Journal of Speech and Hearing Research Vol.28 26-35 March 1985.
© American Speech-Language-Hearing Association
This Article
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrowCustom Print
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow My Folders
Right arrow Download to citation manager
Right arrow reprints & permissions
Citing Articles
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Weiss, A. L.
Right arrow Articles by Leonard, L. B.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Weiss, A. L.
Right arrow Articles by Leonard, L. B.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Delicious   Add to Digg   Add to Facebook   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Perceived Contrastive Stress Production in Hearing-Impaired and Normal-Hearing Children

Amy L. Weiss 1
Arlene E. Carney 2

Laurence B. Leonard 3
1 University of Colorado, Boulder
2 University of Illinois, Champaign
3 Purdue University, West Lafayette, IN

Contrastive stress production patterns of 20 moderate-to-severely hearing-impaired children, aged 4:5–18:2 (years:months), were compared with those of 20 normal-hearing children, aged 3:7–6:7. The groups were matched on the basis of a linguistic measure, mean length of utterance. Analyses of judges' responses to the speakers' audiotapes recorded during a conversation-based task yielded evidence of similar production patterns for the groups although considerable individual performance variation was noted. This finding supports the view that language-matched normal and hearing-impaired children may not be very different in their production of this prosodic cue. Results of this study further support the idea that prosodic features of the speech signal enhance intelligibility, a factor which merits consideration in the intelligibility assessment and training of hearing-impaired children.

Submitted on October 31, 1983
Accepted on July 16, 1984


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Delicious Delicious   Add to Digg Digg   Add to Facebook Facebook   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?