The effect of the percentage of syllables stuttered, attention, and perfectionism on listener’s comprehension scores

• Autores: M. Emrah Cangi, Muhsin Dölek, Derya Çavdar
• Localización: Revista de Investigación en Logopedia, ISSN-e 2174-5218, Vol. 13, Nº. 2, 2023, págs. 1-12
• Idioma: inglés
• Títulos paralelos:
  • El efecto del porcentaje de sílabas tartamudeadas, de la atención y del perfeccionismo en las puntuaciones de comprensión auditiva de los oyentes
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    El objetivo principal de este estudio fue comparar los niveles de comprensión auditiva de cuatro grupos de personas que escucharon grabaciones que variaban en términos del porcentaje de sílabas tartamudeadas (%SS). El objetivo secundario fue examinar los efectos del %SS, la atención/hiperactividad y el perfeccionismo en la comprensión auditiva. Sesenta y cuatro participantes con fluidez normal entre los 18 y los 40 años fueron asignados aleatoriamente a cuatro grupos de género equivalente. Todos los participantes completaron escalas de TDAH y perfeccionismo. Un investiagdor leyó en voz alta un texto, exhibiendo diferentes niveles (0%, 5%, 10% y 15%) de %SSs (naturalidad del habla r >.800). Cada grupo de participantes escuchó una grabación con un nivel de %SS diferente. El rendimiento de comprensión se evaluó con la herramienta de evaluación de comprensión auditiva desarrollada por los autores. Las medidas de validez de contenido de la herramienta fueron suficientes para docentes y clínicos (X̅ > .800). El grupo que escuchó la grabación con fluidez (0%) obtuvo una puntuación significativamente más alta que los otros grupos en las puntuaciones medias de comprensión. El análisis de covarianza indicó que solo el nivel de %SS afectó significativamente la puntuación de comprensión

  • English

    The primary aim of this study was to compare the listening comprehension levels of four groups of people who listened to recordings that varied in terms of the percentage of syllables stuttered (%SS). The secondary aim was to examine the effects of %SS, attention/hyperactivity, and perfectionism on comprehension. Sixty-four fluent participants between the ages of 18-40 were randomly assigned to four gender-equivalent groups. All participants completed ADHD and perfectionism scales. A clinician read aloud a text, exhibiting different levels (0%, 5%, 10%, and 15%) of %SSs (speech naturalness r>0.800). Each group of participants listened to a recording with a different %SS level. The comprehension performance was evaluated with the Listening Comprehension Assessment Tool developed by the authors. The content validity measures of the tool were sufficient for teachers and clinicians (X̅>0.800). The group that listened to the fluent (0%) recording scored significantly higher than the other groups on mean comprehension scores. Covariance analysis indicated that only the %SS level significantly affected the comprehension score.

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