://hdl.handle.net/1842/22912

► 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… (more)

Subjects/Keywords: 401; speech comprehension; prediction; efference; vocal response latencies; ultrasound data; imaging

10 more images…

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APA (6^th Edition):

Drake, E. K. E. (2017). The involvement of the speech production system in prediction during comprehension : an articulatory imaging investigation. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/22912

Chicago Manual of Style (16^th Edition):

Drake, Eleanor Katherine Elizabeth. “The involvement of the speech production system in prediction during comprehension : an articulatory imaging investigation.” 2017. Doctoral Dissertation, University of Edinburgh. Accessed January 20, 2021. http://hdl.handle.net/1842/22912.

MLA Handbook (7^th Edition):

Drake, Eleanor Katherine Elizabeth. “The involvement of the speech production system in prediction during comprehension : an articulatory imaging investigation.” 2017. Web. 20 Jan 2021.

Vancouver:

Drake EKE. The involvement of the speech production system in prediction during comprehension : an articulatory imaging investigation. [Internet] [Doctoral dissertation]. University of Edinburgh; 2017. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/1842/22912.

Council of Science Editors:

Drake EKE. The involvement of the speech production system in prediction during comprehension : an articulatory imaging investigation. [Doctoral Dissertation]. University of Edinburgh; 2017. Available from: http://hdl.handle.net/1842/22912

Macquarie University

15. Konganda, Shivali Appaiah. Auditory and cognitive skills in adults with reported listening in noise difficulties.

Degree: Linguistics (Audiology section), The HEARing CRC, Macquarie University, Sydney, Australia, 2019, Macquarie University

URL: http://hdl.handle.net/1959.14/1270496

►

Thesis by publication.

Chapter 1. Introduction – Chapter 2. Auditory processing, attention, memory and statistical learning in adults with listening in noise concerns in presence… (more)

▼

Thesis by publication.

Chapter 1. Introduction – Chapter 2. Auditory processing, attention, memory and statistical learning in adults with listening in noise concerns in presence of normal audiogram – Chapter 3. Objective measure of speech understanding in noise : an N400 study – Chapter 4. Auditory and cognitive processing skills in individuals with and without hearing loss who report speech understanding in noise difficulty – Chapter 5. Overall discussion and conclusion – References – Appendices.

Some adults with and without hearing loss struggle to understand speech in adverse listening situations. In a US and UK based prevalence study, speech understanding in noise difficulty in adults with clinically normal audiograms was reported to be 2.9% and 4% respectively. Similarly, there are a several survey studies that have shown dissatisfaction with hearing aids particularly in the presence of noise. What causes adults with and without hearing loss to experience listening difficulties in noise? The motivation of the current research comes from the auditory-cognitive interactions framework and its subsequent model Framework for Understanding Effortful Listening (FUEL). The models have proposed that both auditory and cognitive skills are pre-requisites for understanding speech particularly in the presence of noise. The objective of the first study (study 1) was to investigate the auditory and cognitive skills in adults with clinically normal hearing sensitivity and reported listening in noise difficulties. The second objective was to assess the auditory and cognitive skills in individuals with bilateral mild-moderate to moderately severe sensorineural hearing loss with reported speech understanding in noise difficulty (study 2). The Speech Spatial and Qualities Hearing Scale 12 (SSQ12) was used to evaluate the listening difficulties in 12 different listening scenarios.

Study 1 included twenty adults with normal hearing and reported listening in noise difficulties and study 2 included 10 adults with hearing loss. In addition, there was a control group of twenty-two adults with normal hearing with no reported listening in noise concerns. Both studies assessed auditory skills using behavioural and electrophysiological measures (Cortical evoked potentials; CAEPs). Behavioural measures of auditory processing and cognitive measures showed no differences between adults with and without listening difficulties in noise, irrespective of hearing loss. Electrophysiological responses, however, showed distinct differences in both studies. Study 1 investigated N400 to semantically congruent-incongruent sentences and adults with listening difficulties showed small or absent N400 in quiet compared to the control group based on area under the curve. Cluster permutation analysis conducted within the groups across congruent-incongruent sentences using dependent samples t-test confirmed the presence of clusters in the centro-frontal electrodes only for the control group. Presence of N400 response indicates one’s…

Advisors/Committee Members: Macquarie University. Department of Linguistics.

Subjects/Keywords: Speech perception; Listening comprehension; auditory processing; electrophysiology; listening concerns; cognitive skills

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APA (6^th Edition):

Konganda, S. A. (2019). Auditory and cognitive skills in adults with reported listening in noise difficulties. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1270496

Chicago Manual of Style (16^th Edition):

Konganda, Shivali Appaiah. “Auditory and cognitive skills in adults with reported listening in noise difficulties.” 2019. Doctoral Dissertation, Macquarie University. Accessed January 20, 2021. http://hdl.handle.net/1959.14/1270496.

MLA Handbook (7^th Edition):

Konganda, Shivali Appaiah. “Auditory and cognitive skills in adults with reported listening in noise difficulties.” 2019. Web. 20 Jan 2021.

Vancouver:

Konganda SA. Auditory and cognitive skills in adults with reported listening in noise difficulties. [Internet] [Doctoral dissertation]. Macquarie University; 2019. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/1959.14/1270496.

Council of Science Editors:

Konganda SA. Auditory and cognitive skills in adults with reported listening in noise difficulties. [Doctoral Dissertation]. Macquarie University; 2019. Available from: http://hdl.handle.net/1959.14/1270496

Ohio University

16. Hassan, Fatimah Hani B. Time Windows for Indexing Language Comprehension in Adults With and Without Aphasia.

Degree: MA, Speech-Language Pathology (Health Sciences and Professions), 2012, Ohio University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1352997697

► Time-course analysis on eye-tracking data has been proven useful by previous researchers who have studied language processing of spoken and written input. Researchers found that… (more)

