Speech Recognition in Nonnative versus Native English-Speaking College Students in a Virtual Classroom

Neave-DiToro, Dorothy; Rubinstein, Adrienne; Neuman, Arlene C.

doi:10.3766/jaaa.15125

Cited by 11 publications

(7 citation statements)

References 33 publications

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“…Results also indicate that bilingual students in university settings may struggle to understand masked speech even if they are highly proficient in the target language but have learned English later in life. This result is consistent with that of Neave-DiToro et al (2017). That study evaluated masked speech recognition multitalker babble, with and without reverberation, in university students who were either native English speakers or late learners of English.…”

Section: Practical Implicationssupporting

confidence: 88%

“…Although it is not clear why some studies have found differences between monolingual and early bilingual participants (Krizman et al, 2017;Neave-DiToro et al, 2017) and others have not (Calandruccio & Zhou, 2014;Reetzke et al, 2016;Shi, 2009), there are some listener variables that could explain this discrepancy. These factors include, but are not limited to, listener age, access to education, and daily language use.…”

Section: Listener Variables Other Than Age Of Acquisitionmentioning

confidence: 95%

“…In the United States, monolingual and bilingual speakers of English tend to differ along a range of dimensions that could affect masked speech recognition, including linguistic knowledge and access to educational resources (Calvo & Bialystok, 2014;Schneider, Martinez, & Owens, 2006). One of the most studied factors is the age at which the test language was acquired (Meador et al, 2000;Neave-DiToro, Rubinstein, & Neuman, 2017;Shi, 2010Shi, , 2014Weiss & Dempsey, 2008). Late bilinguals perform more poorly than early bilinguals (e.g., Mayo et al, 1997), and age of acquisition covaries with many of the other predictors of language proficiency (Flege, 2019).…”

mentioning

confidence: 99%

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Effects of Language History on Sentence Recognition in Noise or Two-Talker Speech: Monolingual, Early Bilingual, and Late Bilingual Speakers of English

et al. 2019

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Purpose Language history is an important factor in masked speech recognition. Listeners who acquire the target language later in life perform more poorly than native speakers. However, there are inconsistencies in the literature regarding performance of bilingual speakers who begin learning the target language early in life. The purpose of this experiment was to evaluate speech-in-noise and speech-in-speech recognition for highly proficient early bilingual listeners compared to monolingual and late bilingual listeners. Method Three groups of young adults participated: native monolingual English speakers, bilingual Mandarin–English speakers who learned English from birth (early bilinguals), and native Mandarin speakers who learned English later in life (late bilinguals). All participants had normal hearing and were full-time college students. Recognition was assessed for English sentences in speech-shaped noise and two-talker English speech. Participants provided linguistic and demographic information, and late bilinguals completed the Versant test of spoken English abilities. Results All listeners performed better in speech-shaped noise than two-talker speech. Performance was similar for monolingual and early bilinguals. Late bilinguals performed more poorly overall. There was evidence for a stronger association between masked speech recognition and English dominance for late bilinguals compared to early bilinguals. Conclusion These results support the conclusion that bilingualism itself does not necessarily result in a disadvantage when recognizing masked speech in noise and speech in speech. For populations similar to those studied here (highly proficient early bilinguals), it would be appropriate to evaluate masked speech recognition using the same simple stimuli and normative data used for monolingual speakers of English.

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Section: Practical Implicationssupporting

confidence: 88%

Section: Listener Variables Other Than Age Of Acquisitionmentioning

confidence: 95%

mentioning

confidence: 99%

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Effects of Language History on Sentence Recognition in Noise or Two-Talker Speech: Monolingual, Early Bilingual, and Late Bilingual Speakers of English

et al. 2019

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“…By now, it is reasonably well established that bilingualism slows down or otherwise impairs lexical access: Bilinguals, compared to monolinguals, are typically slower at picture naming (Gollan et al, 2005b), or name fewer pictures from standardized sets (e.g., Boston Naming Test; Roberts et al, 2002; Gollan et al, 2005b, 2007; Bialystok et al, 2008b; Tao et al, 2015). Moreover, bilinguals correctly identify fewer words in noise (Rogers et al, 2006) and exhibit greater so-called tip-of-the-tongue (TOT) retrieval states that occur when individuals have the phenomenological experience of being on the verge of, but temporarily unable, to access information in long-term memory (Gollan and Silverberg, 2001; Gollan and Acenas, 2004; Gollan et al, 2005a).…”

