Synthesized Speech Intelligibility and Early Preschool-Age Children: Comparing Accuracy for Single-Word Repetition With Repeated Exposure Purpose This investigation examined the effect of repeated exposure to novel and repeated spoken words in typical environments on the intelligibility of 2 synthesized voices and human recorded speech in preschools. Method Eighteen preschoolers listened to and repeated single words presented in human-recorded speech, DECtalk Paul, and AT&T ... Research Article
Research Article  |   November 01, 2012
Synthesized Speech Intelligibility and Early Preschool-Age Children: Comparing Accuracy for Single-Word Repetition With Repeated Exposure
 
Author Affiliations & Notes
  • Carrie L. Pinkoski-Ball
    University of Minnesota, Minneapolis
  • Joe Reichle
    University of Minnesota, Minneapolis
  • Benjamin Munson
    University of Minnesota, Minneapolis
  • Correspondence to Joe Reichle: reich001@umn.edu
  • Editor: Carol Scheffner Hammer
    Editor: Carol Scheffner Hammer×
  • Associate Editor: Susan Fager
    Associate Editor: Susan Fager×
Article Information
Development / Speech, Voice & Prosodic Disorders / Augmentative & Alternative Communication / Speech, Voice & Prosody / Research Articles
Research Article   |   November 01, 2012
Synthesized Speech Intelligibility and Early Preschool-Age Children: Comparing Accuracy for Single-Word Repetition With Repeated Exposure
American Journal of Speech-Language Pathology, November 2012, Vol. 21, 293-301. doi:10.1044/1058-0360(2012/11-0020)
History: Received February 20, 2011 , Revised September 2, 2011 , Accepted April 8, 2012
 
American Journal of Speech-Language Pathology, November 2012, Vol. 21, 293-301. doi:10.1044/1058-0360(2012/11-0020)
History: Received February 20, 2011; Revised September 2, 2011; Accepted April 8, 2012
Web of Science® Times Cited: 2

Purpose This investigation examined the effect of repeated exposure to novel and repeated spoken words in typical environments on the intelligibility of 2 synthesized voices and human recorded speech in preschools.

Method Eighteen preschoolers listened to and repeated single words presented in human-recorded speech, DECtalk Paul, and AT&T Voice Michael during 5 experimental sessions. Stimuli consisted of repeated and novel words presented in each speech output condition during each session. Sessions took place in the presence of typically occurring noise in classroom or home settings.

Results There was a significant main effect for voice as participants accurately identified significantly more words in the human-recorded speech and AT&T Voice than in the DECtalk speech output condition. When averaged across speech output conditions, children increased their accuracy as they participated in additional sessions. There was a statistically significant interaction between session and voice. DECtalk had a slightly larger effect of session than did AT&T Voice and human-recorded speech.

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