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Article: Effects of error experience on learning to lower speech nasalance level

TitleEffects of error experience on learning to lower speech nasalance level
Authors
Issue Date2019
PublisherAmerican Speech - Language - Hearing Association. The Journal's web site is located at http://ajslp.asha.org
Citation
American Journal of Speech-Language Pathology, 2019, v. 28 n. 2, p. 448-455 How to Cite?
AbstractPurpose: This research aims to examine the effects of error experience when learning to speak with lowered nasalance level. Method: A total of 45 typical speakers were instructed to learn to lower speech nasalance level in either an errorless (restricted possibility for committing errors) or an errorful (unrestricted possibility for committing errors) learning condition. The nasality level of the participants’ speech was measured by a nasometer and quantified by nasalance scores (in percent). Errorless learners practiced producing speech with lowered nasalance level with a threshold nasalance score of 50% (the easiest target) at the beginning, which gradually decreased to a threshold of 10% (the most difficult target) at the end. The same set of threshold targets was presented to errorful learners, but in reverse order. Errors were defined by the proportion of speech, with a nasalance score exceeding the threshold. Retention and transfer tests were administered. Results: Errorless learners displayed fewer errors and lower mean nasalance scores than errorful learners during the acquisition phase. Furthermore, errorless learners achieved lower mean nasalance scores than errorful learners in the retention and transfer tests. Conclusion: These results suggest that errorless learning is more effective than errorful learning and that error experience has a detrimental effect on the acquisition of a novel speech motor task that requires minimization of the nasality level. Errorless learning may be a useful paradigm for the intervention and management of hypernasality in clinical settings where behavioral treatments are needed. © 2019 American Speech-Language-Hearing Association.
Persistent Identifierhttp://hdl.handle.net/10722/276141
ISSN
2019 Impact Factor: 1.486
2015 SCImago Journal Rankings: 0.867
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorLo, ESC-
dc.contributor.authorWong, AWK-
dc.contributor.authorTse, ACY-
dc.contributor.authorMa, EPM-
dc.contributor.authorWhitehill, TL-
dc.contributor.authorMasters, RSW-
dc.date.accessioned2019-09-10T02:56:48Z-
dc.date.available2019-09-10T02:56:48Z-
dc.date.issued2019-
dc.identifier.citationAmerican Journal of Speech-Language Pathology, 2019, v. 28 n. 2, p. 448-455-
dc.identifier.issn1058-0360-
dc.identifier.urihttp://hdl.handle.net/10722/276141-
dc.description.abstractPurpose: This research aims to examine the effects of error experience when learning to speak with lowered nasalance level. Method: A total of 45 typical speakers were instructed to learn to lower speech nasalance level in either an errorless (restricted possibility for committing errors) or an errorful (unrestricted possibility for committing errors) learning condition. The nasality level of the participants’ speech was measured by a nasometer and quantified by nasalance scores (in percent). Errorless learners practiced producing speech with lowered nasalance level with a threshold nasalance score of 50% (the easiest target) at the beginning, which gradually decreased to a threshold of 10% (the most difficult target) at the end. The same set of threshold targets was presented to errorful learners, but in reverse order. Errors were defined by the proportion of speech, with a nasalance score exceeding the threshold. Retention and transfer tests were administered. Results: Errorless learners displayed fewer errors and lower mean nasalance scores than errorful learners during the acquisition phase. Furthermore, errorless learners achieved lower mean nasalance scores than errorful learners in the retention and transfer tests. Conclusion: These results suggest that errorless learning is more effective than errorful learning and that error experience has a detrimental effect on the acquisition of a novel speech motor task that requires minimization of the nasality level. Errorless learning may be a useful paradigm for the intervention and management of hypernasality in clinical settings where behavioral treatments are needed. © 2019 American Speech-Language-Hearing Association.-
dc.languageeng-
dc.publisherAmerican Speech - Language - Hearing Association. The Journal's web site is located at http://ajslp.asha.org-
dc.relation.ispartofAmerican Journal of Speech-Language Pathology-
dc.titleEffects of error experience on learning to lower speech nasalance level-
dc.typeArticle-
dc.identifier.emailMa, EPM: estella1@hku.hk-
dc.identifier.emailMasters, RSW: mastersr@hkucc.hku.hk-
dc.identifier.authorityMa, EPM=rp00933-
dc.identifier.authorityMasters, RSW=rp00935-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1044/2018_AJSLP-18-0033-
dc.identifier.pmid31136230-
dc.identifier.scopuseid_2-s2.0-85067291758-
dc.identifier.hkuros304060-
dc.identifier.volume28-
dc.identifier.issue2-
dc.identifier.spage448-
dc.identifier.epage455-
dc.identifier.isiWOS:000470106600006-
dc.publisher.placeUnited States-

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