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Title: "A Glimpse Into the Past": Communication, Cultural Tourism, and the Political Economy of Modern Gullah Preservation.
Creator: Graves, Brian
Date Issued: 2013-10-01
Identifier: FSU_libsubv1_scholarship_submission_1475787437
Format: Citation

Title: Acknowledging Challenges And Embracing Innovative Instructional Practices In Response To Cultural And Linguistic Diversity.
Creator: Wood, Carla, Wofford, Mary Claire, Hassinger, Abby
Abstract/Description: Aims of the current study were to explore teachers' background, beliefs, attitudes, and sense of self-efficacy, as well as instructional supports and innovative practices in response to cultural and linguistic diversity in classrooms serving Spanish-English speaking children of migrant workers. A total of 22 teachers participated in semi-structured interviews regarding linguistic diversity in the classroom. Their responses were transcribed and qualitative analysis procedures were utilized to...
Show moreAims of the current study were to explore teachers' background, beliefs, attitudes, and sense of self-efficacy, as well as instructional supports and innovative practices in response to cultural and linguistic diversity in classrooms serving Spanish-English speaking children of migrant workers. A total of 22 teachers participated in semi-structured interviews regarding linguistic diversity in the classroom. Their responses were transcribed and qualitative analysis procedures were utilized to deconstruct units. Individual units were then clustered by similarities and differences into themes and subcategories of themes. Teacher responses to the interview questions produced themes: awareness of cultural and linguistic diversity, issues and challenges, and innovative instructional supports and practices. Participating teachers commented on general supports designed to assist communication between English Learners (EL) and the teacher or peers, facilitate communication with parents of ELs, and embrace and promote responsiveness to cultural linguistic diversity (CLD) in the classroom. Teachers identified specific supports to intensify instruction, including (a) employing multiple modalities, (b) increasing experience and exposure, and (c) providing individualized support. Additional resources and support are warranted to identify and disseminate effective practices to provide intensified instruction and support to ELs.
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Date Issued: 2018-04-17
Identifier: FSU_libsubv1_wos_000430338800001, 10.1177/2158244018771110
Format: Citation

Title: Acoustic Measures of Voice and Physiologic Measures of Autonomic Arousal during Speech as a Function of Cognitive Load.
Creator: MacPherson, Megan K, Abur, Defne, Stepp, Cara E
Abstract/Description: This study aimed to determine the relationship among cognitive load condition and measures of autonomic arousal and voice production in healthy adults. A prospective study design was conducted. Sixteen healthy young adults (eight men, eight women) produced a sentence containing an embedded Stroop task in each of two cognitive load conditions: congruent and incongruent. In both conditions, participants said the font color of the color words instead of the word text. In the incongruent...
Show moreThis study aimed to determine the relationship among cognitive load condition and measures of autonomic arousal and voice production in healthy adults. A prospective study design was conducted. Sixteen healthy young adults (eight men, eight women) produced a sentence containing an embedded Stroop task in each of two cognitive load conditions: congruent and incongruent. In both conditions, participants said the font color of the color words instead of the word text. In the incongruent condition, font color differed from the word text, creating an increase in cognitive load relative to the congruent condition in which font color and word text matched. Three physiologic measures of autonomic arousal (pulse volume amplitude, pulse period, and skin conductance response amplitude) and four acoustic measures of voice (sound pressure level, fundamental frequency, cepstral peak prominence, and low-to-high spectral energy ratio) were analyzed for eight sentence productions in each cognitive load condition per participant. A logistic regression model was constructed to predict the cognitive load condition (congruent or incongruent) using subject as a categorical predictor and the three autonomic measures and four acoustic measures as continuous predictors. It revealed that skin conductance response amplitude, cepstral peak prominence, and low-to-high spectral energy ratio were significantly associated with cognitive load condition. During speech produced under increased cognitive load, healthy young adults show changes in physiologic markers of heightened autonomic arousal and acoustic measures of voice quality. Future work is necessary to examine these measures in older adults and individuals with voice disorders.
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Date Issued: 2017-07-01
Identifier: FSU_pmch_27939119, 10.1016/j.jvoice.2016.10.021, PMC6081741, 27939119, 27939119, S0892-1997(16)30302-2
Format: Citation

Title: Assessing and Teaching Critical Thinking in Communication Science and Disorders.
Creator: Morris, Richard J., Gorham-Rowan, Mary M., Robinson, Jade H., Scholz, Kendra
Abstract/Description: Critical thinking is considered to be an important aspect in the training of communication science and disorders students. This paper provides information on the definition, assessment, and teaching of critical thinking. Important critical thinking skills and dispositions include challenging assumptions underlying statements, recognizing the effect of context on perceptions, understandings, and interpretations of the world, developing alternative explanations for observed data they observe,...
Show moreCritical thinking is considered to be an important aspect in the training of communication science and disorders students. This paper provides information on the definition, assessment, and teaching of critical thinking. Important critical thinking skills and dispositions include challenging assumptions underlying statements, recognizing the effect of context on perceptions, understandings, and interpretations of the world, developing alternative explanations for observed data they observe, and exhibiting reflective skepticism. Increasing these skills and dispositions help a student develop into a skilled clinician. Assessing students’ clinical thinking skills can be done with tests of general skills, but these often lack validity and reliability. Assessments also can test content or discipline specific thinking skills. Teaching critical skills and dispositions has been done in stand-alone courses and as material embedded within other courses. Within the courses, techniques such as problem-based learning, team-based learning, and case presentations have been effective with mind and concept mapping as tools to visualize how the students think about the material.
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Date Issued: 2018-02-01
Identifier: FSU_libsubv1_scholarship_submission_1519066197_c809bc90
Format: Citation