Section: Introductionmentioning

confidence: 99%

Executive Processes Underpin the Bilingual Advantage on Phonemic Fluency: Evidence From Analyses of Switching and Clustering

et al. 2019

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Bilinguals often show a disadvantage in lexical access on verbal fluency tasks wherein the criteria require the production of words from semantic categories. However, the pattern is more heterogeneous for letter (phonemic) fluency wherein the task is to produce words beginning with a given letter. Here, bilinguals often outperform monolinguals. One explanation for this is that phonemic fluency, as compared with semantic fluency, is more greatly underpinned by executive processes and that bilinguals exhibit better performance on phonemic fluency due to better executive functions. In this study, we re-analyzed phonemic fluency data from the Betula study, scoring outputs according to two measures that purportedly reflect executive processes: clustering and switching. Consistent with the notion that bilinguals have superior executive processes and that these can be used to offset a bilingual disadvantage in verbal fluency, bilinguals (35–65 years at baseline) demonstrated greater switching and clustering throughout the 15-year study period.

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“…Children with special needs may require even more favorable SNR and shorter reverberation times (American Speech-Language-Hearing Association, 2005). The group with special needs with regard to the needed SNR also include children with another first language (Tabri et al, 2011) since many studies have shown that non−native adult speakers have more difficulty perceiving speech in noise than native speakers (e.g., McAllister, 1990; Crandell and Smaldino, 1996; Rogers et al, 2006; Tabri et al, 2011). In a study including Swedish children learning English, Hurtig et al (2016) reported fewer recalled words when presented in L2 compared to words presented in L1.…”

Section: Introductionmentioning

confidence: 99%

The Others Are Too Loud! Children’s Experiences and Thoughts Related to Voice, Noise, and Communication in Nordic Preschools

2019

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Background High noise levels affect hearing, voice use, and communication. Several studies have reported high noise levels in preschools and impaired voice quality in children. Noise and poor listening conditions impair speech comprehension in children more than in adults and even more for children with hearing or language impairment, attention deficits, or another first language. Aim The aim of this study was to explore how children in Finland, Sweden, and Iceland describe the preschool environment in relation to noise, voice, and verbal communication; what were their experiences, knowledge and ideas in relation to voice, noise, and communication. Children’s awareness of effects of noise, reactions, and coping strategies were also studied. In addition, country and gender differences were analyzed. Methods Eighteen Icelandic, 14 Finnish, and 16 Swedish children were interviewed using a common interview-guide. Swedish and Finnish children were interviewed in focus groups and Icelandic children individually. All interviews were transcribed verbatim and analyzed thematically by the native speaker. The interviews were translated to English to be re-analyzed for inter-judge reliability of identified themes. Inter-judge reliability was calculated using percentage absolute agreement. Results The interviews resulted in 1052 utterances, 471 from focus groups, and 581 from individual interviews. Three themes were identified, Experiences, Environment , and Strategies with two to three subcategories. Inter-judge agreement for the themes was excellent, 92–98%. Experiences occurred in 55% of the utterances. The subcategories were bodily and emotional experiences and experiences of hearing and being heard. Environment occurred in 20% of the utterances, with subcategories indoor vs. outdoor and noise. Strategies was found in 15%, with subcategories games and problem oriented actions. The only significant difference between the countries was for the theme Strategies where the Swedish children produced more utterances than the Finnish. No gender differences were found. Conclusion Children are aware of high noise levels and mainly blame other children for making noise and shouting. They describe reactions and strategies related to noise like impaired communication and effects on hearing but are less aware of effects on voice. Expressed thoughts were similar across countries. No gender differences were found.

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Speech Recognition in Nonnative versus Native English-Speaking College Students in a Virtual Classroom

Cited by 11 publications

References 33 publications

Effects of Language History on Sentence Recognition in Noise or Two-Talker Speech: Monolingual, Early Bilingual, and Late Bilingual Speakers of English

Effects of Language History on Sentence Recognition in Noise or Two-Talker Speech: Monolingual, Early Bilingual, and Late Bilingual Speakers of English

Executive Processes Underpin the Bilingual Advantage on Phonemic Fluency: Evidence From Analyses of Switching and Clustering

The Others Are Too Loud! Children’s Experiences and Thoughts Related to Voice, Noise, and Communication in Nordic Preschools

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