The Comprehension of Rapid Speech by the Blind

Foulke, Emerson; Amster, Clarence H.; Nolan, Carson Y.; Bixler, Ray H.

doi:10.1177/001440296202900306

Cited by 53 publications

(21 citation statements)

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“…The blind have been found to be superior to sighted Ss on tactual form recognition tasks (Hunter, 1954;Foulke & Warm, 1967), in the comprehension of time-compressed speech (Foulke, 1964), and on sound localization (Seashore & Ling, 1918;Hayes, 1934) and echo-discrimination tasks (Ammons et aI, 1953 …”

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confidence: 99%

A comparison of auditory monitoring performance in blind subjects with that of sighted subjects in light and dark

Benedetti

Loeb

1972

Perception & Psychophysics

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Two experiments were performed in which blind Ss, sighted Ss working in the dark, and sighted Ss working in the light were compared as to their efficiency on an auditory watchkeeping task. Absolute and differential auditory thresholds were measured in both experiments, and in the second experiment the groups also underwent a signal detection session under alerted conditions. There was some inconsistency as to relative performance of the sighted groups, but in both experiments the blind Ss were superior on the auditory watchkeeping task as to signals detected and effective sensitivity (d'). < This difference was not attributable to a difference in auditory sensitivity or to a criterion adopted for responding. The groups in the second experiment did not differ significantly on the alerted signal detection task. Blind Ss' superior detection efficiency was attributed to the transfer of practiced variables related to more efficient utilization of auditory information.

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confidence: 99%

A comparison of auditory monitoring performance in blind subjects with that of sighted subjects in light and dark

Benedetti

Loeb

1972

Perception & Psychophysics

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“…Lowenfeld (1948) suggested lack of vision impacts cognitive development by restricting the range and variety of experiences, the ability to move in and around the environment, and control of the environment and self in relation to the environment. Foulke, Amster, Nolan, and Bixler (1962) noted the lack of vision creates restricted experiences for the child who is blind and that touch does not serve to mediate two-dimensional representations of three-dimensional objects (Warren, 1984). Children with significant vision loss do not reach for objects or move out into their environment until they understand objects exits.…”

Section: Cognitionmentioning

confidence: 99%

An Examination of School Readiness: How Is the Construct Defined for Children Who Are Blind?

McConachie¹

2000

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An increased focus on school readiness exists as students enter public school for the first time. Given unique challenges for students who are blind and use braille, school readiness in the transition to and preparation for kindergarten is even more critical to their future academic success. If children who are blind and use braille as their primary learning medium have the necessary school readiness skills entering kindergarten, they will be better prepared to participate in the academic classroom. There is a need for additional research to illuminate the skills needed for school readiness for children who are blind and use braille so programs can tailor their resources to provide appropriate instruction and intervention. The purpose of this research is to describe and explain how

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“…Foulke and Sticht (1967:19) suggest that the relationship between word rate and comprehension of speech is "structured by more than one underlying process". Comprehension declines at a slow rate äs word rate is increased by the sampling method of speech compression until a word rate of approximately 275 words per minute is reached and at a faster rate thereafter (Foulke, Amster, Nolan and Bixler 1962). It is also known that the loss in the comprehension of compressed-speech after a certain critical rate (approximately 275 words per minute) is not due to loss in intelligibility.…”

Section: Processing Time and Speech Comprehensionmentioning

confidence: 99%

Perceptual Chunking, Processing Time and Semantic Information

Patel¹

1973

Folia Linguistica

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One of the major Undings of current psycholinguistic research is that there is some sort of correspondence between the linguistic constituent structure and the perceptual process of segmentation of sentential material. Several data suggest that the incoming acoustic Information is chunked by the listener in terms of the constituent structure of the sentence which linguists would assign to it in formal linguistic analysis. The next crucial question is how the listener is able to assign constituent structure to acoustic Information in sentence processing.Attempts have been made to answer the question of how the incoming Information is chunked by the listener in speech processing. Fodor and Bever (1965), Garrett, Bever and Fodor (1966) and Bever, Lackner and Kirk (1969) claim that the process of perceptual segmentation of sentential Information is guided by the listener's own linguistic knowledge which has an innate basis. This claim is succinctly summarized by Miller (1967:34) äs follows: "The perceived boundary must have existed in the mind of the listener, not in the acoustic signal." In this claim the language user's ability to perceive syntactic relations is taken äs an empirical correlate of the abstract linguistic construct of competence. Levelt (1969:4) rightly complains that most of the theories of sentence decoding are "far more elaborate than can be corroborated from the data at hand." Fodor and associates' Interpretation of their click data to suggest that the underlying logical structure is perceived "immediately and directly" by the listener is an example of such theories. The ratio of inferences to data in Fodor and associates' work presented to account for the language user's ability to perceive syntactic relations in terms of linguistic competence is too high.The purpose of this paper is to show that the chunking of sentences cannot be explained in terms of linguistic competence. It cannot be the Brought to you by | provisional account Unauthenticated Download Date | 7/2/15 2:10 AM

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The Comprehension of Rapid Speech by the Blind

Cited by 53 publications

References 1 publication

A comparison of auditory monitoring performance in blind subjects with that of sighted subjects in light and dark

A comparison of auditory monitoring performance in blind subjects with that of sighted subjects in light and dark

An Examination of School Readiness: How Is the Construct Defined for Children Who Are Blind?

Perceptual Chunking, Processing Time and Semantic Information

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