International Journal of Language & Communication Disorders, 2008
Many factors influence listener perception of dysarthric speech. Final consensus on the role of g... more Many factors influence listener perception of dysarthric speech. Final consensus on the role of gender and listener experience is still to be reached. The speaker's perception of his/her speech has largely been ignored. (1) To compare speaker and listener perception of the intelligibility of dysarthric speech; (2) to explore the role of gender and listener experience in speech perception; and (3) to examine the relationship between speaker perceptions of intelligibility and formal clinical intelligibility ratings. Study 1 examines listener perception of intelligibility of dysarthric speech. Twenty people with acquired dysarthria, ten speech language therapists (SLTs) and 20 naive listeners heard audio recordings of dysarthric speech and used direct magnitude estimation (DME) to rate perceptions of speech intelligibility. Differences in perception across gender and listener experience (SLTs versus naive listeners) were examined. Study 2 tackles the speaker's perception of his/her own speech intelligibility. Using the same groups of participants and DME, speakers rated their own speech intelligibility. SLTs and naive listeners then rated their perception of the speakers' intelligibility. Differences in perceptions between speakers and listeners were compared. Further analysis examined differences across gender and listener experience. Finally, ratings of speakers' perception of their own intelligibility were compared with intelligibility scores on the Assessment of Intelligibility of Dysarthric Speech (ASSIDS) (1981). Study 1 showed no statistically significant differences in perception of intelligibility across the three listener groups, although results suggest that speakers rate perceptions of intelligibility differently to SLTs and naive listeners. Despite some individual differences in ratings between speakers and listeners in Study 2, overall there are no significant group differences and methodological limitations to this section of the study are highlighted. In Studies 1 and 2 there are no statistically significant differences across gender and listener experience, although SLTs are less consistent in their ratings of speech when compared with naive listeners. There is no statistically significant relationship between formal intelligibility assessment scores and the speakers' perception of intelligibility. This study contributes to an understanding of perceptions of dysarthric speech. The lack of gender differences in listener perception supports earlier findings in other areas of SLT. The strong relationship between SLT and naive listeners' perceptions suggests that SLTs are not more critical of dysarthric speech. The discrepancy between formal assessment measures and speakers' perceptions of intelligibility has implications for clinical practice. The need for further research in the area is highlighted.
The present study examines whether breastfeeding is associated with neuro-developmental advantage... more The present study examines whether breastfeeding is associated with neuro-developmental advantages at 9 months of age on a standardised measure of infant development in a large cohort study of Irish children. It is hypothesised that if breast-milk confers an independent benefit, infants who were never breastfed will have reached fewer developmental milestones than those who were partially or exclusively breastfed, after controlling for putative confounding variables. Families with infants aged 9-months were recruited as part of a nationally representative sample for the birth cohort of the Growing Up in Ireland study (n = 11,134). Information was collected from mothers on breastfeeding practices, socio-demographic characteristics and developmental progress during a household interview. Parent-report items on development covered communication, gross motor, fine motor, problem solving and personal-social skills. Analysis of pass/fail status in each developmental domain using binary logistic regression showed a positive effect of any breastfeeding on gross motor, fine motor, problem solving and personalsocial skills (but not communication) and these remained after adjustment for a range of confounding variables. There was, however, little evidence of a dose-response effect or advantage of exclusive over partial breastfeeding. A clear advantage of breastfeeding on infant development was demonstrated. However, the lack of a dose-response association on pass rates suggests that the breastfeeding effect may be confounded by other unobserved factors or that there is a critical threshold during which time the effect of breast milk may be particularly salient for bolstering brain development.