Title: Assessing Vowel Centralization in Dysarthria: A Comparison of Methods..
Creator: Fletcher, Annalise R, McAuliffe, Megan J, Lansford, Kaitlin L, Liss, Julie M
Abstract/Description: The strength of the relationship between vowel centralization measures and perceptual ratings of dysarthria severity has varied considerably across reports. This article evaluates methods of acoustic-perceptual analysis to determine whether procedural changes can strengthen the association between these measures. Sixty-one speakers (17 healthy individuals and 44 speakers with dysarthria) read a standard passage. To obtain acoustic data, 2 points of formant extraction (midpoint and...
Show moreThe strength of the relationship between vowel centralization measures and perceptual ratings of dysarthria severity has varied considerably across reports. This article evaluates methods of acoustic-perceptual analysis to determine whether procedural changes can strengthen the association between these measures. Sixty-one speakers (17 healthy individuals and 44 speakers with dysarthria) read a standard passage. To obtain acoustic data, 2 points of formant extraction (midpoint and articulatory point) and 2 frequency measures (Hz and Bark) were trialed. Both vowel space area and an adapted formant centralization ratio were calculated using first and second formants of speakers' corner vowels. Twenty-eight listeners rated speech samples using different prompts: one with a focus on intelligibility, the other on speech precision. Perceptually, listener ratings of speech precision provided the best index of acoustic change. Acoustically, the combined use of an articulatory-based formant extraction point, Bark frequency units, and the formant centralization ratio was most effective in explaining perceptual ratings. This combination of procedures resulted in an increase of 17% to 27% explained variance between measures. The procedures researchers use to assess articulatory impairment can significantly alter the strength of relationship between acoustic and perceptual measures. Procedures that maximize this relationship are recommended.
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Date Issued: 2017-02-01
Identifier: FSU_pmch_28124069, 10.1044/2016_JSLHR-S-15-0355, PMC6194930, 28124069, 28124069, 2599995
Format: Citation

Title: Autonomic Nervous System Responses During Perception of Masked Speech may Reflect Constructs other than Subjective Listening Effort.
Creator: Francis, Alexander L., MacPherson, Megan K., Chandrasekaran, Bharath, Alvar, Ann M.
Abstract/Description: Typically, understanding speech seems effortless and automatic. However, a variety of factors may, independently, or interactively, make listening more effortful. Physiological measures may help to distinguish between the application of different cognitive mechanisms whose operation is perceived as effortful. In the present study, physiological and behavioral measures associated with task demand were collected along with behavioral measures of performance while participants listened to and...
Show moreTypically, understanding speech seems effortless and automatic. However, a variety of factors may, independently, or interactively, make listening more effortful. Physiological measures may help to distinguish between the application of different cognitive mechanisms whose operation is perceived as effortful. In the present study, physiological and behavioral measures associated with task demand were collected along with behavioral measures of performance while participants listened to and repeated sentences. The goal was to measure psychophysiological reactivity associated with three degraded listening conditions, each of which differed in terms of the source of the difficulty (distortion, energetic masking, and informational masking), and therefore were expected to engage different cognitive mechanisms. These conditions were chosen to be matched for overall performance (keywords correct), and were compared to listening to unmasked speech produced by a natural voice. The three degraded conditions were: (1) Unmasked speech produced by a computer, speech synthesizer, (2) Speech produced by a natural voice and masked byspeech-shaped noise and (3) Speech produced by a natural voice and masked by two-talker babble. Masked conditions were both presented at a 8 dB signal to noise ratio (SNR), a level shown in previous research to result in comparable levels of performance for these stimuli and maskers. Performance was measured in terms of proportion of key words identified correctly, and task demand or effort was quantified subjectively by self-report. Measures of psychophysiological reactivity included electrodermal (skin conductance) response frequency and amplitude, blood pulse amplitude and pulse rate. Results suggest that the two masked conditions evoked stronger psychophysiological reactivity than did the two unmasked conditions even when behavioral measures of listening performance and listeners' subjective perception of task demand were comparable across the three degraded conditions.
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Date Issued: 2016-03-01
Identifier: FSU_libsubv1_wos_000371074900001, 10.3389/fpsyg.2016.00263
Format: Citation

Title: Autonomic Nervous System Responses During Perception of Masked Speech may Reflect Constructs other than Subjective Listening Effort.
Creator: Francis, Alexander L, MacPherson, Megan K, Chandrasekaran, Bharath, Alvar, Ann M
Abstract/Description: Typically, understanding speech seems effortless and automatic. However, a variety of factors may, independently or interactively, make listening more effortful. Physiological measures may help to distinguish between the application of different cognitive mechanisms whose operation is perceived as effortful. In the present study, physiological and behavioral measures associated with task demand were collected along with behavioral measures of performance while participants listened to and...
Show moreTypically, understanding speech seems effortless and automatic. However, a variety of factors may, independently or interactively, make listening more effortful. Physiological measures may help to distinguish between the application of different cognitive mechanisms whose operation is perceived as effortful. In the present study, physiological and behavioral measures associated with task demand were collected along with behavioral measures of performance while participants listened to and repeated sentences. The goal was to measure psychophysiological reactivity associated with three degraded listening conditions, each of which differed in terms of the source of the difficulty (distortion, energetic masking, and informational masking), and therefore were expected to engage different cognitive mechanisms. These conditions were chosen to be matched for overall performance (keywords correct), and were compared to listening to unmasked speech produced by a natural voice. The three degraded conditions were: (1) Unmasked speech produced by a computer speech synthesizer, (2) Speech produced by a natural voice and masked byspeech-shaped noise and (3) Speech produced by a natural voice and masked by two-talker babble. Masked conditions were both presented at a -8 dB signal to noise ratio (SNR), a level shown in previous research to result in comparable levels of performance for these stimuli and maskers. Performance was measured in terms of proportion of key words identified correctly, and task demand or effort was quantified subjectively by self-report. Measures of psychophysiological reactivity included electrodermal (skin conductance) response frequency and amplitude, blood pulse amplitude and pulse rate. Results suggest that the two masked conditions evoked stronger psychophysiological reactivity than did the two unmasked conditions even when behavioral measures of listening performance and listeners' subjective perception of task demand were comparable across the three degraded conditions.
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Date Issued: 2016-03-01
Identifier: FSU_pmch_26973564, 10.3389/fpsyg.2016.00263, PMC4772584, 26973564, 26973564
Format: Citation