▼ Time-course analysis on eye-tracking data has been proven useful by previous researchers who have studied language processing of spoken and written input. Researchers found that language processing is a time-locked activity that can be based on eye movements. However, the ideal time windows for capturing when a person comprehends verbal stimuli have not been determined for people with and without language impairment. In the current study, existing data from 40 participants with aphasia (PwA) and 40 participants without aphasia (control) were analyzed. These data were collected for a larger study incorporating the Multiple Choice Test of Auditory Comprehension (MCTAC). The MCTAC consists of eight subtests of linguistic stimuli of varying length and complexity. Mean proportion of fixation duration (PFDT) on the target item was observed across time windows with additive duration from 200 ms and increasing by 200 ms for consecutive time windows through the end of each trial. Between-group and within-group comparisons were performed based on the mean PFDT values and patterns across time windows for every MCTAC subtest included in the study. We predicted that PwA would demonstrate the maximum mean PFDT at a later time window, as compared to the control group. The results demonstrated the highest mean PFDT at the final time window for both groups in all MCTAC subtests. We predicted that PwA data would demonstrate a significant negative correlation between time windows with the maximum mean PFDT and the total scores from Auditory Comprehension (AC) component of the Western Aphasia Battery–Revised (WAB–R; Kertesz, 2007). Significant positive correlations between the time window with maximum mean PFDT and WAB–R AC score were found for all MCTAC subtests except for Subtest 8. In addition, variations of mean PFDT patterns across time windows were observed based on individual data from both groups. In conclusion, observation of PFDT across time windows with progressively longer durations revealed that current procedures entail adequate timing to index language comprehension among individuals with and without aphasia. Case-by-case data analyses should also be conducted to address individual variations, especially among people with aphasia. Advisors/Committee Members: Hallowell, Brooke (Advisor).

Subjects/Keywords: Speech Therapy; time windows; language comprehension; aphasia; eye tracking

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APA (6^th Edition):

Hassan, F. H. B. (2012). Time Windows for Indexing Language Comprehension in Adults With and Without Aphasia. (Masters Thesis). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1352997697

Chicago Manual of Style (16^th Edition):

Hassan, Fatimah Hani B. “Time Windows for Indexing Language Comprehension in Adults With and Without Aphasia.” 2012. Masters Thesis, Ohio University. Accessed January 20, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1352997697.

MLA Handbook (7^th Edition):

Hassan, Fatimah Hani B. “Time Windows for Indexing Language Comprehension in Adults With and Without Aphasia.” 2012. Web. 20 Jan 2021.

Vancouver:

Hassan FHB. Time Windows for Indexing Language Comprehension in Adults With and Without Aphasia. [Internet] [Masters thesis]. Ohio University; 2012. [cited 2021 Jan 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1352997697.

Council of Science Editors:

Hassan FHB. Time Windows for Indexing Language Comprehension in Adults With and Without Aphasia. [Masters Thesis]. Ohio University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1352997697

Ohio University

17. Nagaraj, Naveen K. Explaining Listening Comprehension in Noise Using Auditory Working Memory, Attention, and Speech Tests.

Degree: PhD, Hearing Science (Health Sciences and Professions), 2014, Ohio University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395747714

► Listening in noise requires not just recognizing and interpreting the meaning of words. Successful comprehension involves linguistic analysis with the aid of cognitive resources such… (more)

▼ Listening in noise requires not just recognizing and interpreting the meaning of words. Successful comprehension involves linguistic analysis with the aid of cognitive resources such as attention and working memory (WM). In the current study, the effect of noise on cognitive and listening tasks was examined. Next, the relative contribution of cognitive and speech recognition measures in predicting listening comprehension in quiet and noise was evaluated. Sixty adults with normal hearing (18-37 years) participated. Novel cognitive tasks were designed to measure auditory WM capacity and attention switching (AS) ability. Speech recognition was measured using standardized speech recognition tests. Listening comprehension measured using the Lecture, Interview, and Spoken Narratives test was the dependent variable. Participants' speed of information processing was significantly faster in WM and AS tasks in noise. This result was consistent with the view that noise may enhance arousal leading to faster information processing during cognitive tasks. While the speed of AS was faster in noise, accuracy of AS updating was significantly poorer. This implied that rapid AS resulted in more errors in updating. In the WM task, recall accuracy was better in noise. In particular, participants who processed information faster in noise, and did so accurately, switched their attention more effectively to refresh/rehearse recall items in WM. More efficient processing deployed in the presence of noise appeared to have improved performance on inference questions in the listening comprehension task.Regression analysis suggested that speech recognition scores were the main predictors of listening comprehension in quiet, whereas WM capacity and sentence recognition were major predictors in noise. Listening in quiet was a relatively simpler process for young normal hearing adults, requiring less cognitive resources than listening in noise, which required more cognitive resources especially WM. Analysis of the WM and listening comprehension relation revealed that it was the controlled attention, not the storage component of WM which was critical for listening in noise. The present study highlights the complex nature of listening in noise and the importance of measuring WM capacity along with speech tests to better understand the communication difficulties faced by individuals in real life situations. Advisors/Committee Members: DiGiovanni, Jeffrey (Advisor).

Subjects/Keywords: Audiology; Cognitive Psychology; Auditory; Working Memory; Attention; Speech Recognition; Listening Comprehension

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APA (6^th Edition):

Nagaraj, N. K. (2014). Explaining Listening Comprehension in Noise Using Auditory Working Memory, Attention, and Speech Tests. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395747714

Chicago Manual of Style (16^th Edition):

Nagaraj, Naveen K. “Explaining Listening Comprehension in Noise Using Auditory Working Memory, Attention, and Speech Tests.” 2014. Doctoral Dissertation, Ohio University. Accessed January 20, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395747714.

MLA Handbook (7^th Edition):

Nagaraj, Naveen K. “Explaining Listening Comprehension in Noise Using Auditory Working Memory, Attention, and Speech Tests.” 2014. Web. 20 Jan 2021.

Vancouver:

Nagaraj NK. Explaining Listening Comprehension in Noise Using Auditory Working Memory, Attention, and Speech Tests. [Internet] [Doctoral dissertation]. Ohio University; 2014. [cited 2021 Jan 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395747714.

Council of Science Editors:

Nagaraj NK. Explaining Listening Comprehension in Noise Using Auditory Working Memory, Attention, and Speech Tests. [Doctoral Dissertation]. Ohio University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395747714

The Ohio State University

18. Baer, Sherwin Hyer. An analysis of the responses in word intelligibility testing .

Degree: PhD, Graduate School, 1958, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486472030896507

Subjects/Keywords: Theater; Speech perception; Phonetics; Comprehension

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APA (6^th Edition):

Baer, S. H. (1958). An analysis of the responses in word intelligibility testing . (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486472030896507

Chicago Manual of Style (16^th Edition):

Baer, Sherwin Hyer. “An analysis of the responses in word intelligibility testing .” 1958. Doctoral Dissertation, The Ohio State University. Accessed January 20, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486472030896507.

