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Does the speaker's voice quality influence children's performance on a language comprehension test?

Lyberg Åhlander, Viveka LU ; Haake, Magnus LU ; Brännström, Jonas LU ; Schötz, Susanne LU and Sahlén, Birgitta LU (2015) In International Journal of Speech-Language Pathology 17(1). p.63-73
Abstract
A small number of studies have explored children's perception of speakers' voice quality and its possible influence on language comprehension. The aim of this explorative study was to investigate the relationship between the examiner's voice quality, the child's performance on a digital version of a language comprehension test, the Test for Reception of Grammar (TROG-2), and two measures of cognitive functioning. The participants were (n = 86) mainstreamed 8-year old children with typical language development. Two groups of children (n = 41/45) were presented with the TROG-2 through recordings of one female speaker: one group was presented with a typical voice and the other with a simulated dysphonic voice. Significant associations were... (More)
A small number of studies have explored children's perception of speakers' voice quality and its possible influence on language comprehension. The aim of this explorative study was to investigate the relationship between the examiner's voice quality, the child's performance on a digital version of a language comprehension test, the Test for Reception of Grammar (TROG-2), and two measures of cognitive functioning. The participants were (n = 86) mainstreamed 8-year old children with typical language development. Two groups of children (n = 41/45) were presented with the TROG-2 through recordings of one female speaker: one group was presented with a typical voice and the other with a simulated dysphonic voice. Significant associations were found between executive functioning and language comprehension. The results also showed that children listening to the dysphonic voice achieved significantly lower scores for more difficult sentences ("the man but not the horse jumps") and used more self-corrections on simpler sentences ("the girl is sitting"). This suggests that a dysphonic speaker's voice may force the child to allocate capacity to the processing of the voice signal at the expense of comprehension. The findings have implications for clinical and research settings where standardized language tests are used. (Less)
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author
organization
publishing date
type
Contribution to journal
publication status
published
subject
in
International Journal of Speech-Language Pathology
volume
17
issue
1
pages
63 - 73
publisher
Taylor & Francis
external identifiers
  • PMID:24725074
  • WOS:000348043900006
  • Scopus:84921370463
ISSN
1754-9515
DOI
10.3109/17549507.2014.898098
project
Cognition, Communication and Learning
language
English
LU publication?
yes
id
8fe14c5d-ed15-4245-80f6-3cac908026f2 (old id 4430285)
alternative location
http://www.ncbi.nlm.nih.gov/pubmed/24725074?dopt=Abstract
date added to LUP
2014-05-05 20:51:16
date last changed
2017-01-01 03:40:07
@article{8fe14c5d-ed15-4245-80f6-3cac908026f2,
  abstract     = {A small number of studies have explored children's perception of speakers' voice quality and its possible influence on language comprehension. The aim of this explorative study was to investigate the relationship between the examiner's voice quality, the child's performance on a digital version of a language comprehension test, the Test for Reception of Grammar (TROG-2), and two measures of cognitive functioning. The participants were (n = 86) mainstreamed 8-year old children with typical language development. Two groups of children (n = 41/45) were presented with the TROG-2 through recordings of one female speaker: one group was presented with a typical voice and the other with a simulated dysphonic voice. Significant associations were found between executive functioning and language comprehension. The results also showed that children listening to the dysphonic voice achieved significantly lower scores for more difficult sentences ("the man but not the horse jumps") and used more self-corrections on simpler sentences ("the girl is sitting"). This suggests that a dysphonic speaker's voice may force the child to allocate capacity to the processing of the voice signal at the expense of comprehension. The findings have implications for clinical and research settings where standardized language tests are used.},
  author       = {Lyberg Åhlander, Viveka and Haake, Magnus and Brännström, Jonas and Schötz, Susanne and Sahlén, Birgitta},
  issn         = {1754-9515},
  language     = {eng},
  number       = {1},
  pages        = {63--73},
  publisher    = {Taylor & Francis},
  series       = {International Journal of Speech-Language Pathology},
  title        = {Does the speaker's voice quality influence children's performance on a language comprehension test?},
  url          = {http://dx.doi.org/10.3109/17549507.2014.898098},
  volume       = {17},
  year         = {2015},
}