Title: Early Identification Of Reading Comprehension Difficulties.
Creator: Catts, Hugh W., Nielsen, Diane Corcoran, Bridges, Mindy Sittner, Liu, Yi-Syuan
Abstract/Description: Most research on early identification of reading disabilities has focused on word reading problems and little attention has been given to reading comprehension difficulties. In this study, we investigated whether measures of language ability and/or response to language intervention in kindergarten uniquely predicted reading comprehension difficulties in third grade. A total of 366 children were administered a battery of screening measures at the beginning of kindergarten and progress...
Show moreMost research on early identification of reading disabilities has focused on word reading problems and little attention has been given to reading comprehension difficulties. In this study, we investigated whether measures of language ability and/or response to language intervention in kindergarten uniquely predicted reading comprehension difficulties in third grade. A total of 366 children were administered a battery of screening measures at the beginning of kindergarten and progress monitoring probes across the school year. A subset of children also received a 26-week Tier 2 language intervention. Participants' achievement in word reading was assessed at the end of second grade, and their performance in reading comprehension was measured as the end of third grade. Results showed that measures of language ability in kindergarten significantly added to the prediction of reading comprehension difficulties over and above kindergarten word reading predictors and direct measures of word reading in second grade. Response to language intervention also proved to be a unique predictor of reading comprehension outcomes. Findings are discussed in terms of their relevance for the early identification of reading disabilities.
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Date Issued: 2016-10
Identifier: FSU_libsubv1_wos_000382435800001, 10.1177/0022219414556121
Format: Citation

Title: The Effect Of The Menstrual Cycle On Dichotic Listening.
Creator: Morris, Richard J., Ingvalson, Erin M., Kaschak, Michael P., Smith, Alissa N.
Abstract/Description: The purpose of this study was to determine the effect of the menstrual cycle on responses to a dichotic listening task. It was hypothesized that participants would exhibit a stronger right ear advantage during the menstrual cycle days when estrogen levels are at their peak. It was also hypothesized that the women not taking oral contraceptives would exhibit greater variations in ear advantage over the course of their menstrual cycle than those taking oral contraceptives. Finally, it was...
Show moreThe purpose of this study was to determine the effect of the menstrual cycle on responses to a dichotic listening task. It was hypothesized that participants would exhibit a stronger right ear advantage during the menstrual cycle days when estrogen levels are at their peak. It was also hypothesized that the women not taking oral contraceptives would exhibit greater variations in ear advantage over the course of their menstrual cycle than those taking oral contraceptives. Finally, it was hypothesized that the error response rates would remain similar across different listening conditions and over the menstrual cycle. The participants were 30 women who took oral contraceptives and 15 who did not. They completed nine listening sessions comprised of three dichotic listening tasks: forced-left, forced-right, and open. The data were analyzed using a mixed effects models. The participants exhibited a reduction in right ear responses on the days that corresponded to when the level of estrogen would begin to increase. This response was different from what had been hypothesized. The analysis also indicated no response differences between the two groups of women. In addition, the women exhibited fewer errors over the course of the sessions, implying that they adapted to the task. The results indicate that the women's hormone fluctuation across the menstrual cycle affected their responses to the forced-left, cognitive control, task only.
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Date Issued: 2019-02-22
Identifier: FSU_libsubv1_wos_000459709100110, 10.1371/journal.pone.0212673
Format: Citation

Title: Effectiveness of Two Methods for Teaching Critical Thinking to Communication Science and Disorders Undergraduates.
Creator: Morris, Richard J., Brockner, Alexandra, Coleman, Sarah
Abstract/Description: The purpose of this study was to evaluate the effectiveness of two methods for teaching critical thinking (CT) skills to communication sciences and disorders students. It was hypothesized that a short course of critical thinking training would result in improved student scores on CT assessments. Also, it was hypothesized that students taught using a mixed instruction method would exhibit more improvement in their CT skills. The research involved a pre- and post-test comparison of students who...
Show moreThe purpose of this study was to evaluate the effectiveness of two methods for teaching critical thinking (CT) skills to communication sciences and disorders students. It was hypothesized that a short course of critical thinking training would result in improved student scores on CT assessments. Also, it was hypothesized that students taught using a mixed instruction method would exhibit more improvement in their CT skills. The research involved a pre- and post-test comparison of students who completed 10 weeks of critical thinking instruction. The students had either a mix of direct instruction of CT concepts with problem-based learning communication sciences and disorders (CSD) examples or infused problem-based learning CT instruction. With CSD based problems. The pre- and post-tests consisted of a general and a content specific CT assessment. All of the students exhibited improved scores on both CT measures. In addition, the students who had the mixed instruction exhibited greater improvements. The greatest improvements for all students occurred for the trained CT skills. These results indicate that both mixed and infused instruction can be effective in teaching students CT skills, however, the mixed instruction was more effective.
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Date Issued: 2019
Identifier: FSU_libsubv1_scholarship_submission_1555594141_277d5b87
Format: Citation