MLA Handbook (7^th Edition):

Baer, Sherwin Hyer. “An analysis of the responses in word intelligibility testing .” 1958. Web. 20 Jan 2021.

Vancouver:

Baer SH. An analysis of the responses in word intelligibility testing . [Internet] [Doctoral dissertation]. The Ohio State University; 1958. [cited 2021 Jan 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486472030896507.

Council of Science Editors:

Baer SH. An analysis of the responses in word intelligibility testing . [Doctoral Dissertation]. The Ohio State University; 1958. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486472030896507

The Ohio State University

19. Durfee, Alexandra Zezinka. Are Input and Output Language Networks Linked?: Evidence from the Verification Task Paradigm and its Role in Assessing Language Impairment After Stroke.

Degree: PhD, Speech and Hearing Science, 2019, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1573833017141002

► Language organization in the brain, specifically the relationship between input and output language processes, has been a topic of interest in psycho- and neurolinguistics for… (more)

▼ Language organization in the brain, specifically the relationship between input and output language processes, has been a topic of interest in psycho- and neurolinguistics for the past three decades. A paradigm that may prove to be useful for this continued investigation is the word-picture verification task (WPVT). The WPVT has been utilized with both typically aging adults and adults with aphasia, an acquired neurogenic language disorder. In the aphasia literature, WPVTs provide information on lexical-semantic processing and have been found to be more sensitive to auditory comprehension deficits compared to multiple choice tasks. To date, there is a dearth of information regarding the linguistic process(es) targeted by WPVTs and the extent to which the paradigm provides insight into lexical-phonological abilities. WPVTs may also serve a practical use. In speech-language pathology, a shift from the Wernicke-Lichtheim model to describing linguistic strengths and weaknesses is occurring. With this shift, more theoretically motivated assessments are needed to revise classification of language abilities for improved empirical study and therapy delivery. Aim: The current study aimed to elucidate the language processes engaged during WPVT completion and assess the efficacy of the paradigm as an aphasia language assessment. Method: Sixteen adults with chronic aphasia completed a battery of language assessments, including tasks that targeted phonological and semantic skills for comprehension and production. They also completed written and auditory WPVTs, wherein they responded via button press if the word and picture matched or did not match. This button press method eliminated the need for verbalized responses, which may be impacted by commonly co-occurring motor speech deficits. Results: WPVT accuracy was significantly positively correlated with measures of comprehension. Participants made more semantic errors across WPVTs compared to the number of semantic paraphasias produced on a confrontation naming task. More phonological paraphasias were produced during naming compared to phonological errors made on the aWPVT; however, there were no difference in rWPVT phonological errors and phonological paraphasias. WPVT performance was predictive of input semantic and phonological performance and of output semantic performance, as measured by standardized assessments. Language skills were predictive of picture naming and rWPVT accuracy, but motor speech impairment severity did not hold this predictive power. Discussion & Conclusion: Findings lend support for the WPVT as a measure of language comprehension, but the relationship between WPVT and language production remains unclear. One reason for the discrepant comprehension and production findings may be due to the underlying cognitive-linguistic process targeted (i.e., recognition versus recall memory). WPVTs appear superior in elucidating language skills in specific domains (i.e., comprehension, input/output semantic processing, input phonological processing) rather than… Advisors/Committee Members: Harnish, Stacy (Advisor).

Subjects/Keywords: Speech Therapy; Language; Comprehension; Production; Aphasia; Language Assessment; Stroke; Semantics; Phonology

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APA (6^th Edition):

Durfee, A. Z. (2019). Are Input and Output Language Networks Linked?: Evidence from the Verification Task Paradigm and its Role in Assessing Language Impairment After Stroke. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1573833017141002

Chicago Manual of Style (16^th Edition):

Durfee, Alexandra Zezinka. “Are Input and Output Language Networks Linked?: Evidence from the Verification Task Paradigm and its Role in Assessing Language Impairment After Stroke.” 2019. Doctoral Dissertation, The Ohio State University. Accessed January 20, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1573833017141002.

MLA Handbook (7^th Edition):

Durfee, Alexandra Zezinka. “Are Input and Output Language Networks Linked?: Evidence from the Verification Task Paradigm and its Role in Assessing Language Impairment After Stroke.” 2019. Web. 20 Jan 2021.

Vancouver:

Durfee AZ. Are Input and Output Language Networks Linked?: Evidence from the Verification Task Paradigm and its Role in Assessing Language Impairment After Stroke. [Internet] [Doctoral dissertation]. The Ohio State University; 2019. [cited 2021 Jan 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1573833017141002.

Council of Science Editors:

Durfee AZ. Are Input and Output Language Networks Linked?: Evidence from the Verification Task Paradigm and its Role in Assessing Language Impairment After Stroke. [Doctoral Dissertation]. The Ohio State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1573833017141002

Université Toulouse II – Le Mirail

20. Fontan, Lionel. De la mesure de l'intelligibilité à l'évaluation de la compréhension de la parole pathologique en situation de communication : From intelligibility measures to the assessment of disordered speech comprehension in a communication task.

Degree: Docteur es, Sciences du langage, 2012, Université Toulouse II – Le Mirail

URL: http://www.theses.fr/2012TOU20113

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Ce travail de recherche répond à un besoin exprimé par des médecins et des orthophonistes travaillant auprès de patients souffrant de troubles pathologiques de production… (more)

▼

Ce travail de recherche répond à un besoin exprimé par des médecins et des orthophonistes travaillant auprès de patients souffrant de troubles pathologiques de production de la parole (TPPP). Le suivi et la prise en charge des patients impliquent de disposer de méthodes d’évaluation fiables et valides permettant de quantifier leurs performances de communication verbale. Aujourd’hui les méthodes généralement utilisées à cette fin sont les tests de retranscription orthographique (tests d’intelligibilité).Malgré le fait que cette utilisation soit très répandue en pratique, peu d’auteurs ont étudié la relation entre les scores de retranscription orthographique et l’aptitude des patients à être compris par des tiers (Beukelman, 1979 ; Hustad, 2008). Notre travail s’inscrit dans la continuité directe de ces études. Nous avons élaboré une méthode permettant d’évaluer la compréhension de la parole en observant les réactions comportementales des auditeurs à des énoncés verbaux. Cette méthode, réalisée sous la forme d’un logiciel baptisé « EloKanz », nous a permis d’étudier plus en avant la relation existant entre l’intelligibilité et la compréhension de la parole en situation de communication, et de proposer un nouvel outil d’évaluation.Nos résultats montrent que les scores de retranscription orthographique ne sont pas des indicateurs fiables de la performance de communication verbale. Les implications cliniques de ce résultat sont importantes, dans la mesure où les scores d’intelligibilité sont non seulement utilisés pour suivre les progrès des patients dans le temps — et donc juger de l’efficacité de thérapies ou d’interventions — mais aussi pour prendre des décisions aussi importantes que la prise en charge d’une personne ou, au contraire, de l’arrêt d’un traitement.

