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)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/4430285
- author
- Lyberg Åhlander, Viveka
LU
; Haake, Magnus
LU
; Brännström, Jonas
LU
; Schötz, Susanne
LU
and Sahlén, Birgitta
LU
- organization
- publishing date
- 2015
- 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
- pmid:24725074
- ISSN
- 1754-9515
- DOI
- 10.3109/17549507.2014.898098
- project
- Thinking in Time: Cognition, Communication and Learning
- language
- English
- LU publication?
- yes
- additional info
- The information about affiliations in this record was updated in December 2015. The record was previously connected to the following departments: Linguistics and Phonetics (015010003), Logopedics, Phoniatrics and Audiology (013020000), Cognitive Science (015001004), Humanities Lab (015101200)
- 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
- 2016-04-01 10:31:30
- date last changed
- 2023-11-24 11:23:29
@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 = {{https://lup.lub.lu.se/search/files/1914447/7758802.pdf}},
doi = {{10.3109/17549507.2014.898098}},
volume = {{17}},
year = {{2015}},
}