When the HI participants were provided with hearing-aid amplification, their timing of turn-starts became faster, they increased their articulation rate, and they produced shorter IPUs, all indicating reduced communication effort. In the presence of background noise, the timing of turn-starts by the HI participants became even more variable, and their NH partners spoke louder. The timing of turn-starts by the HI participants exhibited more variability than that of their NH conversational partners. All these changes are indicative of increased communication effort.
![praat script compute f0 statistisc praat script compute f0 statistisc](https://mtaive.com/anh/450/46735/1755/1-tai-praat.jpg)
In the presence of 70 dB SPL babble noise, participants had fewer, slower, and less well-timed turn-starts, while speaking louder with longer inter-pausal units (IPUs, stretches of continuous speech surrounded by silence) and reducing their articulation rates. In a two-block randomized design, the tasks were solved in quiet or noise, both with and without the HI participant receiving hearing-aid amplification with active occlusion cancellation. Eleven pairs, consisting of a younger normal-hearing (NH) and an older hearing-impaired (HI) participant, solved spot-the-difference tasks while their conversations were recorded. Towards a more everyday-like scenario, the current study investigated the effects of hearing-aid amplification and noise on face-to-face communication between two conversational partners. There is a long-standing tradition to assess hearing-aid benefits using lab-based speech intelligibility tests.
![praat script compute f0 statistisc praat script compute f0 statistisc](https://groups.linguistics.northwestern.edu/documentation/v2/tools/loudnessMatching/boxPlots.png)
This research is addressed to EFL teachers who want to help students improve their spoken fluency. Some recommendations for future research are presented. The implications for teaching/learning and the limitations found during the study are discussed. Both techniques indicated to students that they could be autonomous in their learning, and they can search for different ways to reach their goals, making them the primary agent of their learning. The use of the 4/3/2 evidenced the importance of planning, practicing, and repeating and the self-assessment revealed the importance of feedback. However, the experimental group showed a significant difference compared to the control group. After the implementation of the two techniques, fluency increased in both groups.
#Praat script compute f0 statistisc software
The calculation of rubric variables was done using the software Praat and Jwatcher and analyzed using the SPSS. The data were obtained by means of two tests (pre and post) and examined using a speaking fluency rubric. 24 ninth graders ranging from 11 to 13 years old were separated randomly into control and experimental groups, each having 12 participants. This quasi-experimental research aimed to examine if and to what extent the adaptation of the 4/3/2 technique and self-assessment contributes to the improvement of students' speaking fluency. We discuss the results in light of models of speech production and how they account for morphologically complex words and their paradigmatic neighbors. Instead, we find that inflectional status interacts with conditional probability. Finally, we do not directly replicate previous work on effects of inflectional status as in English word-final /-s/.
![praat script compute f0 statistisc praat script compute f0 statistisc](https://i1.wp.com/tanbo.main.jp/blog/wp-content/uploads/2020-03-07-16.44.png)
Second, higher conditional probability is associated with shorter word forms and shorter segments. First, we find an effect of realized inflectional paradigm size, such that smaller paradigms actively used by the speakers lead to longer durations. Following work on English, we focus on the duration of inflected and uninflected word-final /-s/ in content words, while simultaneously investigating whole words. The current corpus analysis investigates paradigmatic and syntagmatic effects in Estonian spontaneous speech. However, these findings have mostly been obtained in careful laboratory settings using words in isolation, and thus ignoring potential effects that may arise from the syntagmatic context, which is typically present in spontaneous speech.
![praat script compute f0 statistisc praat script compute f0 statistisc](https://iamtrask.github.io/img/pytorch_2.png)
Recent evidence indicates that a word’s paradigmatic neighbors affect production.