This research is a direct answer to a need that has been shown within the field of speech pathology. In order to assess their patients' skills and to follow their progress over time, speech pathologists need reliable and valid methods for quantifying communicative performance. Today speech intelligibility tests are the most widely used tools for this purpose.Despite this fact, few authors have studied the relationship between speech intelligibility scores and a patient's ability to be understood by others (Beukelman, 1979 ; Hustad, 2008). Our research work directly builds on these previous studies. We created a method to assess speech comprehension by observing the listener's reactions to speech. This method — implemented in a software program called ‘EloKanz‘ — allowed us to study the relationship between speech intelligibility and speech comprehension in a more precise manner.Our results show that speech intelligibility scores are not valid predictors of communicative performance. Clinical implications matter greatly, since speech intelligibility scores are used not only to evaluate the effectiveness of speech therapies and treatments, but also to make enrollment or dismissal decisions.

Advisors/Committee Members: Ruiz, Robert (thesis director), Gaillard, Pascal (thesis director), Woisard, Virginie (thesis director).

Subjects/Keywords: Troubles pathologiques de production de la parole; Intelligibilité; Compréhension; Evaluation; Communication; Disordered speech; Speech intelligibility; Speech comprehension; Assessment; Communication

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Fontan, L. (2012). De la mesure de l'intelligibilité à l'évaluation de la compréhension de la parole pathologique en situation de communication : From intelligibility measures to the assessment of disordered speech comprehension in a communication task. (Doctoral Dissertation). Université Toulouse II – Le Mirail. Retrieved from http://www.theses.fr/2012TOU20113

Chicago Manual of Style (16^th Edition):

Fontan, Lionel. “De la mesure de l'intelligibilité à l'évaluation de la compréhension de la parole pathologique en situation de communication : From intelligibility measures to the assessment of disordered speech comprehension in a communication task.” 2012. Doctoral Dissertation, Université Toulouse II – Le Mirail. Accessed January 20, 2021. http://www.theses.fr/2012TOU20113.

MLA Handbook (7^th Edition):

Fontan, Lionel. “De la mesure de l'intelligibilité à l'évaluation de la compréhension de la parole pathologique en situation de communication : From intelligibility measures to the assessment of disordered speech comprehension in a communication task.” 2012. Web. 20 Jan 2021.

Vancouver:

Fontan L. De la mesure de l'intelligibilité à l'évaluation de la compréhension de la parole pathologique en situation de communication : From intelligibility measures to the assessment of disordered speech comprehension in a communication task. [Internet] [Doctoral dissertation]. Université Toulouse II – Le Mirail; 2012. [cited 2021 Jan 20]. Available from: http://www.theses.fr/2012TOU20113.

Council of Science Editors:

Fontan L. De la mesure de l'intelligibilité à l'évaluation de la compréhension de la parole pathologique en situation de communication : From intelligibility measures to the assessment of disordered speech comprehension in a communication task. [Doctoral Dissertation]. Université Toulouse II – Le Mirail; 2012. Available from: http://www.theses.fr/2012TOU20113

Universidade Estadual de Campinas

21. Fugiwara, Renata Viana Ensinas, 1979-. Processos de (inter)compreensão nas afasias : um estudo neurolinguístico na perspectiva bakhtiniana: (Inter)comprehension in aphasia : neurolinguistic study in the bakhtinian perspective.

Degree: 2013, Universidade Estadual de Campinas

URL: http://repositorio.unicamp.br/jspui/handle/REPOSIP/269838

► Abstract: This work addresses the issue of (inter) comprehension in the field of aphasia based on the Bakhtinian perspective, which conceives comprehension as an active-responsive… (more)

▼ Abstract: This work addresses the issue of (inter) comprehension in the field of aphasia based on the Bakhtinian perspective, which conceives comprehension as an active-responsive act, considering that, for Bakhtin, to comprehend is to attribute one¿s own words to the Other¿s words. It is, therefore, an approach which questions the dichotomy between production and comprehension which usually characterizes the traditional Neuropsychological studies, as well as the notions of decoding or of identification underlying the language processing models. In order to broaden the view of the difficulties of comprehension in aphasia, we incorporated issues related to the auditory functioning, which can be considered one of the facets of the phenomenon of comprehension ¿ its sensory interface. We have evaluated fluent and non-fluent individuals with aphasia in metalinguistic tasks elaborated to test comprehension, using subtests of the Boston Assessment Battery (Boston Diagnostic Aphasia Examination; Goodglass & Kaplan, 1995) and of PALPA (Psycholinguistic Assessments of Language Processing in Aphasia; Kay, Lesser and Coltheart, 1992), aiming to observe the subjects' difficulties regarding language units. After that, we have analyzed a set of data which emerged in interactive episodes among aphasic and non-aphasic subjects, mostly in the sessions of Group III of CCA (Center for Aphasic Subjects), or in individual sessions. The reflection was grounded by the results of the microgenetic analysis, seeking to highlight not only the difficulties, but also the possibilities of (inter) comprehension built by the aphasic and by the non-aphasic subjects in interactive processes, through the work which both operate on the utterances of each other. Finally, we reflected on ethical issues that guide the clinical work with aphasic subjects and the research carried out in the area of Discursive Neurolinguistics, at the Language Studies Institute, UNICAMP Advisors/Committee Members: UNIVERSIDADE ESTADUAL DE CAMPINAS (CRUESP), Novaes-Pinto, Rosana do Carmo, 1961- (advisor), Pinto, Rosana do Carmo Novaes, 1961- (advisor), Universidade Estadual de Campinas. Instituto de Estudos da Linguagem (institution), Programa de Pós-Graduação em Linguística (nameofprogram), Coudry, Maria Irma Hadler (committee member), Panhoca, Ivone (committee member), Camargo, Evani Andreatta Amaral (committee member), Pacheco, Mirian Cazarotti (committee member).

