On the phenomena of "opposite speech."

"It is the purpose of this paper to consider 'opposite speech' within the categories of a theory of the development of cognition—a theory concerned with general, formal properties of cognitive activity, obtaining in phylogenesis, ontogenesis, cultural evolution, psychopathology, etc. The fundamental principle of this comparative developmental approach to cognition is that wherever development occurs, it proceeds from a relatively global and undifferentiated state to one of increasing differentiation, articulation, and integration… ." Several lines of evidence are cited. Two relevant experiments are discussed. They suggest "that the processes underlying 'opposite speech' occur not only in a few schizophrenics employing a strange means to avoid anxiety or to express hostility, but may be found in any individual, characteristically or momentarily operating under conditions conducive to a primitivization of the level of symbolic articulation and organization of experience." 28 references. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reply to Dr. Spitz.

Spitz (see 30: 5830) is commended for providing clinical hunches and hypotheses, including his use of statistical materials, but it is claimed nevertheless that Spitz's conclusions are not warranted by the data reported. Perhaps the uncritical acceptance of Spitz's research is the fault of those who have acclaimed his work, rather than that of Spitz himself. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceptual adaptation to sinewave-vocoded speech across languages.

Listeners rapidly adapt to many forms of degraded speech. What level of information drives this adaptation, however, remains unresolved. The current study exposed listeners to sinewave-vocoded speech in one of three languages, which manipulated the type of information shared between the training languages (German, Mandarin, or English) and the testing language (English) in an audio-visual (AV) or an audio plus still frames modality (A + Stills). Three control groups were included to assess procedural learning effects. After training, listeners' perception of novel sinewave-vocoded English sentences was tested. Listeners exposed to German-AV materials performed equivalently to listeners exposed to English AV or A + Stills materials and significantly better than two control groups. The Mandarin groups and German-A + Stills group showed an intermediate level of performance. These results suggest that full lexical access is not absolutely necessary for adaptation to degraded speech, but providing AV-training in a language that is similar phonetically to the testing language can facilitate adaptation. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Context-conditioned generalization in adaptation to distorted speech.

People were trained to decode noise-vocoded speech by hearing monosyllabic stimuli in distorted and unaltered forms. When later presented with different stimuli, listeners were able to successfully generalize their experience. However, generalization was modulated by the degree to which testing stimuli resembled training stimuli: Testing stimuli's consonants were easier to recognize when they had occurred in the same position at training, or flanked by the same vowel, than when they did not. Furthermore, greater generalization occurred when listeners had been trained on existing words than on nonsense strings. We propose that the process by which adult listeners learn to interpret distorted speech is akin to building phonological categories in one's native language, a process where categories and structure emerge from the words in the ambient language without completely abstracting from them. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Generalization of perceptual learning of vocoded speech.

Recent work demonstrates that learning to understand noise-vocoded (NV) speech alters sublexical perceptual processes but is enhanced by the simultaneous provision of higher-level, phonological, but not lexical content (Hervais-Adelman, Davis, Johnsrude, & Carlyon, 2008), consistent with top-down learning (Davis, Johnsrude, Hervais-Adelman, Taylor, & McGettigan, 2005; Hervais-Adelman et al., 2008). Here, we investigate whether training listeners with specific types of NV speech improves intelligibility of vocoded speech with different acoustic characteristics. Transfer of perceptual learning would provide evidence for abstraction from variable properties of the speech input. In Experiment 1, we demonstrate that learning of NV speech in one frequency region generalizes to an untrained frequency region. In Experiment 2, we assessed generalization among three carrier signals used to create NV speech: noise bands, pulse trains, and sine waves. Stimuli created using these three carriers possess the same slow, time-varying amplitude information and are equated for na?ve intelligibility but differ in their temporal fine structure. Perceptual learning generalized partially, but not completely, among different carrier signals. These results delimit the functional and neural locus of perceptual learning of vocoded speech. Generalization across frequency regions suggests that learning occurs at a stage of processing at which some abstraction from the physical signal has occurred, while incomplete transfer across carriers indicates that learning occurs at a stage of processing that is sensitive to acoustic features critical for speech perception (e.g., noise, periodicity). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The varieties of speech to young children.

This article examines caregiver speech to young children. The authors obtained several measures of the speech used to children during early language development (14-30 months). For all measures, they found substantial variation across individuals and subgroups. Speech patterns vary with caregiver education, and the differences are maintained over time. While there are distinct levels of complexity for different caregivers, there is a common pattern of increase across age within the range that characterizes each educational group. Thus, caregiver speech exhibits both long-standing patterns of linguistic behavior and adjustment for the interlocutor. This information about the variability of speech by individual caregivers provides a framework for systematic study of the role of input in language acquisition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Theories of Conditional Reasoning: A Developmental Examination of Competing Hypotheses.