Title: Effects of Familiarization on Intelligibility of Dysarthric Speech in Older Adults With and Without Hearing Loss.
Creator: Lansford, Kaitlin L, Luhrsen, Stephani, Ingvalson, Erin M, Borrie, Stephanie A
Abstract/Description: Familiarization tasks offer a promising platform for listener-targeted remediation of intelligibility disorders associated with dysarthria. To date, the body of work demonstrating improved understanding of dysarthric speech following a familiarization experience has been carried out on younger adults. The primary purpose of the present study was to examine the intelligibility effects of familiarization in older adults. Nineteen older adults, with and without hearing loss, completed a...
Show moreFamiliarization tasks offer a promising platform for listener-targeted remediation of intelligibility disorders associated with dysarthria. To date, the body of work demonstrating improved understanding of dysarthric speech following a familiarization experience has been carried out on younger adults. The primary purpose of the present study was to examine the intelligibility effects of familiarization in older adults. Nineteen older adults, with and without hearing loss, completed a familiarization protocol consisting of three phases: pretest, familiarization, and posttest. The older adults' initial intelligibility and intelligibility improvement scores were compared with previously reported data collected from 50 younger adults (Borrie, Lansford, & Barrett, 2017a). Relative to younger adults, initial intelligibility scores were significantly lower for older adults, although additional analysis revealed that the difference was limited to older adults with hearing loss. Key, however, is that irrespective of hearing status, the older and younger adults achieved comparable intelligibility improvement following familiarization (gain of roughly 20 percentage points). This study extends previous findings of improved intelligibility of dysarthria following familiarization to a group of listeners who are critical to consider in listener-targeted remediation, namely, aging caregivers and/or spouses of individuals with dysarthria.
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Date Issued: 2018-02-06
Identifier: FSU_pmch_29305612, 10.1044/2017_AJSLP-17-0090, PMC5968332, 29305612, 29305612, 2668616
Format: Citation

Title: Epilogue: Reading Comprehension Is Not A Single Ability-implications For Assessment And Instruction.
Creator: Kamhi, Alan G., Catts, Hugh W.
Abstract/Description: Purpose: In this epilogue, we review the 4 response articles and highlight the implications of a multidimensional view of reading for the assessment and instruction of reading comprehension. Method: We reiterate the problems with standardized tests of reading comprehension and discuss the advantages and disadvantages of recently developed authentic tests of reading comprehension. In the "Instruction" section, we review the benefits and limitations of strategy instruction and highlight...
Show morePurpose: In this epilogue, we review the 4 response articles and highlight the implications of a multidimensional view of reading for the assessment and instruction of reading comprehension. Method: We reiterate the problems with standardized tests of reading comprehension and discuss the advantages and disadvantages of recently developed authentic tests of reading comprehension. In the "Instruction" section, we review the benefits and limitations of strategy instruction and highlight suggestions from the response articles to improve content and language knowledge. Conclusions: We argue that the only compelling reason to administer a standardized test of reading comprehension is when these tests are necessary to qualify students for special education services. Instruction should be focused on content knowledge, language knowledge, and specific task and learning requirements. This instruction may entail the use of comprehension strategies, particularly those that are specific to the task and focus on integrating new knowledge with prior knowledge.
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Date Issued: 2017-04
Identifier: FSU_libsubv1_wos_000404340200007, 10.1044/2017_LSHSS-16-0049
Format: Citation

Title: Generalized Adaptation to Dysarthric Speech.
Creator: Borrie, Stephanie A, Lansford, Kaitlin L, Barrett, Tyson S
Abstract/Description: Generalization of perceptual learning has received limited attention in listener adaptation studies with dysarthric speech. This study investigated whether adaptation to a talker with dysarthria could be predicted by the nature of the listener's prior familiarization experience, specifically similarity of perceptual features, and level of intelligibility. Following an intelligibility pretest involving a talker with ataxic dysarthria, 160 listeners were familiarized with 1 of 7 talkers with...
Show moreGeneralization of perceptual learning has received limited attention in listener adaptation studies with dysarthric speech. This study investigated whether adaptation to a talker with dysarthria could be predicted by the nature of the listener's prior familiarization experience, specifically similarity of perceptual features, and level of intelligibility. Following an intelligibility pretest involving a talker with ataxic dysarthria, 160 listeners were familiarized with 1 of 7 talkers with dysarthria-who differed from the test talker in terms of perceptual similarity (same, similar, dissimilar) and level of intelligibility (low, mid, high)-or a talker with no neurological impairment (control). Listeners then completed an intelligibility posttest on the test talker. All listeners benefited from familiarization with a talker with dysarthria; however, adaptation to the test talker was superior when the familiarization talker had similar perceptual features and reduced when the familiarization talker had low intelligibility. Evidence for both generalization and specificity of learning highlights the differential value of listeners' prior experiences for adaptation to, and improved understanding of, a talker with dysarthria. These findings broaden our theoretical knowledge of adaptation to degraded speech, as well as the clinical application of training paradigms that exploit perceptual processes for therapeutic gain.
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Date Issued: 2017-11-09
Identifier: FSU_pmch_29075754, 10.1044/2017_JSLHR-S-17-0127, PMC5945074, 29075754, 29075754, 2660935
Format: Citation

Title: The ISSAS Model: Understanding the Information Needs of Sexual Assault Survivors on College Campuses.
Creator: Skinner, Julia, Gross, Melissa
Abstract/Description: Sexual assault is a prevalent, yet underreported and stigmatizing crime that disproportionately affects college-age students. The literature of Library & Information Studies does not currently address the ways in which survivors may seek information after an assault. Blending findings from Psychology and LIS, this study proposes the Information Seeking of Sexual Assault Survivors (ISSAS) model, which examines the seeking process through various stages of healing. The article concludes with...
Show moreSexual assault is a prevalent, yet underreported and stigmatizing crime that disproportionately affects college-age students. The literature of Library & Information Studies does not currently address the ways in which survivors may seek information after an assault. Blending findings from Psychology and LIS, this study proposes the Information Seeking of Sexual Assault Survivors (ISSAS) model, which examines the seeking process through various stages of healing. The article concludes with directions for future research as well as insights on serving survivors within the academic library while being mindful of one’s appropriate professional role.
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Date Issued: 2017-01-01
Identifier: FSU_libsubv1_scholarship_submission_1484250284, 10.5860/crl.78.1.23
Format: Citation