Parenting style has been highlighted as an important factor in child and adolescent outcomes for ... more Parenting style has been highlighted as an important factor in child and adolescent outcomes for a range of indicators including health and educational achievement. The fostering of a positive self-concept and closer parental monitoring of school involvement are two of the suggested mechanisms by which parenting style may affect educational achievement. In recent years, much research has tended to focus on adolescents and there is considerably less information for middle childhood. This paper looks at the role of maternal parenting style (based on child-reports) on academic achievement for a large sample of 9-year-old children who took part in the Growing Up in Ireland study. It shows that an authoritative parenting style was associated with higher scores on measures of reading and maths relative to neglectful or uninvolved styles, however the expected advantage over an authoritarian parenting style did not emerge (and tended to reverse post-adjustment for mediators), and other socio-demographic characteristics such as maternal education were stronger predictors. Adjustments for possible mediating variables had a complex effect on the earlier models and suggest that authoritative parenting may have an indirect effect through both parental monitoring and the promotion of positive self-concept, especially the latter.
We report the results of four experiments that examined the cognitive changes that occur in probl... more We report the results of four experiments that examined the cognitive changes that occur in problem solvers' mental models of insight problems. The experiments showed that participants produced more correct solutions to insight problems that required single steps than multiple steps. Experiment 1 showed that their diagrams and explanations corresponded to initial model errors. Experiment 2 found more correct solutions for problems reworded to enable the retrieval of counterexamples to common assumptions. Experiment 3 found more correct solutions when physical props enabled the construction of a counterexample to the initial erroneous model and also to subsequent erroneous models. Experiment 4 showed more correct solutions when physical props limited the subsequent possibilities. The implications of the results for alternative theories of insight problem solving are discussed.
Individuals differ in their ability to solve insight problems. We suggest that differences in att... more Individuals differ in their ability to solve insight problems. We suggest that differences in attention switching and working memory skills underlie differences in insight problem solving ability. We consider the results of an experiment that shows that correct performance on a range of insight problems is related to correct performance on measures of attention-switching and working memory storage and processing, but not to measures of selective attention and sustained attention. We discuss the implications of the results for understanding the component processes in insight problem solving.
Background: Many factors influence listener perception of dysarthric speech. Final consensus on t... more Background: Many factors influence listener perception of dysarthric speech. Final consensus on the role of gender and listener experience is still to be reached. The speaker's perception of his/her speech has largely been ignored.Aims: (1) To compare speaker and listener perception of the intelligibility of dysarthric speech; (2) to explore the role of gender and listener experience in speech perception; and (3) to examine the relationship between speaker perceptions of intelligibility and formal clinical intelligibility ratings.Methods & Procedures: Study 1 examines listener perception of intelligibility of dysarthric speech. Twenty people with acquired dysarthria, ten speech language therapists (SLTs) and 20 naïve listeners heard audio recordings of dysarthric speech and used direct magnitude estimation (DME) to rate perceptions of speech intelligibility. Differences in perception across gender and listener experience (SLTs versus naïve listeners) were examined. Study 2 tackles the speaker's perception of his/her own speech intelligibility. Using the same groups of participants and DME, speakers rated their own speech intelligibility. SLTs and naïve listeners then rated their perception of the speakers' intelligibility. Differences in perceptions between speakers and listeners were compared. Further analysis examined differences across gender and listener experience. Finally, ratings of speakers' perception of their own intelligibility were compared with intelligibility scores on the Assessment of Intelligibility of Dysarthric Speech (ASSIDS) (1981).Outcomes & Results: Study 1 showed no statistically significant differences in perception of intelligibility across the three listener groups, although results suggest that speakers rate perceptions of intelligibility differently to SLTs and naïve listeners. Despite some individual differences in ratings between speakers and listeners in Study 2, overall there are no significant group differences and methodological limitations to this section of the study are highlighted. In Studies 1 and 2 there are no statistically significant differences across gender and listener experience, although SLTs are less consistent in their ratings of speech when compared with naïve listeners. There is no statistically significant relationship between formal intelligibility assessment scores and the speakers' perception of intelligibility.Conclusions: This study contributes to an understanding of perceptions of dysarthric speech. The lack of gender differences in listener perception supports earlier findings in other areas of SLT. The strong relationship between SLT and naïve listeners' perceptions suggests that SLTs are not more critical of dysarthric speech. The discrepancy between formal assessment measures and speakers' perceptions of intelligibility has implications for clinical practice. The need for further research in the area is highlighted.