Children and adolescents were presented with problems that contained deontic (i.e., if action p is taken, then precondition q must be met) or causal (i.e., if event p occurs, then event q will transpire) conditionals and that varied in the ease with which alternative antecedents could be activated. Results showed that inferences were linked to the availability of alternative antecedents and the generation of "disabling" conditions (claims that the conditionals were false under specific circumstances). Age-related developments were found only on problems involving indeterminate inferences. Correlations among inferences differed for children and adolescents. The findings provide stronger support for domain-general theories than for domain-specific theories of reasoning and suggest, under some conditions, age-related changes in the roles of implicit and explicit processing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Influences of spoken word planning on speech recognition.

In 4 chronometric experiments, influences of spoken word planning on speech recognition were examined. Participants were shown pictures while hearing a tone or a spoken word presented shortly after picture onset. When a spoken word was presented, participants indicated whether it contained a prespecified phoneme. When the tone was presented, they indicated whether the picture name contained the phoneme (Experiment 1) or they named the picture (Experiment 2). Phoneme monitoring latencies for the spoken words were shorter when the picture name contained the prespecified phoneme compared with when it did not. Priming of phoneme monitoring was also obtained when the phoneme was part of spoken nonwords (Experiment 3). However, no priming of phoneme monitoring was obtained when the pictures required no response in the experiment, regardless of monitoring latency (Experiment 4). These results provide evidence that an internal phonological pathway runs from spoken word planning to speech recognition and that active phonological encoding is a precondition for engaging the pathway. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cerebral dominance and speech acquisition in deaf children.

In examining the prediction that left cerebral dominance, as indexed by hand and sighting preference, should be a positive accompaniment of speech learning in individuals whose cerebral speech areas are likely to be in the left hemisphere, it was found that over a 10-12 year period of formal education right-handed-right-sighting deaf students consistently earned higher speech grades than their right-handed-left sighting and right-handed-mixed-sighting counterparts matched on the basis of hearing loss. This finding supports the hypothesis that the cerebral mechanisms relevant to speech acquisition are simplified, facilitated, and/or less prone to interference when control of speech, hand, and eye is localized primarily in 1 hemisphere of the brain. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distraction by competing speech in young and older adult listeners.

In 2 experiments, young and older adults heard target speech presented in quiet or with a competing speaker in the background. The distractor consisted either of meaningful speech or nonmeaningful speech composed of randomly ordered word strings (Experiment 1) or speech in an unfamiliar language (Experiment 2). Tests of recall for the target speech showed that older adults, but not younger adults, were impaired more by meaningful distractors than by nonmeaningful distracters, However, on a surprise recognition test, young adults were more likely than older adults to recognize meaningful distractor items. These results suggest that reduced efficiency in attentional control is an important factor in older adults' difficulty in recalling target speech in the presence of a background of competing speech. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of perceived disability on persuasiveness of computer-synthesized speech.

Are perceptions of computer-synthesized speech altered by the belief that the person using this technology is disabled? In a 2x2 factorial design, participants completed an attitude pretest and were randomly assigned to watch an actor deliver a persuasive appeal under 1 of the following 4 conditions: disabled or nondisabled using normal speech and disabled or nondisabled using computer-synthesized speech. Participants then completed a posttest survey and a series of questionnaires assessing perceptions of voice, speaker, and message. Natural speech was perceived more favorably and was more persuasive than computer-synthesized speech. When the speaker was perceived to be speech-disabled, however, this difference diminished. This finding suggests that negatively viewed assistive technologies will be perceived more favorably when used by people with disabilities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Some relations between speech behavior and anxiety level.

The relationships between certain formal aspects of speech behavior and anxiety level, as defined by score on the Taylor Scale of Manifest Anxiety, are investigated. Interpretations of TAT cards for two groups of Ss, one "high anxious" and the other "low anxious" as determined by the Taylor scale, are scored for verb/adjective quotient, number of adjectives per 100 words, total number of words, latency, and number of words per minute. For all five measures, the "high anxious" groups showed higher scores; however, only the predicted difference in total word count, and the predicted difference in latent time, approached statistical significance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relationship between GSR and speech disturbances in psychotherapy.

"… the relationship between points of emotional arousal or anxiety as defined by the GSR and the occurrence of speech disturbances in psychotherapy [was investigated]. Synchronized GSR and verbal recordings… provided the basic data." Speech disturbances were maximal at times coincident with GSR deflections and decreased in frequency on either side of GSR deflections. Additional validity is provided for both speech disturbances and the GSR as measures of momentary changes in anxiety level in psychotherapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Infant perception of audio-visual speech synchrony.

