Rate it in a sentence
Cognitive–linguistic load was varied by systematically altering sentence length from two to seven words during a sentence repetition task.
The primary purpose of this study was to examine the impact of cognitive–linguistic load on speech rate and its characteristics, articulation rate and pauses, in typically developing children between the ages of 10 and 14 years. For example, 13-year-olds produced faster speech rates than 16-year-olds during diadochokinetic, syllable repetition, and sentence repetition tasks, but not during a narrative recall task ( Nip & Green, 2013). Evidence also suggests that there may be an interaction between the impact of cognitive–linguistic load and age given that speech rate follows a nonlinear developmental course such that there are periods of stability followed by periods of growth or reversal ( Smith & Kenney, 1999). narrative retell Logan et al., 2011 Nip & Green, 2013 Walker & Archibald, 2006 Walker et al., 1992). five-word sentences in a repetition task Darling-White et al., 2018 Haselager et al., 1991 Logan et al., 2011 Walker & Archibald, 2006 Walker et al., 1992) or by changing the task itself (e.g., sentence repetition vs. Cognitive–linguistic load was either varied by changing sentence length and/or complexity within a task (e.g., four-word sentences vs. One reason for these mixed results is the way in which these studies varied cognitive–linguistic load. Articulation rate has been found to increase ( Darling-White et al., 2018 Haselager et al., 1991), remain the same ( Logan et al., 2011 Walker & Archibald, 2006 Walker et al., 1992), and decrease ( Logan et al., 2011 Nip & Green, 2013 Walker & Archibald, 2006 Walker et al., 1992) as cognitive–linguistic load increases. While pause time consistently increases with cognitive–linguistic load ( Darling-White et al., 2018 Greene, 1984 Greene & Cappella, 1986 Mitchell et al., 1996 Nip & Green, 2013), the way in which articulation rate varies with cognitive–linguistic load is much more complicated. Evidence suggests that both articulation rate and pause time vary with cognitive–linguistic load ( Darling-White et al., 2018 Haselager et al., 1991 Logan et al., 2011 Nip & Green, 2013 Walker & Archibald, 2006 Walker et al., 1992).
#Rate it in a sentence driver
While both systems are important to this process, the work of Nip and Green (2013) suggests that increased efficiency in cognitive–linguistic processing is the driver of the developmental increases in speech rate.ĭespite the influential role that cognitive–linguistic processes play during the development of speech rate, the way in which the cognitive–linguistic load of any particular speech task influences speech rate is an emerging area of research. Developmental increases in speech rate are achieved through both increases in articulation rate ( Haselager et al., 1991 Logan et al., 2011 Nip & Green, 2013 Walker et al., 1992 Whiteside, 1999) and decreases in pause time ( Kowal et al., 1975 Nip & Green, 2013 Whiteside, 1999). Articulation rate is often thought to reflect speech motor control, whereas pausing is thought to reflect cognitive–linguistic processes related to the load (i.e., formulation demands) of the speaking task.
#Rate it in a sentence plus
Speech rate is the product of the rate in which our articulators move to produce an utterance (i.e., articulation rate) plus pause time.
Like many speech motor processes, speech rate follows a protracted developmental time course (e.g., Haselager et al., 1991 Hodge & Gotzke, 2014 Kent & Forner, 1980 Kowal et al., 1975 Logan et al., 2011 Nip & Green, 2013 Walker et al., 1992 Walsh & Smith, 2002 Whiteside, 1999) with increases throughout development until approximating adultlike speeds between 12 and 13 years of age ( Nip & Green, 2013 Walsh & Smith, 2002).ĭevelopmental increases in speech rate are thought to relate to increased efficiencies in both the speech motor and the cognitive–linguistic systems ( Kowal et al., 1975 Nip & Green, 2013).
These factors include, but are not limited to, age and cognitive–linguistic load (i.e., formulation demands) of the speaking task. As a result, a primary focus of the speech rate literature has been to interrogate the factors that influence speech rate in order to place the speech rate performance of individuals with speech motor involvement in the appropriate context. In fact, speech rate is a common target in speech intervention to improve speech production in individuals with speech motor involvement. Speech rate has long been recognized as an important factor in an individual's ability to communicate a message in an effective manner.