Subjects/Keywords: Compreensão; Avaliação audiológica nas afasias; Neurolinguística; Fonoaudiologia; Comprehension; Active-responsive comprehension; Audiologic evaluation in aphasia; Neurolinguistics; Speech Therapy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Fugiwara, Renata Viana Ensinas, 1. (2013). Processos de (inter)compreensão nas afasias : um estudo neurolinguístico na perspectiva bakhtiniana: (Inter)comprehension in aphasia : neurolinguistic study in the bakhtinian perspective. (Thesis). Universidade Estadual de Campinas. Retrieved from http://repositorio.unicamp.br/jspui/handle/REPOSIP/269838

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Fugiwara, Renata Viana Ensinas, 1979-. “Processos de (inter)compreensão nas afasias : um estudo neurolinguístico na perspectiva bakhtiniana: (Inter)comprehension in aphasia : neurolinguistic study in the bakhtinian perspective.” 2013. Thesis, Universidade Estadual de Campinas. Accessed January 20, 2021. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269838.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Fugiwara, Renata Viana Ensinas, 1979-. “Processos de (inter)compreensão nas afasias : um estudo neurolinguístico na perspectiva bakhtiniana: (Inter)comprehension in aphasia : neurolinguistic study in the bakhtinian perspective.” 2013. Web. 20 Jan 2021.

Vancouver:

Fugiwara, Renata Viana Ensinas 1. Processos de (inter)compreensão nas afasias : um estudo neurolinguístico na perspectiva bakhtiniana: (Inter)comprehension in aphasia : neurolinguistic study in the bakhtinian perspective. [Internet] [Thesis]. Universidade Estadual de Campinas; 2013. [cited 2021 Jan 20]. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/269838.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fugiwara, Renata Viana Ensinas 1. Processos de (inter)compreensão nas afasias : um estudo neurolinguístico na perspectiva bakhtiniana: (Inter)comprehension in aphasia : neurolinguistic study in the bakhtinian perspective. [Thesis]. Universidade Estadual de Campinas; 2013. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/269838

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Exeter

22. Clapp, Amanda Louise. Investigating cognitive control in language switching.

Degree: PhD, 2013, University of Exeter

URL: http://hdl.handle.net/10871/14106

► How do bi/multilinguals switch between languages so effectively that there is no obvious intrusion from the alternatives? One can examine this by comparing language selection… (more)

▼ How do bi/multilinguals switch between languages so effectively that there is no obvious intrusion from the alternatives? One can examine this by comparing language selection with task selection, or language switching with task switching. This is the approach adopted in the first of two strands of research presented in this thesis. In task switching, providing advance warning of the task typically leads to a reduction in the performance ‘switch cost’, suggesting top-down biasing of task selection. It is not clear whether the language switch cost also reduces with preparation, partly because there have been very few attempts to examine preparation for a language switch, and partly because these attempts suffered from non-trivial methodological drawbacks. In Experiments 1-3 I used an optimised picture naming paradigm in which language changed unpredictably and was specified by a language cue presented at different intervals before the picture. Experiment 1, conducted on ‘unbalanced’ bilinguals, revealed some evidence of reduction in the language switch cost for naming times with preparation, but only when cue duration was short. In an attempt to further optimise the paradigm, in Experiment 2 the cue-stimulus interval (which was varied from trial to trial in Experiment 1), was varied over blocks instead. Visual cues were replaced with auditory cues – the latter also enabled a comparison between semantically transparent word cues (the spoken names of the languages) and less transparent cues (fragments of national anthems). Experiment 2 revealed a reduction in switch cost with preparation for naming latencies, but only in the second language; the first language showed the reverse. To examine whether the increase in switch cost with preparation in the first language could be due to unbalanced bilinguals biasing processing towards L2, balanced bilinguals were tested in Experiment 3. This revealed a robust reduction in switch cost in naming latencies for both languages, which was driven primarily by the trials with the anthem cues. However, in the error rates the switch cost increased with preparation interval, thus complicating the interpretation of the reduction observed for response times. Experiment 4 investigated whether preparation for a language switch elicits the electrophysiological patterns commonly found during preparation for a task switch – a switch-induced positive polarity Event-Related Potential (ERP) with a posterior scalp distribution. Contrary to a recent report of the absence of the posterior positivity in language switching, it was clearly present in the present EEG data. As in task switching, the amplitude of the posterior positivity predicted performance. The electrophysiological data suggest that preparation for a language switch and preparation for a task switch rely on highly overlapping control mechanisms. The behavioural data suggest that advance control can be effective in language switching, but perhaps not as effective as in task switching. Experiments 1-3 also examined the effect of stimulus…

Subjects/Keywords: 404.2; Bilingualism; Language Switching; ERP; Input; Output; Speech Comprehension; Speech Production; Bilingual Language Control; Alternating Runs; Cued Switching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Clapp, A. L. (2013). Investigating cognitive control in language switching. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/14106

Chicago Manual of Style (16^th Edition):

Clapp, Amanda Louise. “Investigating cognitive control in language switching.” 2013. Doctoral Dissertation, University of Exeter. Accessed January 20, 2021. http://hdl.handle.net/10871/14106.

MLA Handbook (7^th Edition):

Clapp, Amanda Louise. “Investigating cognitive control in language switching.” 2013. Web. 20 Jan 2021.

Vancouver:

Clapp AL. Investigating cognitive control in language switching. [Internet] [Doctoral dissertation]. University of Exeter; 2013. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/10871/14106.

Council of Science Editors:

Clapp AL. Investigating cognitive control in language switching. [Doctoral Dissertation]. University of Exeter; 2013. Available from: http://hdl.handle.net/10871/14106

23. Parker, Clement Cordell, 1940-. Effect of Rate of Compression and Mode of Presentation on the Comprehension of a Recorded Communication to Junior College Students of Varying Aptitudes.

Degree: 1970, North Texas State University

URL: https://digital.library.unt.edu/ark:/67531/metadc164410/

The problem of this study was to assess the desirability and practicality of utilizing compressed speech as an instructional technique within a junior college setting. Advisors/Committee Members: Marquis, Robert Lincoln, Jr., DeMougeot, William R., Sandefur, Walter, Newsom, Herman A..

Subjects/Keywords: speech compression; Junior college students; Compressed speech.; Comprehension.