International Journal of Language & Communication Disorders, 2008
Many factors influence listener perception of dysarthric speech. Final consensus on the role of g... more Many factors influence listener perception of dysarthric speech. Final consensus on the role of gender and listener experience is still to be reached. The speaker's perception of his/her speech has largely been ignored. (1) To compare speaker and listener perception of the intelligibility of dysarthric speech; (2) to explore the role of gender and listener experience in speech perception; and (3) to examine the relationship between speaker perceptions of intelligibility and formal clinical intelligibility ratings. Study 1 examines listener perception of intelligibility of dysarthric speech. Twenty people with acquired dysarthria, ten speech language therapists (SLTs) and 20 naive listeners heard audio recordings of dysarthric speech and used direct magnitude estimation (DME) to rate perceptions of speech intelligibility. Differences in perception across gender and listener experience (SLTs versus naive listeners) were examined. Study 2 tackles the speaker's perception of his/her own speech intelligibility. Using the same groups of participants and DME, speakers rated their own speech intelligibility. SLTs and naive listeners then rated their perception of the speakers' intelligibility. Differences in perceptions between speakers and listeners were compared. Further analysis examined differences across gender and listener experience. Finally, ratings of speakers' perception of their own intelligibility were compared with intelligibility scores on the Assessment of Intelligibility of Dysarthric Speech (ASSIDS) (1981). Study 1 showed no statistically significant differences in perception of intelligibility across the three listener groups, although results suggest that speakers rate perceptions of intelligibility differently to SLTs and naive listeners. Despite some individual differences in ratings between speakers and listeners in Study 2, overall there are no significant group differences and methodological limitations to this section of the study are highlighted. In Studies 1 and 2 there are no statistically significant differences across gender and listener experience, although SLTs are less consistent in their ratings of speech when compared with naive listeners. There is no statistically significant relationship between formal intelligibility assessment scores and the speakers' perception of intelligibility. This study contributes to an understanding of perceptions of dysarthric speech. The lack of gender differences in listener perception supports earlier findings in other areas of SLT. The strong relationship between SLT and naive listeners' perceptions suggests that SLTs are not more critical of dysarthric speech. The discrepancy between formal assessment measures and speakers' perceptions of intelligibility has implications for clinical practice. The need for further research in the area is highlighted.
The present study examines whether breastfeeding is associated with neuro-developmental advantage... more The present study examines whether breastfeeding is associated with neuro-developmental advantages at 9 months of age on a standardised measure of infant development in a large cohort study of Irish children. It is hypothesised that if breast-milk confers an independent benefit, infants who were never breastfed will have reached fewer developmental milestones than those who were partially or exclusively breastfed, after controlling for putative confounding variables. Families with infants aged 9-months were recruited as part of a nationally representative sample for the birth cohort of the Growing Up in Ireland study (n = 11,134). Information was collected from mothers on breastfeeding practices, socio-demographic characteristics and developmental progress during a household interview. Parent-report items on development covered communication, gross motor, fine motor, problem solving and personal-social skills. Analysis of pass/fail status in each developmental domain using binary logistic regression showed a positive effect of any breastfeeding on gross motor, fine motor, problem solving and personalsocial skills (but not communication) and these remained after adjustment for a range of confounding variables. There was, however, little evidence of a dose-response effect or advantage of exclusive over partial breastfeeding. A clear advantage of breastfeeding on infant development was demonstrated. However, the lack of a dose-response association on pass rates suggests that the breastfeeding effect may be confounded by other unobserved factors or that there is a critical threshold during which time the effect of breast milk may be particularly salient for bolstering brain development.