Title: Listeners' Attitudes Toward Accented Talkers Uniquely Predicts Accented Speech Perception.
Creator: Ingvalson, Erin M., Lansford, Kaitlin L., Federova, Valeriya, Fernandez, Gabriel
Abstract/Description: Listeners' sensitivity to indexical information influences their ability to perceive and remember speech, but it is less clear if listeners' subjective ratings of talker characteristics also impact speech perception ability. The present experiment tested the increase in variance accounted for by listeners' ratings of foreign accented talkers' manner of speaking and of the talkers themselves beyond the variance already accounted for by listeners' age, executive function, and hearing thresholds...
Show moreListeners' sensitivity to indexical information influences their ability to perceive and remember speech, but it is less clear if listeners' subjective ratings of talker characteristics also impact speech perception ability. The present experiment tested the increase in variance accounted for by listeners' ratings of foreign accented talkers' manner of speaking and of the talkers themselves beyond the variance already accounted for by listeners' age, executive function, and hearing thresholds. Adding listeners' ratings significantly improved model fit, indicating that listeners' subjective experience of talker impacts speech perception accuracy along with objective listener characteristics such as hearing thresholds or executive function. (C) 2017 Acoustical Society of America
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Date Issued: 2017-03
Identifier: FSU_libsubv1_wos_000398962500009, 10.1121/1.4977583
Format: Citation

Title: Long-Term Average Spectra from a Youth Choir Singing in Three Vocal Registers and Two Dynamic Levels.
Creator: Morris, Richard, Ternström, S. (Sten), LoVetri, Jeanette, Berkum, Dianne
Abstract/Description: Few studies have reported the acoustic characteristics of youth choirs. In addition, scant data are available on youth choruses making the adjustments needed to sing at different dynamic levels in different registers. Therefore, the purpose of this study was to acoustically analyze the singing of a youth chorus to observe the evidence of the adjustments that they made to sing at two dynamic levels in three singing registers. The participants were 47 members of the Brooklyn Youth Chorus who...
Show moreFew studies have reported the acoustic characteristics of youth choirs. In addition, scant data are available on youth choruses making the adjustments needed to sing at different dynamic levels in different registers. Therefore, the purpose of this study was to acoustically analyze the singing of a youth chorus to observe the evidence of the adjustments that they made to sing at two dynamic levels in three singing registers. The participants were 47 members of the Brooklyn Youth Chorus who sang the same song sample in head, mixed, and chest voice at piano and forte dynamic levels. The song samples were recorded and analyzed using long-term averaged spectra (LTAS) and related spectral measures. The spectra revealed different patterns among the registers. These differences imply that the singers were making glottal adjustments to sing the different register and dynamic level versions of the song. The duration of the closed phase as estimated from the amplitudes of the first two harmonics differed between the chest and head register singing at both dynamic levels. In addition the spectral slopes differed among all three registers at both dynamic levels. These acoustic measures may be a useful tool for evaluating some singing skills of young choristers.
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Date Issued: 2012
Identifier: FSU_migr_csd_faculty_publications-0010, 10.1016/j.jvoice.2010.07.003
Format: Citation

Title: Modeling listener perception of speaker similarity in dysarthria.
Creator: Lansford, Kaitlin L., Berisha, Visar, Utianski, Rene L.
Abstract/Description: The current investigation contributes to a perceptual similarity-based approach to dysarthria characterization by utilizing an innovative statistical approach, multinomial logistic regression with sparsity constraints, to identify acoustic features underlying each listener's impressions of speaker similarity. The data-driven approach also permitted an examination of the effect of clinical experience on listeners' impressions of similarity. Listeners, irrespective of level of clinical...
Show moreThe current investigation contributes to a perceptual similarity-based approach to dysarthria characterization by utilizing an innovative statistical approach, multinomial logistic regression with sparsity constraints, to identify acoustic features underlying each listener's impressions of speaker similarity. The data-driven approach also permitted an examination of the effect of clinical experience on listeners' impressions of similarity. Listeners, irrespective of level of clinical experience, were found to rely on similar acoustic features during the perceptual sorting task, known as free classification. Overall, the results support the continued advancement of a similarity-based approach to characterizing the communication disorders associated with dysarthria. (C) 2016 Acoustical Society of America
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Date Issued: 2016-06
Identifier: FSU_libsubv1_wos_000379164900006, 10.1121/1.4954384
Format: Citation

Title: Neural Preservation Underlies Speech Improvement From Auditory Deprivation In Young Cochlear Implant Recipients.
Creator: Feng, Gangyi, Ingvalson, Erin M., Grieco-Calub, Tina M., Roberts, Megan Y., Ryan, Maura E., Birmingham, Patrick, Burrowes, Delilah, Young, Nancy M., Wong, Patrick C. M.
Abstract/Description: Although cochlear implantation enables some children to attain age-appropriate speech and language development, communicative delays persist in others, and outcomes are quite variable and difficult to predict, even for children implanted early in life. To understand the neurobiological basis of this variability, we used presurgical neural morphological data obtained from MRI of individual pediatric cochlear implant (CI) candidates implanted younger than 3.5 years to predict variability of...
Show moreAlthough cochlear implantation enables some children to attain age-appropriate speech and language development, communicative delays persist in others, and outcomes are quite variable and difficult to predict, even for children implanted early in life. To understand the neurobiological basis of this variability, we used presurgical neural morphological data obtained from MRI of individual pediatric cochlear implant (CI) candidates implanted younger than 3.5 years to predict variability of their speech-perception improvement after surgery. We first compared neuroanatomical density and spatial pattern similarity of CI candidates to that of age-matched children with normal hearing, which allowed us to detail neuroanatomical networks that were either affected or unaffected by auditory deprivation. This information enables us to build machine-learning models to predict the individual children's speech development following CI. We found that regions of the brain that were unaffected by auditory deprivation, in particular the auditory association and cognitive brain regions, produced the highest accuracy, specificity, and sensitivity in patient classification and the most precise prediction results. These findings suggest that brain areas unaffected by auditory deprivation are critical to developing closer to typical speech outcomes. Moreover, the findings suggest that determination of the type of neural reorganization caused by auditory deprivation before implantation is valuable for predicting post-CI language outcomes for young children.
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Date Issued: 2018-01-30
Identifier: FSU_libsubv1_wos_000423728800019, 10.1073/pnas.1717603115
Format: Citation