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APA (6^th Edition):

Parker, Clement Cordell, 1. (1970). Effect of Rate of Compression and Mode of Presentation on the Comprehension of a Recorded Communication to Junior College Students of Varying Aptitudes. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc164410/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Parker, Clement Cordell, 1940-. “Effect of Rate of Compression and Mode of Presentation on the Comprehension of a Recorded Communication to Junior College Students of Varying Aptitudes.” 1970. Thesis, North Texas State University. Accessed January 20, 2021. https://digital.library.unt.edu/ark:/67531/metadc164410/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Parker, Clement Cordell, 1940-. “Effect of Rate of Compression and Mode of Presentation on the Comprehension of a Recorded Communication to Junior College Students of Varying Aptitudes.” 1970. Web. 20 Jan 2021.

Vancouver:

Parker, Clement Cordell 1. Effect of Rate of Compression and Mode of Presentation on the Comprehension of a Recorded Communication to Junior College Students of Varying Aptitudes. [Internet] [Thesis]. North Texas State University; 1970. [cited 2021 Jan 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc164410/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Parker, Clement Cordell 1. Effect of Rate of Compression and Mode of Presentation on the Comprehension of a Recorded Communication to Junior College Students of Varying Aptitudes. [Thesis]. North Texas State University; 1970. Available from: https://digital.library.unt.edu/ark:/67531/metadc164410/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Groenewold, Rimke. Direct and indirect speech in aphasia: studies of spoken discourse production and comprehension : PhD thesis to obtain the joint degree of PhD at the University of Groningen, the University of Potsdam and Macquarie University.

Degree: 2015, Macquarie U : PhD

URL: http://hdl.handle.net/1959.14/1068482

►

Theoretical thesis.

Bibliography: pages 143-156.

1. General introduction – 2. Direct speech constructions in aphasic Dutch narratives – 3. Pereceived liveliness and speech comprehensibility in… (more)

▼

Theoretical thesis.

Bibliography: pages 143-156.

1. General introduction – 2. Direct speech constructions in aphasic Dutch narratives – 3. Pereceived liveliness and speech comprehensibility in aphasia : the effects of direct speech in auditory narratives – Chapter 4. The effects of direct and indirect speech on discourse comprehension in Dutch listeners with and without aphasia – Chapter 5. The differential effects of direct and indirect speech on discourse comprehension in Dutch and English listeners with and without aphasia – 6. General discussion.

In this thesis, the occurrence of direct speech (e.g., Mary said: "Let's go") in language produced by individuals with aphasia and its effects on listener perception are explored. The thesis also investigates the effects of direct and indirect speech (e.g., Mary said that she wanted to go) on discourse comprehension in individuals with aphasia. The principal finding is that direct speech has a positive effect on both language production and language comprehension in Dutch individuals with aphasia.

In the General Introduction, Chapter 1, possible causes of aphasia are discussed, followed by a description of how aphasia affects language production and comprehension. Next, possible ways that individuals with aphasia may compensate for these difficulties are considered. This is followed by a description of the main findings from the literature on direct and indirect speech processing and, more specifically, the use of direct speech in aphasia. Although much attention had been paid to reported speech in “healthy” interaction, the review of the literature makes it clear that little is known about the role of reported speech in aphasic discourse. In addition, there are a number of methodological limitations in the previous research, such as a reliance on English language studies, small participant groups, the absence of a control group, and a major focus on written language. Hence, even though needed because of these methodological limitations. The chapter ends with the formulation of the research questions that are addressed in this thesis.

In the study presented in Chapter 2, the occurrence of direct speechprevious research on the production of direct speech constructions in narratives of Dutch individuals with and without aphasia is examined. The question posed in this chapter is whether and how often the construction is used, and in which forms it becomes manifest. To answer this question, the relative frequencies of direct speech constructions are calculated and compared within and between groups and tasks. Based on the patterns found in the data, different forms of direct speech are categorised: speech quotations, thought quotations, bare quotations and question-answer sequences. The results show that both groups make use of various forms of direct speech, but the individuals with aphasia produce more direct speech constructions than the non-brain-damaged (NBD) speakers. In addition, their direct speech instances have a different distribution…

Advisors/Committee Members: Macquarie University, Universität Potsdam, Rijksuniversiteit te Groningen.

Subjects/Keywords: Aphasia; Grammar, Comparative and general – Indirect discourse; aphasia, discourse; direct speech; indirect speech; language production; language comprehension

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Groenewold, R. (2015). Direct and indirect speech in aphasia: studies of spoken discourse production and comprehension : PhD thesis to obtain the joint degree of PhD at the University of Groningen, the University of Potsdam and Macquarie University. (Doctoral Dissertation). Macquarie U : PhD. Retrieved from http://hdl.handle.net/1959.14/1068482

Chicago Manual of Style (16^th Edition):

Groenewold, Rimke. “Direct and indirect speech in aphasia: studies of spoken discourse production and comprehension : PhD thesis to obtain the joint degree of PhD at the University of Groningen, the University of Potsdam and Macquarie University.” 2015. Doctoral Dissertation, Macquarie U : PhD. Accessed January 20, 2021. http://hdl.handle.net/1959.14/1068482.

MLA Handbook (7^th Edition):

Groenewold, Rimke. “Direct and indirect speech in aphasia: studies of spoken discourse production and comprehension : PhD thesis to obtain the joint degree of PhD at the University of Groningen, the University of Potsdam and Macquarie University.” 2015. Web. 20 Jan 2021.

Vancouver:

Groenewold R. Direct and indirect speech in aphasia: studies of spoken discourse production and comprehension : PhD thesis to obtain the joint degree of PhD at the University of Groningen, the University of Potsdam and Macquarie University. [Internet] [Doctoral dissertation]. Macquarie U : PhD; 2015. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/1959.14/1068482.

Council of Science Editors:

Groenewold R. Direct and indirect speech in aphasia: studies of spoken discourse production and comprehension : PhD thesis to obtain the joint degree of PhD at the University of Groningen, the University of Potsdam and Macquarie University. [Doctoral Dissertation]. Macquarie U : PhD; 2015. Available from: http://hdl.handle.net/1959.14/1068482

Duquesne University

25. Saylor, Anna. Aphasia Friendly Medication Instructions: Effects on Comprehension in Persons with and without Aphasia.

Degree: MSSLP, Speech-Language Pathology (SLP), 2020, Duquesne University

URL: https://dsc.duq.edu/etd/1916

► Accessible health information supports people to understand and manage chronic medical conditions and is frequently presented via text. Comprehension of written health information becomes… (more)

Subjects/Keywords: aphasia; aphasia-friendly; reading comprehension; medication; medication management; Speech Pathology and Audiology

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APA (6^th Edition):

Saylor, A. (2020). Aphasia Friendly Medication Instructions: Effects on Comprehension in Persons with and without Aphasia. (Masters Thesis). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1916

Chicago Manual of Style (16^th Edition):

Saylor, Anna. “Aphasia Friendly Medication Instructions: Effects on Comprehension in Persons with and without Aphasia.” 2020. Masters Thesis, Duquesne University. Accessed January 20, 2021. https://dsc.duq.edu/etd/1916.