Three experiments investigated perception of audio-visual (A-V) speech synchrony in 4- to 10-month-old infants. Experiments 1 and 2 used a convergent-operations approach by habituating infants to an audiovisually synchronous syllable (Experiment 1) and then testing for detection of increasing degrees of A-V asynchrony (366, 500, and 666 ms) or by habituating infants to a detectably asynchronous syllable (666 ms; Experiment 2) and then testing for detection of decreasing degrees of asynchrony (500, 366, and 0 ms). Following habituation to the synchronous syllable, infants detected only the largest A-V asynchrony (0 ms vs. 666 ms), whereas following habituation to the asynchronous syllable, infants detected the largest asynchrony (666 ms vs. 0 ms) as well as a smaller one (666 ms vs. 366 ms). Experiment 3 investigated the underlying mechanism of A-V asynchrony detection and indicated that responsiveness was based on a sensitivity to stimulus-energy onsets rather than the dynamic correlation between acoustic and visible utterance attributes. These findings demonstrated that infant perception of A-V speech synchrony is subject to the effects of short-term experience and that it is driven by a low-level, domain-general mechanism. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The logic of clinical psychology.

Comments on D. Bakan's article "Clinical Psychology and Logic" (see record 1958-01108-001). Bakan makes the point lucidly that the ailments of clinical psychology do not flow from a lack of logic but from a lack of appropriate method. The logic is there; what is the method which fits it? However, he defines the logical problem in a way I would dispute. The current author proposes that the clinician's problem is not the inference of experience but the inference of subsequent behavior. A clinical psychology founded upon the logic of social behavior would create a different atmosphere, set of attitudes, and relations to patients than the currently fashionable, fantastic clinical psychology, which appears to fit Bakan's model. Nor would this alternative clinical psychology create the pseudoscientifically cold atmosphere so aptly ridiculed by Bakan. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The bounds on flexibility in speech perception.

Dutch listeners were exposed to the English theta sound (as in bath), which replaced [f] in /f/-final Dutch words or, for another group, [s] in /s/-final words. A subsequent identity-priming task showed that participants had learned to interpret theta as, respectively, /f/ or /s/. Priming effects were equally strong when the exposure sound was an ambiguous [fs]-mixture and when primes contained unambiguous fricatives. When the exposure sound was signal-correlated noise, listeners interpreted it as the spectrally similar /f/, irrespective of lexical bias during exposure. Perceptual learning about speech is thus constrained by spectral similarity between the input and established phonological categories, but within those limits, adjustments are thorough enough that even nonnative sounds can be treated fully as native sounds. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Error biases in inner and overt speech: Evidence from tongue twisters.

To compare the properties of inner and overt speech, Oppenheim and Dell (2008) counted participants' self-reported speech errors when reciting tongue twisters either overtly or silently and found a bias toward substituting phonemes that resulted in words in both conditions, but a bias toward substituting similar phonemes only when speech was overt. Here, we report 3 experiments revisiting their conclusion that inner speech remains underspecified at the subphonemic level, which they simulated within an activation-feedback framework. In 2 experiments, participants recited tongue twisters that could result in the errorful substitutions of similar or dissimilar phonemes to form real words or nonwords. Both experiments included an auditory masking condition, to gauge the possible impact of loss of auditory feedback on the accuracy of self-reporting of speech errors. In Experiment 1, the stimuli were composed entirely from real words, whereas, in Experiment 2, half the tokens used were nonwords. Although masking did not have any effects, participants were more likely to report substitutions of similar phonemes in both experiments, in inner as well as overt speech. This pattern of results was confirmed in a 3rd experiment using the real-word materials from Oppenheim and Dell (in press). In addition to these findings, a lexical bias effect found in Experiments 1 and 3 disappeared in Experiment 2. Our findings support a view in which plans for inner speech are indeed specified at the feature level, even when there is no intention to articulate words overtly, and in which editing of the plan for errors is implicated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Experimental manipulation of continuous speech in schizophrenic patients.

A method was developed for obtaining extended continuous speech samples from hospitalized schizophrenics. 1 group was reinforced for self-referred affect statements, 1 group for speech in general, and 1 group served as a no-reinforcement control. The effect of reinforcement proved specific to the response class reinforced, whether narrow (self-referred affect statements) or more general (total speech output). The conditioning process progresses from broad classes to the particular one on which reinforcement is contingent. The problem of respons-class identification and other implications of the findings are discussed. (36 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)