Modification of listening comprehension at an accelerated rate and altered pitch

dc.contributor.committeeMemberDoughtie, Eugene B.
dc.contributor.committeeMemberCox, John A.
dc.contributor.committeeMemberWendahl, Ronald W.
dc.creatorFisher, Alan Thomas
dc.date.accessioned2022-09-20T17:00:36Z
dc.date.available2022-09-20T17:00:36Z
dc.date.copyright1972
dc.date.issued1972
dc.description.abstractThe purpose of the present investigation was to demonstrate that people can learn to comprehend speech presented at a rate and pitch approximately twice that of typical speech during a lecture. Rapid messages presented in this way was termed speeded speech. Four testable hypotheses were stated. Hypothesis one proposed that there would be no initial differences between, the performance of two randomly assigned groups of subjects in comprehension of speeded speech. The second hypothesis stated that the subjects receiving training in listening to speeded speech, the experimental group, would significantly increase their level of performance in listening comprehension of speeded speech as compared to their initial performance. The third hypothesis stated that the subjects who did not receive training would not make a significant increase in their performance as compared to their initial efforts. Finally, it was hypothesized that there would be a significant difference between the final performance, in comprehending speeded speech, between the two groups. A statistical analysis of the data revealed that the first three hypotheses were supported, but the fourth hypothesis was not confirmed. Three factors were discussed which appeared to have effected the results, which in turn resulted in failure to confirm the last hypothesis. Although some learning was evidenced in this study, which suggested that subjects did benefit from training in listening to speeded speech, it was recommended that the data be interpreted carefully. The present study was considered encouraging and two recommendations were made for future research. First, the suggestion was made that subjects be given longer periods of training in listening to speeded speech. In addition, due to a sex bias in learning to comprehend speeded speech, favoring males, which was revealed in this study, the sex of subjects was proposed as an important variable, in itself, for future research.
dc.description.departmentPsychology, Department of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other12183627
dc.identifier.urihttps://hdl.handle.net/10657/11464
dc.language.isoen
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
dc.subjectListening
dc.subjectComprehension--Testing
dc.titleModification of listening comprehension at an accelerated rate and altered pitch
dc.type.dcmiText
dc.type.genreThesis
dcterms.accessRightsThe full text of this item is not available at this time because it contains documents that are presumed to be under copyright and are accessible only to users who have an active CougarNet ID. This item will continue to be made available through interlibrary loan.
thesis.degree.departmentPsychology, Department of
thesis.degree.disciplinePsychology
thesis.degree.grantorUniversity of Houston
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts

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