MLA Handbook (7^th Edition):

Saylor, Anna. “Aphasia Friendly Medication Instructions: Effects on Comprehension in Persons with and without Aphasia.” 2020. Web. 20 Jan 2021.

Vancouver:

Saylor A. Aphasia Friendly Medication Instructions: Effects on Comprehension in Persons with and without Aphasia. [Internet] [Masters thesis]. Duquesne University; 2020. [cited 2021 Jan 20]. Available from: https://dsc.duq.edu/etd/1916.

Council of Science Editors:

Saylor A. Aphasia Friendly Medication Instructions: Effects on Comprehension in Persons with and without Aphasia. [Masters Thesis]. Duquesne University; 2020. Available from: https://dsc.duq.edu/etd/1916

Wayne State University

26. Williams, Rachael Joymarie. The Influence Of Gestural Learning On Oral Reading And Reading Comprehension.

Degree: MS, Communication Sciences and Disorders, 2014, Wayne State University

URL: https://digitalcommons.wayne.edu/oa_theses/322

► The purpose of this study is to evaluate how gestural training may facilitate oral reading and reading comprehension of single words. For example, it… (more)

▼ The purpose of this study is to evaluate how gestural training may facilitate oral reading and reading comprehension of single words. For example, it is not clear whether multi-modal cues such as gesture provide an advantage over verbal cueing alone, or which type of multi-modal cues may be more effective than others in visual-verbal learning. This study examined language learning in healthy volunteers to be able to apply the effective methods for language intervention in individuals with language difficulties. Thirty-two healthy adults were selected to participate in four different learning conditions including verbal alone, visual cue, meaningful gesture, and meaningless gesture. The participants were trained to correlate a verb with the matched nonsense symbol(s). After the 4 training conditions, the participants completed a final comprehensive yes/no verification task. It was predicted that participants would perform most accurately in orally reading novel script that was trained using meaningful gesture, followed by training with the visual tracing cue, then verbal training alone, and finally, verbal plus meaningless gesture. It was also predicted that participants would perform fastest in orally reading novel script that was trained using meaningful gesture, followed by training with the visual tracing cue, then verbal training alone, and finally, verbal plus meaningless gesture. The results of this study did not support the assumption that training with meaningful gestures facilitates learning of visual-verbal associations more than verbal training alone. Also, the assumption that training with a visual tracing gesture would aid learning more than training with the verbal cue alone was not supported by this study. The assumption that training with meaningless gestures would interfere with learning compared to training with the verbal cue only was supported by this study. These results suggest that the addition of a gesture with the verbal production of the word divides the participants' attention between two items rather than one. These results also suggest that the nonsense symbols were vastly unfamiliar and therefore taxing the process of language learning. It would be beneficial for future studies to use the theory of these training tasks with young children who have increased mental flexibility and are better able to learn language when using combined gestures and/or movement with verbal production of words. Advisors/Committee Members: Margart Greenwald.

Subjects/Keywords: Multi-Modality; Oral Reading; Reading Comprehension; Word Learning; Speech and Hearing Science

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Williams, R. J. (2014). The Influence Of Gestural Learning On Oral Reading And Reading Comprehension. (Masters Thesis). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_theses/322

Chicago Manual of Style (16^th Edition):

Williams, Rachael Joymarie. “The Influence Of Gestural Learning On Oral Reading And Reading Comprehension.” 2014. Masters Thesis, Wayne State University. Accessed January 20, 2021. https://digitalcommons.wayne.edu/oa_theses/322.

MLA Handbook (7^th Edition):

Williams, Rachael Joymarie. “The Influence Of Gestural Learning On Oral Reading And Reading Comprehension.” 2014. Web. 20 Jan 2021.

Vancouver:

Williams RJ. The Influence Of Gestural Learning On Oral Reading And Reading Comprehension. [Internet] [Masters thesis]. Wayne State University; 2014. [cited 2021 Jan 20]. Available from: https://digitalcommons.wayne.edu/oa_theses/322.

Council of Science Editors:

Williams RJ. The Influence Of Gestural Learning On Oral Reading And Reading Comprehension. [Masters Thesis]. Wayne State University; 2014. Available from: https://digitalcommons.wayne.edu/oa_theses/322

University of Hong Kong

27. 楊慧蘭. The importance of consensus assessment in speech act comprehension.

Degree: 1999, University of Hong Kong

URL: http://hdl.handle.net/10722/33361

Subjects/Keywords: Speech - Psychological aspects.; Comprehension - Psychological aspects.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

楊慧蘭. (1999). The importance of consensus assessment in speech act comprehension. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/33361

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

楊慧蘭. “The importance of consensus assessment in speech act comprehension.” 1999. Thesis, University of Hong Kong. Accessed January 20, 2021. http://hdl.handle.net/10722/33361.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

楊慧蘭. “The importance of consensus assessment in speech act comprehension.” 1999. Web. 20 Jan 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

楊慧蘭. The importance of consensus assessment in speech act comprehension. [Internet] [Thesis]. University of Hong Kong; 1999. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/10722/33361.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

楊慧蘭. The importance of consensus assessment in speech act comprehension. [Thesis]. University of Hong Kong; 1999. Available from: http://hdl.handle.net/10722/33361

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

The Ohio State University

28. Casambre, Alejandro Jimenez. The effects of certain variables in informative speaking on listener comprehension.

Degree: PhD, Graduate School, 1962, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486559032363053

Subjects/Keywords: Theater; Comprehension; Listening; Public speaking; Speech

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APA (6^th Edition):

Casambre, A. J. (1962). The effects of certain variables in informative speaking on listener comprehension. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486559032363053

Chicago Manual of Style (16^th Edition):

Casambre, Alejandro Jimenez. “The effects of certain variables in informative speaking on listener comprehension.” 1962. Doctoral Dissertation, The Ohio State University. Accessed January 20, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486559032363053.

MLA Handbook (7^th Edition):

Casambre, Alejandro Jimenez. “The effects of certain variables in informative speaking on listener comprehension.” 1962. Web. 20 Jan 2021.

