Measures and perceptions of liveliness in student oral presentation speech: A proposal for an automatic feedback mechanism

Hincks, Rebecca

doi:10.1016/j.system.2005.04.002

Cited by 61 publications

(45 citation statements)

References 26 publications

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“…In a previous study (Groenewold et al, 2014), we showed that the occurrence of direct speech has a positive effect on the perceived liveliness of discourse produced by both aphasic and NBD speakers. Increased liveliness, in turn, has been argued to improve the comprehensibility of speech and to keep the listener focused (Hincks, 2005). Combining the findings of these studies, one would expect a positive effect of the occurrence of direct speech on discourse comprehension as was found here.…”

Section: Groenewold Et Alsupporting

confidence: 72%

The effects of direct and indirect speech on discourse comprehension in Dutch listeners with and without aphasia

et al. 2014

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Background: Research on language comprehension in aphasia has primarily focused on comprehension of isolated words and sentences. Even though previous studies have provided insights into comprehension abilities of individuals with aphasia at the word and grammatical level, our understanding of the nature and extent of their language comprehension (dis)abilities is not yet complete. In contrast to the highly restricted semantic and syntactic interpretation of sentences, discourse comprehension requires additional pragmatic and non-linguistic skills. Aims: The purpose of this study was to assess language comprehension in individuals with and without aphasia at the discourse level. In particular, it addressed the question of whether the use of direct speech, compared to indirect speech, affects comprehension of narrative discourse in Dutch aphasic and non-brain-damaged (NBD) listeners. Methods & Procedures:The Direct Speech Comprehension (DISCO) test was developed to examine the effects of manipulating direct vs. indirect speech on discourse comprehension. Twenty-three individuals with aphasia and 20 NBD participants were presented with spoken narratives that contained either direct or indirect speech reports. The narratives were presented audio-visually on an iPad, and comprehension was assessed with yes/no questions. Outcomes & Results: The performance of the participants with aphasia was significantly poorer than that of the NBD participants. Moreover, a main effect for condition type was found, indicating that narratives with direct speech reports were better understood than narratives with indirect speech reports by listeners with and without aphasia. There

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Section: Groenewold Et Alsupporting

confidence: 72%

The effects of direct and indirect speech on discourse comprehension in Dutch listeners with and without aphasia

et al. 2014

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“…Focusing on the liveliness of students' oral presentations, [11] proposed a measurement named Pitch Variation Quotient (PVQ). To compute PVQ, for each 10 seconds of speech, the mean and standard deviations of the pitch were computed.…”

Section: Speech Featuresmentioning

confidence: 99%

Using Multimodal Cues to Analyze MLA'14 Oral Presentation Quality Corpus

Chen

Leong

Feng

et al. 2014

Proceedings of the 2014 ACM Workshop on Multimodal Learning Analytics Workshop and Grand Challenge

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The ability of making presentation slides and delivering them effectively to convey information to the audience is a task of increasing importance, particularly in the pursuit of both academic and professional career success. We envision that multimodal sensing and machine learning techniques can be employed to evaluate, and potentially help to improve the quality of the content and delivery of public presentations. To this end, we report a study using the Oral Presentation Quality Corpus provided by the 2014 Multimodal Learning Analytics (MLA) Grand Challenge. A set of multimodal features were extracted from slides, speech, posture and hand gestures, as well as head poses. We also examined the dimensionality of the human scores, which could be concisely represented by two Principal Component (PC) scores, comp1 for delivery skills and comp2 for slides quality. Several machine learning experiments were performed to predict the two PC scores using multimodal features. Our experiments suggest that multimodal cues can predict human scores on presentation tasks, and a scoring model comprising both verbal and visual features can outperform that using just a single modality.

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“…This has also been shown to hold for "impaired" language: auditory speech fragments of speakers with and without aphasia containing direct speech were perceived as more lively than those without . Other studies have shown that direct speech is considered a way to create involvement in a story (Chafe, 1982;Tannen, 1989) and that, in general, increased liveliness helps the listener to stay focused and understand the content of a message (Hincks, 2005). Given that direct speech is perceived as more vivid than indirect speech, it seems likely that the occurrence of direct speech constructions contributes not only to the liveliness but also to the comprehensibility of spoken language.…”

Section: Introductionmentioning

confidence: 97%

“…Liveliness of speech is mainly associated with enthusiasm (Sinclair, 1995). The degree of perceived liveliness can be affected by modification of the three prosodic dimensions of speech: loudness, pitch, and tempo (Hincks, 2005). Based on several qualitative descriptions, direct speech has often been claimed to have a positive effect on liveliness of speech (e.g., Macaulay, 1987;Wierzbicka, 1974) and to be an effective device for storytelling (e.g., Labov, 1972;Li, 1986;Mayes, 1990).…”

Section: Introductionmentioning

confidence: 99%

The differential effects of direct and indirect speech on discourse comprehension in Dutch and English listeners with and without aphasia

et al. 2014

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Measures and perceptions of liveliness in student oral presentation speech: A proposal for an automatic feedback mechanism

Cited by 61 publications

References 26 publications

The effects of direct and indirect speech on discourse comprehension in Dutch listeners with and without aphasia

The effects of direct and indirect speech on discourse comprehension in Dutch listeners with and without aphasia

Using Multimodal Cues to Analyze MLA'14 Oral Presentation Quality Corpus

The differential effects of direct and indirect speech on discourse comprehension in Dutch and English listeners with and without aphasia

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