III. Listenability and rate of presentation

Harwood, Kenneth

doi:10.1080/03637755509375135

Cited by 25 publications

(7 citation statements)

References 2 publications

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“…The Harwood study (21) indicated that rate of presentation, within the limits of speaker ability, did not greatly affect listenability although listen-ability did decrease as rate increased. With fairly difficult material there was significantly greater comprehension at 175 wpm than at 200 wpm.…”

Section: Rate and Listening Comprehensionmentioning

confidence: 89%

“…Harwood (22) in an experiment involving graduate students reported that readability might be used as a gross predictor of listenability for a prose passage, but in another study (21) he concluded that a passage predicted to be difficult or fairly difficult was significantly more comprehensible through listening than through reading. Goodman-Maiamuth (20) found evidence that with tenth-grade students the Flesch formula for readability did not predict listenability at the two most difficult levels.…”

Section: Readability and Listenabilitymentioning

confidence: 97%

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Chapter II: Listening

Lewis¹

1958

Review of Educational Research

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LISTENING-the process of hearing, identifying, understanding, and interpreting spoken language-continued to receive considerable attention from researchers in the fields of speech, psychology, sociology, and linguistics. This chapter is limited to those studies clearly indicating an inquiry into the nature of the listening process and the application of techniques in listening instruction. The studies in appreciative listening to nonlanguage sounds are excluded as are those pieces of research dealing with the vast area of mass communication. The latter have a separate chapter in this issue. Whether we should use the term listening or the term auding is a matter for debate. An excellent case for the use of auding was made in the April 1955 issue of the REVIEW (7), but the matter has not been settled; popular usage is that of listening. The present writer does not wish to enter the discussion and will use the term listening submitted to him by the committee for this issue.

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Section: Rate and Listening Comprehensionmentioning

confidence: 89%

Section: Readability and Listenabilitymentioning

confidence: 97%

Chapter II: Listening

Lewis¹

1958

Review of Educational Research

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“…Happiness and anger usually speak faster, and sadness usually speak slower [20]. Harwood [21]research believes that when the speed of English is 125-225 words/minute, it will not have a significant impact on the understanding of native English speakers. Jones et al [22]defined a normal speech rate of 155 words per minute, or 237 syllables per minute.…”

Section: The Voice Research Of Robotsmentioning

confidence: 99%

Explore on Voice Parameters of Social Robots Applied in Education Industry

Yuan¹,

Wu²,

Lin³

et al. 2020

International Conference of Control, Dynamic Systems, and Robotics

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The language communication of social robots has a great significance meaning for improving the robot's intelligence and humanity.This research explores the impact of the dialogue type and voice parameter settings of social robots in the education industry on their perceived personality traits and acceptance, and constructs the principles and models of voice applications for robots that are suitable for the education industry.The study included the influence of the educational robot's dialogue type and speech parameters, gender , fundamental frequency, and speech rate. Through the control of robot's speech and dialogue content, to measure the personality of the robot during the interaction between the subjects and the robots. The experiment invited 32 subjects to conduct VHRI robot experiments, which was found that there is a significant interactive effects among the dialogue types and voice parameters of social robots used in the education industry. In addition, the gender of sound and fundamental frequency can improve the personal characteristics of robot extroversion (E), agreeableness (A),conscientiousness (C), openness (O), and anti-neurotic (N). Speech rates can improve the robot's agreeableness(A), conscientiousness (C), anti-neurotic (N), openness (O) and other characteristics. This study confirmed that the robot's dialogue types and voice parameter setting can be used to improve the robot's perceptual personality traits to improve its humanity. On this basis , the results will help social robots play their professional role in the application of education better and get better integrate into human society ,at the same time, it provides references for the voice parameters design of social robotics in different industries in the future.

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“…Tolhurst (94,95,96) concluded that (a) listeners prefer a normal or prolonged delivery to a staccato; (b) instructions to talk loudly, to articulate precisely, and to talk fast were effective in improving speaker intelligibility; and (c) instructions to be more intelligible improved intelligibility scores. Harwood (55) found that listenability decreased with increase in rate of presentation. Diehl and McDonald (31) found that only simulated breathy and nasal voice qualities appeared to interfere with communication.…”

Section: Quantitative Studiesmentioning

confidence: 98%

Chapter IV: Speaking

Fotheringham¹,

Berquist²

1958

Review of Educational Research

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THREE principal bases of selection were employed for materials here reviewed. First, items central to speaking and communication as a social act were included. Other chapters in this issue deal with listening, linguistics, communication theory, and speech disorders. Second, items which were speculative, discursive, theoretical, or anecdotal in approach were omitted. Finally, publications relatively accessible to the reader were emphasized. Unpublished dissertations and items in foreign journals were considered generally unaccessible.The research selected for review was organized into four broad categories: (a) bibliographies and reviews; (b) tests, measurements, and instruments for research; (c) quantitative studies; and (d) historicalcritical studies. Bibliographies and ReviewsAuer (3), Knower (67), and Dow (33) continued their indexes and abstracts of doctoral dissertations. Gray (45) compiled an index of doctoral dissertations in areas contiguous to speech. Bass (5) reviewed research in leaderless group discussion. Karstetter (62) and Kelley and Thibaut (64) reviewed studies in group dynamics. Hovland (59) summarized the major studies on mass media of communication. Black (9) reviewed recent research on intelligibility.Caplan and King (19) compiled an extensive bibliography of studies dealing with pulpit eloquence from 1500 to the present. Haberman and others (51) continued their annotated bibliographies of studies in rhetoric and public address. Gunderson (49) compiled a bibliography of studies in historical journals relevant to public address. Auer (2) prepared a bibliography of studies in American public address. Eubanks, Baker, and Golden (36) developed a bibliography stressing studies relevant to the Southern states. Tests, Measures, Instruments of ResearchEfforts to develop the instruments of research appeared to be considerably more limited than studies devoted to the testing of hypotheses. In the area of discussion and small-group behavior, two formulas were developed to quantify some outcomes of discussion. Matthews and Bendig (77) developed an Index of Agreement designed to quantify the degree of agreement among discussants. The index is computed simply. Dickens (30) presented and discussed the usefulness of a measure of the "spread of participation" occurring in a discussion.

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III. Listenability and rate of presentation

Cited by 25 publications

References 2 publications

Chapter II: Listening

Chapter II: Listening

Explore on Voice Parameters of Social Robots Applied in Education Industry

Chapter IV: Speaking

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