Parenting style has been highlighted as an important factor in child and adolescent outcomes for ... more Parenting style has been highlighted as an important factor in child and adolescent outcomes for a range of indicators including health and educational achievement. The fostering of a positive self-concept and closer parental monitoring of school involvement are two of the suggested mechanisms by which parenting style may affect educational achievement. In recent years, much research has tended to focus on adolescents and there is considerably less information for middle childhood. This paper looks at the role of maternal parenting style (based on child-reports) on academic achievement for a large sample of 9-year-old children who took part in the Growing Up in Ireland study. It shows that an authoritative parenting style was associated with higher scores on measures of reading and maths relative to neglectful or uninvolved styles, however the expected advantage over an authoritarian parenting style did not emerge (and tended to reverse post-adjustment for mediators), and other socio-demographic characteristics such as maternal education were stronger predictors. Adjustments for possible mediating variables had a complex effect on the earlier models and suggest that authoritative parenting may have an indirect effect through both parental monitoring and the promotion of positive self-concept, especially the latter.
We report the results of four experiments that examined the cognitive changes that occur in probl... more We report the results of four experiments that examined the cognitive changes that occur in problem solvers' mental models of insight problems. The experiments showed that participants produced more correct solutions to insight problems that required single steps than multiple steps. Experiment 1 showed that their diagrams and explanations corresponded to initial model errors. Experiment 2 found more correct solutions for problems reworded to enable the retrieval of counterexamples to common assumptions. Experiment 3 found more correct solutions when physical props enabled the construction of a counterexample to the initial erroneous model and also to subsequent erroneous models. Experiment 4 showed more correct solutions when physical props limited the subsequent possibilities. The implications of the results for alternative theories of insight problem solving are discussed.
Individuals differ in their ability to solve insight problems. We suggest that differences in att... more Individuals differ in their ability to solve insight problems. We suggest that differences in attention switching and working memory skills underlie differences in insight problem solving ability. We consider the results of an experiment that shows that correct performance on a range of insight problems is related to correct performance on measures of attention-switching and working memory storage and processing, but not to measures of selective attention and sustained attention. We discuss the implications of the results for understanding the component processes in insight problem solving.
Background: Many factors influence listener perception of dysarthric speech. Final consensus on t... more Background: Many factors influence listener perception of dysarthric speech. Final consensus on the role of gender and listener experience is still to be reached. The speaker's perception of his/her speech has largely been ignored.Aims: (1) To compare speaker and listener perception of the intelligibility of dysarthric speech; (2) to explore the role of gender and listener experience in speech perception; and (3) to examine the relationship between speaker perceptions of intelligibility and formal clinical intelligibility ratings.Methods & Procedures: Study 1 examines listener perception of intelligibility of dysarthric speech. Twenty people with acquired dysarthria, ten speech language therapists (SLTs) and 20 naïve listeners heard audio recordings of dysarthric speech and used direct magnitude estimation (DME) to rate perceptions of speech intelligibility. Differences in perception across gender and listener experience (SLTs versus naïve listeners) were examined. Study 2 tackles the speaker's perception of his/her own speech intelligibility. Using the same groups of participants and DME, speakers rated their own speech intelligibility. SLTs and naïve listeners then rated their perception of the speakers' intelligibility. Differences in perceptions between speakers and listeners were compared. Further analysis examined differences across gender and listener experience. Finally, ratings of speakers' perception of their own intelligibility were compared with intelligibility scores on the Assessment of Intelligibility of Dysarthric Speech (ASSIDS) (1981).Outcomes & Results: Study 1 showed no statistically significant differences in perception of intelligibility across the three listener groups, although results suggest that speakers rate perceptions of intelligibility differently to SLTs and naïve listeners. Despite some individual differences in ratings between speakers and listeners in Study 2, overall there are no significant group differences and methodological limitations to this section of the study are highlighted. In Studies 1 and 2 there are no statistically significant differences across gender and listener experience, although SLTs are less consistent in their ratings of speech when compared with naïve listeners. There is no statistically significant relationship between formal intelligibility assessment scores and the speakers' perception of intelligibility.Conclusions: This study contributes to an understanding of perceptions of dysarthric speech. The lack of gender differences in listener perception supports earlier findings in other areas of SLT. The strong relationship between SLT and naïve listeners' perceptions suggests that SLTs are not more critical of dysarthric speech. The discrepancy between formal assessment measures and speakers' perceptions of intelligibility has implications for clinical practice. The need for further research in the area is highlighted.
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Papers by Aisling Murray