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Order Affects Clear and Loud Speech Response

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Title: Order Affects Clear and Loud Speech Response
Authors: Jason A. Whitfield (ORCID 0000-0002-7342-6497), Adam M. Fullenkamp, Zoe Kriegel
Source: Journal of Speech, Language, and Hearing Research. 2023 66(10):3871-3881.
Availability: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Peer Reviewed: Y
Page Count: 11
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Articulation (Speech), Speech Habits, Speech Skills, Acoustics, Oral Communication Method, Speech Communication, Verbal Communication, Word Order, Language Patterns
Geographic Terms: Ohio
DOI: 10.1044/2023_JSLHR-23-00028
ISSN: 1092-4388
1558-9102
Abstract: Purpose: The purpose of this investigation was to examine the impact of instruction order on the speech production response when adopting higher effort speaking styles, specifically loud and clear speech. Method: Speech intensity, lip aperture range, and speech rate data were collected from 24 talkers who repeated the utterance "Buy Bobby a puppy" using habitual, clear, and loud speech. Participants were assigned in quasi-random fashion to one of two groups: a Clear-Loud Group (11 participants; order: habitual-clear-loud) or a Loud-Clear Group (13 participants; order: habitual-loud-clear). Results: Talkers in the Clear-Loud Group exhibited higher speech intensity during the loud style compared with those who performed the Loud-Clear Group. Furthermore, talkers in the Clear-Loud Group retained the increases lip aperture range and reductions in speech rate associated with the clear style when producing the loud style. Conversely, talkers in the Loud-Clear Group exhibited significant increases in lip aperture range between the habitual and loud styles and between the loud and clear styles. Additionally, the Loud-Clear Group exhibited a reduction in speech rate only during the clear style, as no differences in speech rate were observed between the habitual and loud styles. Conclusions: These findings may suggest that producing a higher effort style leads to carry-over effects in subsequent styles. Future research should investigate factors that moderate the degree of order effects for both research and clinical purposes. For instance, if generalizable, the compounding carry-over effects may prove advantageous for certain clinical populations.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1406872
Database: ERIC
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  Data: Order Affects Clear and Loud Speech Response
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  Data: <searchLink fieldCode="AR" term="%22Jason+A%2E+Whitfield%22">Jason A. Whitfield</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7342-6497">0000-0002-7342-6497</externalLink>)<br /><searchLink fieldCode="AR" term="%22Adam+M%2E+Fullenkamp%22">Adam M. Fullenkamp</searchLink><br /><searchLink fieldCode="AR" term="%22Zoe+Kriegel%22">Zoe Kriegel</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Speech%2C+Language%2C+and+Hearing+Research%22"><i>Journal of Speech, Language, and Hearing Research</i></searchLink>. 2023 66(10):3871-3881.
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  Data: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
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  Data: 11
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  Data: <searchLink fieldCode="DE" term="%22Articulation+%28Speech%29%22">Articulation (Speech)</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Habits%22">Speech Habits</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Skills%22">Speech Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Acoustics%22">Acoustics</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Communication+Method%22">Oral Communication Method</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Communication%22">Speech Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Communication%22">Verbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Order%22">Word Order</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Patterns%22">Language Patterns</searchLink>
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  Data: 10.1044/2023_JSLHR-23-00028
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  Data: 1092-4388<br />1558-9102
– Name: Abstract
  Label: Abstract
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  Data: Purpose: The purpose of this investigation was to examine the impact of instruction order on the speech production response when adopting higher effort speaking styles, specifically loud and clear speech. Method: Speech intensity, lip aperture range, and speech rate data were collected from 24 talkers who repeated the utterance "Buy Bobby a puppy" using habitual, clear, and loud speech. Participants were assigned in quasi-random fashion to one of two groups: a Clear-Loud Group (11 participants; order: habitual-clear-loud) or a Loud-Clear Group (13 participants; order: habitual-loud-clear). Results: Talkers in the Clear-Loud Group exhibited higher speech intensity during the loud style compared with those who performed the Loud-Clear Group. Furthermore, talkers in the Clear-Loud Group retained the increases lip aperture range and reductions in speech rate associated with the clear style when producing the loud style. Conversely, talkers in the Loud-Clear Group exhibited significant increases in lip aperture range between the habitual and loud styles and between the loud and clear styles. Additionally, the Loud-Clear Group exhibited a reduction in speech rate only during the clear style, as no differences in speech rate were observed between the habitual and loud styles. Conclusions: These findings may suggest that producing a higher effort style leads to carry-over effects in subsequent styles. Future research should investigate factors that moderate the degree of order effects for both research and clinical purposes. For instance, if generalizable, the compounding carry-over effects may prove advantageous for certain clinical populations.
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        PageCount: 11
        StartPage: 3871
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      – SubjectFull: Articulation (Speech)
        Type: general
      – SubjectFull: Speech Habits
        Type: general
      – SubjectFull: Speech Skills
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      – SubjectFull: Acoustics
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      – SubjectFull: Oral Communication Method
        Type: general
      – SubjectFull: Speech Communication
        Type: general
      – SubjectFull: Verbal Communication
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      – SubjectFull: Word Order
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      – SubjectFull: Language Patterns
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      – SubjectFull: Ohio
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      – TitleFull: Order Affects Clear and Loud Speech Response
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