Title: Neural preservation underlies speech improvement from auditory deprivation in young cochlear implant recipients.
Creator: Feng, Gangyi, Ingvalson, Erin M, Grieco-Calub, Tina M, Roberts, Megan Y, Ryan, Maura E, Birmingham, Patrick, Burrowes, Delilah, Young, Nancy M, Wong, Patrick C M
Abstract/Description: Although cochlear implantation enables some children to attain age-appropriate speech and language development, communicative delays persist in others, and outcomes are quite variable and difficult to predict, even for children implanted early in life. To understand the neurobiological basis of this variability, we used presurgical neural morphological data obtained from MRI of individual pediatric cochlear implant (CI) candidates implanted younger than 3.5 years to predict variability of...
Show moreAlthough cochlear implantation enables some children to attain age-appropriate speech and language development, communicative delays persist in others, and outcomes are quite variable and difficult to predict, even for children implanted early in life. To understand the neurobiological basis of this variability, we used presurgical neural morphological data obtained from MRI of individual pediatric cochlear implant (CI) candidates implanted younger than 3.5 years to predict variability of their speech-perception improvement after surgery. We first compared neuroanatomical density and spatial pattern similarity of CI candidates to that of age-matched children with normal hearing, which allowed us to detail neuroanatomical networks that were either affected or unaffected by auditory deprivation. This information enables us to build machine-learning models to predict the individual children's speech development following CI. We found that regions of the brain that were unaffected by auditory deprivation, in particular the auditory association and cognitive brain regions, produced the highest accuracy, specificity, and sensitivity in patient classification and the most precise prediction results. These findings suggest that brain areas unaffected by auditory deprivation are critical to developing closer to typical speech outcomes. Moreover, the findings suggest that determination of the type of neural reorganization caused by auditory deprivation before implantation is valuable for predicting post-CI language outcomes for young children.
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Date Issued: 2018-01-30
Identifier: FSU_pmch_29339512, 10.1073/pnas.1717603115, PMC5798370, 29339512, 29339512, 1717603115
Format: Citation

Title: Non-native Speech Learning in Older Adults.
Creator: Ingvalson, Erin M, Nowicki, Casandra, Zong, Audrey, Wong, Patrick C M
Abstract/Description: Though there is an extensive literature investigating the ability of younger adults to learn non-native phonology, including investigations into individual differences in younger adults' lexical tone learning, very little is known about older adults' ability to learn non-native phonology, including lexical tone. There are several reasons to suspect that older adults would use different learning mechanisms when learning lexical tone than younger adults, including poorer perception of dynamic...
Show moreThough there is an extensive literature investigating the ability of younger adults to learn non-native phonology, including investigations into individual differences in younger adults' lexical tone learning, very little is known about older adults' ability to learn non-native phonology, including lexical tone. There are several reasons to suspect that older adults would use different learning mechanisms when learning lexical tone than younger adults, including poorer perception of dynamic pitch, greater reliance on working memory capacity in second language learning, and poorer category learning in older adulthood. The present study examined the relationships among older adults' baseline sensitivity for pitch patterns, working memory capacity, and declarative memory capacity with their ability to learn to associate tone with lexical meaning. In older adults, baseline pitch pattern sensitivity was not associated with generalization performance. Rather, older adults' learning performance was best predicted by declarative memory capacity. These data suggest that training paradigms will need to be modified to optimize older adults' non-native speech sound learning success.
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Date Issued: 2017-02-10
Identifier: FSU_pmch_28239364, 10.3389/fpsyg.2017.00148, PMC5300966, 28239364, 28239364
Format: Citation

Title: The Peritext Book Club: Reading to Foster Critical Thinking about STEAM Texts.
Creator: Gross, Melissa, Latham, Don, Underhill, Jennifer, Bak, Hyerin
Abstract/Description: An after-school book club, led by the school librarian, was held to test the efficacy of the peritextual literacy framework (PLF) in teaching skills related to critical thinking, problem solving, information literacy, and media literacy. The PLF is an extension of paratext theory developed by Gérard Genette, which provides a typology of the functions of peritext; this extension results in a framework that can be used for research or as a scaffold for teaching. Twelve middle school students...
Show moreAn after-school book club, led by the school librarian, was held to test the efficacy of the peritextual literacy framework (PLF) in teaching skills related to critical thinking, problem solving, information literacy, and media literacy. The PLF is an extension of paratext theory developed by Gérard Genette, which provides a typology of the functions of peritext; this extension results in a framework that can be used for research or as a scaffold for teaching. Twelve middle school students met once a month for five months to apply the PLF to an analysis of science, technology, engineering, art, and math (STEAM) texts. The participants enjoyed the club and were able to demonstrate their ability to use peritextual elements to think critically about STEAM-related nonfiction books. Students were able to discuss how the functions of peritext affected their motivation to read a text and their ability to retrieve information from a text, and how peritext functions might affect their opinion of the credibility of information presented in a book.
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Date Issued: 2016-11-16
Identifier: FSU_libsubv1_scholarship_submission_1484250799
Format: Citation