Vancouver:

Casambre AJ. The effects of certain variables in informative speaking on listener comprehension. [Internet] [Doctoral dissertation]. The Ohio State University; 1962. [cited 2021 Jan 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486559032363053.

Council of Science Editors:

Casambre AJ. The effects of certain variables in informative speaking on listener comprehension. [Doctoral Dissertation]. The Ohio State University; 1962. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486559032363053

Florida International University

29. Pierro, Melissa A. Vocabulary Comprehension in Children with Autism.

Degree: MSSLP, Speech-Language Pathology, 2013, Florida International University

URL: https://digitalcommons.fiu.edu/etd/862 ; 10.25148/etd.FI13042323 ; FI13042323

► An open question in autism research is how to assess language abilities in this population. We investigated language development in monolingual and bilingual children… (more)

Subjects/Keywords: Vocabulary Comprehension; Autism; Eye-Tracker; Speech-Language Pathology; Language Development; Semantics; ROWPVT; Communication Sciences and Disorders; Speech and Hearing Science; Speech Pathology and Audiology

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Pierro, M. A. (2013). Vocabulary Comprehension in Children with Autism. (Thesis). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/862 ; 10.25148/etd.FI13042323 ; FI13042323

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Pierro, Melissa A. “Vocabulary Comprehension in Children with Autism.” 2013. Thesis, Florida International University. Accessed January 20, 2021. https://digitalcommons.fiu.edu/etd/862 ; 10.25148/etd.FI13042323 ; FI13042323.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Pierro, Melissa A. “Vocabulary Comprehension in Children with Autism.” 2013. Web. 20 Jan 2021.

Vancouver:

Pierro MA. Vocabulary Comprehension in Children with Autism. [Internet] [Thesis]. Florida International University; 2013. [cited 2021 Jan 20]. Available from: https://digitalcommons.fiu.edu/etd/862 ; 10.25148/etd.FI13042323 ; FI13042323.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pierro MA. Vocabulary Comprehension in Children with Autism. [Thesis]. Florida International University; 2013. Available from: https://digitalcommons.fiu.edu/etd/862 ; 10.25148/etd.FI13042323 ; FI13042323

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Uppsala University

30. Lindberg, Evelina. Evidensbaserad logopedisk intervention vid nedsatt hörförståelse hos personer med afasi : Ett systematiskt kunskapsunderlag.

Degree: Blom Johansson: Speech-Language Pathology, 2020, Uppsala University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-402964

►

Among Swedish speech and language pathologists there is a need for extended knowledge of existing treatment methods for aphasia. Currently, there is an ongoing… (more)

▼

Among Swedish speech and language pathologists there is a need for extended knowledge of existing treatment methods for aphasia. Currently, there is an ongoing process to develop clinical guidelines for aphasia rehabilitation. Therefore, a knowledge base is needed, including a description of existing treatment methods, their theoretical foundation and evidence base. The aim of the present study was to compose an evidence-based summation of treatment methods for auditory comprehension disorder in people with aphasia. A systematic literature search was conducted using the following databases: PubMed, PsycINFO, Cochrane Library, CINAHL and Speechbite. Additionally, several studies were found by manual searches. Twenty-three articles were chosen and assessed. A total of 13 different treatment methods were described. Most of the included studies had a poor quality and few participants. The majority of the treatment methods were found to have an insufficient evidence base, with the exception of CIAT and Hand-action observation treatment. They were found to have moderate and limited evidence. Most of the included studies have shown a significant improvement of auditory comprehension following speech and language therapy. Although, for speech and language pathologists to be able to choose a specific treatment method based on evidence, larger studies with higher quality will be needed.

Bland svenska logopeder finns behov av utökad kunskap om vilka specifika metoder som finns för behandling av afasi. För närvarande pågår ett arbete med att ta fram kliniska riktlinjer för afasi. Syftet med studien var att ta fram ett evidensbaserat kunskapsunderlag med en beskrivning av olika metoder för behandling av hörförståelse hos personer med afasi. Resultatet av den aktuella studien ämnas användas till arbetet med de kliniska riktlinjerna. En systematisk litteratursökning genomfördes i databaserna PubMed, PsycINFO, Cochrane Library, CINAHL samt Speechbite. Utöver detta handsöktes ytterligare artiklar. Sammanlagt 23 artiklar kvalitetsgranskades och evidensstyrkan för varje metod bedömdes enligt SBU:s beskrivning av GRADE-systemet. I kunskapsunderlaget presenteras sammanlagt 13 olika behandlingsmetoder för behandling av hörförståelse. De flesta av de ingående studierna hade en bristande studiekvalitet med lågt antal deltagare. Majoriteten av behandlingsmetoderna bedömdes ha otillräcklig evidens, med undantag för CIAT och Hand-action observation treatment som bedömdes ha måttlig respektive begränsad evidens. De ingående studierna har övervägande visat att logopedisk behandling ger ett signifikant förbättrat resultat på hörförståelse. Större behandlingsstudier med bättre kvalitet behövs dock för att kliniska logopeder ska kunna välja en behandlingsmetod framför en annan på en evidensbaserad grund.

Subjects/Keywords: speech and language therapy; speech and language pathology; treatment; aphasia; auditory comprehension; speech perception; logopedi; behandling; afasi; hörförståelse; Medical and Health Sciences; Medicin och hälsovetenskap

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Lindberg, E. (2020). Evidensbaserad logopedisk intervention vid nedsatt hörförståelse hos personer med afasi : Ett systematiskt kunskapsunderlag. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-402964

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lindberg, Evelina. “Evidensbaserad logopedisk intervention vid nedsatt hörförståelse hos personer med afasi : Ett systematiskt kunskapsunderlag.” 2020. Thesis, Uppsala University. Accessed January 20, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-402964.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lindberg, Evelina. “Evidensbaserad logopedisk intervention vid nedsatt hörförståelse hos personer med afasi : Ett systematiskt kunskapsunderlag.” 2020. Web. 20 Jan 2021.

Vancouver:

Lindberg E. Evidensbaserad logopedisk intervention vid nedsatt hörförståelse hos personer med afasi : Ett systematiskt kunskapsunderlag. [Internet] [Thesis]. Uppsala University; 2020. [cited 2021 Jan 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-402964.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lindberg E. Evidensbaserad logopedisk intervention vid nedsatt hörförståelse hos personer med afasi : Ett systematiskt kunskapsunderlag. [Thesis]. Uppsala University; 2020. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-402964

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Open Access Theses and Dissertations