Title: Predicting Intelligibility Gains in Dysarthria Through Automated Speech Feature Analysis.
Creator: Fletcher, Annalise R, Wisler, Alan A, McAuliffe, Megan J, Lansford, Kaitlin L, Liss, Julie M
Abstract/Description: Behavioral speech modifications have variable effects on the intelligibility of speakers with dysarthria. In the companion article, a significant relationship was found between measures of speakers' baseline speech and their intelligibility gains following cues to speak louder and reduce rate (Fletcher, McAuliffe, Lansford, Sinex, & Liss, 2017). This study reexamines these features and assesses whether automated acoustic assessments can also be used to predict intelligibility gains. Fifty...
Show moreBehavioral speech modifications have variable effects on the intelligibility of speakers with dysarthria. In the companion article, a significant relationship was found between measures of speakers' baseline speech and their intelligibility gains following cues to speak louder and reduce rate (Fletcher, McAuliffe, Lansford, Sinex, & Liss, 2017). This study reexamines these features and assesses whether automated acoustic assessments can also be used to predict intelligibility gains. Fifty speakers (7 older individuals and 43 with dysarthria) read a passage in habitual, loud, and slow speaking modes. Automated measurements of long-term average spectra, envelope modulation spectra, and Mel-frequency cepstral coefficients were extracted from short segments of participants' baseline speech. Intelligibility gains were statistically modeled, and the predictive power of the baseline speech measures was assessed using cross-validation. Statistical models could predict the intelligibility gains of speakers they had not been trained on. The automated acoustic features were better able to predict speakers' improvement in the loud condition than the manual measures reported in the companion article. These acoustic analyses present a promising tool for rapidly assessing treatment options. Automated measures of baseline speech patterns may enable more selective inclusion criteria and stronger group outcomes within treatment studies.
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Date Issued: 2017-11-09
Identifier: FSU_pmch_29075755, 10.1044/2017_JSLHR-S-16-0453, PMC6195072, 29075755, 29075755, 2661026
Format: Citation

Title: Predicting Intelligibility Gains in Individuals With Dysarthria From Baseline Speech Features.
Creator: Fletcher, Annalise R, McAuliffe, Megan J, Lansford, Kaitlin L, Sinex, Donal G, Liss, Julie M
Abstract/Description: Across the treatment literature, behavioral speech modifications have produced variable intelligibility changes in speakers with dysarthria. This study is the first of two articles exploring whether measurements of baseline speech features can predict speakers' responses to these modifications. Fifty speakers (7 older individuals and 43 speakers with dysarthria) read a standard passage in habitual, loud, and slow speaking modes. Eighteen listeners rated how easy the speech samples were to...
Show moreAcross the treatment literature, behavioral speech modifications have produced variable intelligibility changes in speakers with dysarthria. This study is the first of two articles exploring whether measurements of baseline speech features can predict speakers' responses to these modifications. Fifty speakers (7 older individuals and 43 speakers with dysarthria) read a standard passage in habitual, loud, and slow speaking modes. Eighteen listeners rated how easy the speech samples were to understand. Baseline acoustic measurements of articulation, prosody, and voice quality were collected with perceptual measures of severity. Cues to speak louder and reduce rate did not confer intelligibility benefits to every speaker. The degree to which cues to speak louder improved intelligibility could be predicted by speakers' baseline articulation rates and overall dysarthria severity. Improvements in the slow condition could be predicted by speakers' baseline severity and temporal variability. Speakers with a breathier voice quality tended to perform better in the loud condition than in the slow condition. Assessments of baseline speech features can be used to predict appropriate treatment strategies for speakers with dysarthria. Further development of these assessments could provide the basis for more individualized treatment programs.
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Date Issued: 2017-11-09
Identifier: FSU_pmch_29075753, 10.1044/2016_JSLHR-S-16-0218, PMC6195071, 29075753, 29075753, 2661025
Format: Citation

Title: Prologue: Reading Comprehension Is Not A Single Ability.
Creator: Catts, Hugh W., Kamhi, Alan G.
Abstract/Description: Purpose: In this initial article of the clinical forum on reading comprehension, we argue that reading comprehension is not a single ability that can be assessed by one or more general reading measures or taught by a small set of strategies or approaches. Method: We present evidence for a multidimensional view of reading comprehension that demonstrates how it varies as a function of reader ability, text, and task. The implications of this view for instruction of reading comprehension are...
Show morePurpose: In this initial article of the clinical forum on reading comprehension, we argue that reading comprehension is not a single ability that can be assessed by one or more general reading measures or taught by a small set of strategies or approaches. Method: We present evidence for a multidimensional view of reading comprehension that demonstrates how it varies as a function of reader ability, text, and task. The implications of this view for instruction of reading comprehension are considered. Conclusion: Reading comprehension is best conceptualized with a multidimensional model. The multidimensionality of reading comprehension means that instruction will be more effective when tailored to student performance with specific texts and tasks.
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Date Issued: 2017-04
Identifier: FSU_libsubv1_wos_000404340200002, 10.1044/2017_LSHSS-16-0033
Format: Citation

Title: The Social Validity of Telepractice among Spanish-Speaking Caregivers of English Learners: An Examination of Moderators..
Creator: Fitton, Lisa, Bustamante, Kristina N, Wood, Carla
Abstract/Description: The purpose of the present paper was to examine the social validity of telepractice as a service delivery model for Spanish-speaking families of English learners. Quantitative survey methodology was employed to examine 79 caregivers' opinions regarding telepractice and to obtain background information about participants' home environments. Findings revealed that approximately 46% of the participant sample reported being interested in their children receiving services via telepractice....
Show moreThe purpose of the present paper was to examine the social validity of telepractice as a service delivery model for Spanish-speaking families of English learners. Quantitative survey methodology was employed to examine 79 caregivers' opinions regarding telepractice and to obtain background information about participants' home environments. Findings revealed that approximately 46% of the participant sample reported being interested in their children receiving services via telepractice. Caregivers reported limited familiarity with telepractice as an option, but were likely to express interest if their child had an identified speech or language disorder or if they were interested in increased access to Spanish language support for their children. In conclusion, although telepractice is not universally accepted among Spanish-speaking families, it appears to be a promising service delivery model. It is recommended that service providers offer thorough information and address common myths when considering telepractice as a service delivery model for families.
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Date Issued: 2017-11-20
Identifier: FSU_pmch_29238445, 10.5195/ijt.2017.6227, PMC5716612, 29238445, 29238445, ijt-09-13
Format: Citation

Title: Understanding Dysrhythmic Speech: When Rhythm Does Not Matter And Learning Does Not Happen.
Creator: Borrie, Stephanie A., Lansford, Kaitlin L., Barrett, Tyson S.
Abstract/Description: A positive relationship between rhythm perception and improved understanding of a naturally dysrhythmic speech signal, ataxic dysarthria, has been previously reported [Borrie, Lansford, and Barrett. (2017). J. Speech Lang. Hear. Res. 60, 3110-3117]. The current follow-on investigation suggests that this relationship depends on the nature of the dysrhythmia. When the corrupted rhythm cues are relatively predictable, affording some learnable acoustic regularity, the relationship is replicated....
Show moreA positive relationship between rhythm perception and improved understanding of a naturally dysrhythmic speech signal, ataxic dysarthria, has been previously reported [Borrie, Lansford, and Barrett. (2017). J. Speech Lang. Hear. Res. 60, 3110-3117]. The current follow-on investigation suggests that this relationship depends on the nature of the dysrhythmia. When the corrupted rhythm cues are relatively predictable, affording some learnable acoustic regularity, the relationship is replicated. However, this relationship is nonexistent, along with any intelligibility improvements, when the corrupted rhythm cues are unpredictable. Findings highlight a key role for rhythm perception and distributional regularities in adaptation to dysrhythmic speech. (C) 2018 Acoustical Society of America
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Date Issued: 2018-05-01
Identifier: FSU_libsubv1_wos_000433050700012, 10.1121/1.5037620
Format: Citation

Title: Understanding dysrhythmic speech: When rhythm does not matter and learning does not happen..
Creator: Borrie, Stephanie A, Lansford, Kaitlin L, Barrett, Tyson S
Abstract/Description: A positive relationship between rhythm perception and improved understanding of a naturally dysrhythmic speech signal, ataxic dysarthria, has been previously reported [Borrie, Lansford, and Barrett. (2017). J. Speech Lang. Hear. Res. 60, 3110-3117]. The current follow-on investigation suggests that this relationship depends on the nature of the dysrhythmia. When the corrupted rhythm cues are relatively predictable, affording some learnable acoustic regularity, the relationship is replicated....
Show moreA positive relationship between rhythm perception and improved understanding of a naturally dysrhythmic speech signal, ataxic dysarthria, has been previously reported [Borrie, Lansford, and Barrett. (2017). J. Speech Lang. Hear. Res. 60, 3110-3117]. The current follow-on investigation suggests that this relationship depends on the nature of the dysrhythmia. When the corrupted rhythm cues are relatively predictable, affording some learnable acoustic regularity, the relationship is replicated. However, this relationship is nonexistent, along with any intelligibility improvements, when the corrupted rhythm cues are unpredictable. Findings highlight a key role for rhythm perception and distributional regularities in adaptation to dysrhythmic speech.
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Date Issued: 2018-05-01
Identifier: FSU_pmch_29857710, 10.1121/1.5037620, PMC5959736, 29857710, 29857710
Format: Citation

Title: You Are What You Beat: Food Metaphors and Southern Black Identity in Twentieth-Century African American Literature and Goodie Mob's Soul Food.
Creator: Graves, Brian
Date Issued: 2015-10-01
Identifier: FSU_libsubv1_scholarship_submission_1475787231
Format: Citation

Female (6)	+ -
Humans (6)	+ -
Male (6)	+ -
Adult (5)	+ -
Middle Aged (4)	+ -

Speech Acoustics (4)	+ -
Speech Intelligibility (4)	+ -
Aged (3)	+ -
Aged, 80 and over (3)	+ -
Dysarthria/diagnosis (3)	+ -
Reading (3)	+ -
Reproducibility of Results (3)	+ -
Clinical Decision-Making (2)	+ -
Cues (2)	+ -
Dysarthria/therapy (2)	+ -
Prognosis (2)	+ -
Severity of Illness Index (2)	+ -
Speech Perception (2)	+ -
Speech Production Measurement/methods (2)	+ -
Speech Therapy (2)	+ -
Young Adult (2)	+ -
Adaptation, Physiological (1)	+ -
Autonomic Nervous System/physiology (1)	+ -
Brain Mapping (1)	+ -
Child (1)	+ -
Child, Preschool (1)	+ -
Cochlear Implantation (1)	+ -
Cochlear Implants (1)	+ -
Cognition/physiology (1)	+ -
Communication (1)	+ -

text (28)	+ -
journal article (20)	+ -

Lansford, Kaitlin L (6)	+ -
Borrie, Stephanie A (3)	+ -
Catts, Hugh W. (3)	+ -
Fletcher, Annalise R (3)	+ -
Ingvalson, Erin M (3)	+ -

Ingvalson, Erin M. (3)	+ -
Lansford, Kaitlin L. (3)	+ -
Liss, Julie M (3)	+ -
McAuliffe, Megan J (3)	+ -
Morris, Richard J. (3)	+ -
Barrett, Tyson S (2)	+ -
Birmingham, Patrick (2)	+ -
Burrowes, Delilah (2)	+ -
Chandrasekaran, Bharath (2)	+ -
Feng, Gangyi (2)	+ -
Graves, Brian (2)	+ -
Gross, Melissa (2)	+ -
Kamhi, Alan G. (2)	+ -
MacPherson, Megan K (2)	+ -
Wong, Patrick C M (2)	+ -
Wood, Carla (2)	+ -
Abur, Defne (1)	+ -
Alvar, Ann M (1)	+ -
Alvar, Ann M. (1)	+ -
Bak, Hyerin (1)	+ -
Barrett, Tyson S. (1)	+ -
Berisha, Visar (1)	+ -
Berkum, Dianne (1)	+ -
Borrie, Stephanie A. (1)	+ -
Bridges, Mindy Sittner (1)	+ -

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