Fluency in dialogue: Turn‐taking behavior shapes perceived fluency in native and nonnative speech

Fluency is an important part of research on second language learning, but most research on language proficiency typically has not included oral fluency as part of interaction, even though natural communication usually occurs in conversations. The present study considered aspects of turn-taking behavior as part of the construct of fluency and investigated whether these aspects differentially influence perceived fluency ratings of native and non-native speech. Results from two experiments using acoustically manipulated speech showed that, in native speech, too ‘eager’ (interrupting a question with a fast answer) and too ‘reluctant’ answers (answering slowly after a long turn gap) negatively affected fluency ratings. However, in non-native speech, only too ‘reluctant’ answers led to lower fluency ratings. Thus, we demonstrate that acoustic properties of dialogue are perceived as part of fluency. By adding to our current understanding of dialogue fluency, these lab-based findings carry implications for language teaching and assessmen

A general model of fluency effects in judgment and decision making

Processing or cognitive fluency is the experienced ease of ongoing mental processes. This experience infl uences a wide range of judgments and decisions. We present a general model for these fluency effects. Based on Brunswik’s lens-model, we conceptualize fluency as a meta-cognitive cue. For the cue to impact judgments, we propose three process steps: people must experience fluency; the experience must be attributed to a judgment-relevant source; and it must be interpreted within the judgment context. This interpretation is either based on available theories about the experience’s meaning or on the learned validity of the cue in the given context. With these steps the model explains most fl uency effects and allows for new and testable predictions

The impact of dementia, age and sex on category fluency: Greater deficits in women with Alzheimer's disease

Original article can be found at: http://www.sciencedirect.com/science/journal/00109452 Copyright Elsevier Masson DOI: 10.1016/j.cortex.2007.11.008A category specific effect in naming tasks has been reported in patients with Alzheimer's dementia. Nonetheless, naming tasks are frequently affected by methodological problems, e.g., ceiling effects for controls and “nuisance variables” that may confound results. Semantic fluency tasks could help to address some of these methodological difficulties, because they are not prone to producing ceiling effects and are less influenced by nuisance variables. One hundred and thirty-three participants (61 patients with probable AD; and 72 controls: 36 young and 36 elderly) were evaluated with semantic fluency tasks in 14 semantic categories. Category fluency was affected both by dementia and by age: while in nonliving-thing categories there were differences among the three groups, in living thing categories larger lexical categories produced bigger differences among groups. Sex differences in fluency emerged, but these were moderated both by age and by pathology. In particular, fluency was smaller in female than male Alzheimer patients for almost every subcategory.Peer reviewe

The effect of Parkinson’s disease subgroups on verbal and nonverbal fluency

BACKGROUND: Parkinson’s disease (PD) leads to deficits in executive function, including verbal and nonverbal fluency, as a result of compromised frontostriatal circuits. It is unknown whether deficits in verbal and nonverbal fluency in PD are driven by certain subgroups of patients, or how strategy use may facilitate performance. PARTICIPANTS: Sixty-five nondemented individuals with PD, including 36 with right-body onset (RPD; 20 with tremor as their initial symptom, 16 nontremor) and 29 with left-body onset (LPD; 14 with tremor as their initial symptom, 15 nontremor), and 52 normal control participants (NC) took part in the study. MEASUREMENTS: Verbal fluency was assessed using the FAS and Animals tests. Nonverbal fluency was assessed using the Ruff Figural Fluency Test. RESULTS: Both RPD and LPD were impaired in generating words and in using clustering and switching strategies on phonemic verbal fluency, whereas different patterns of impairment were found on nonverbal fluency depending on the interaction of side of onset and initial motor symptom (tremor vs. nontremor). Strategy use correlated with number of correct responses on verbal fluency in LPD, RPD, and NC. By contrast, on nonverbal fluency, strategy use correlated with correct responses for RPD and LPD, but not for NC. CONCLUSION: Our findings demonstrate the importance of considering subgroups in PD and analyzing subcomponents of verbal and nonverbal fluency (correct responses, errors, and strategies), which may depend differently on the integrity of dorsolateral prefrontal cortex, inferior frontal cortex, and anterior cingulate cortex.Published versio

Self-generated cognitive fluency as an alternative route to preference formation

People tend to prefer fluently processed over harder to process information. In this study we examine two issues concerning fluency and preference. First, previous research has pre-selected fluent and non-fluent materials. We did not take this approach yet show that the fluency of individuals’ idiosyncratic on-line interactions with a given stimulus can influence preference formation. Second, while processing fluency influences preference, the opposite also may be true: preferred stimuli could be processed more fluently than non-preferred. Participants performed a visual search task either before or after indicating their preferred images from an array of either paintings by Kandinsky or decorated coffee mugs. Preferred stimuli were associated with fluent processing, reflected in facilitated search times. Critically, this was only the case for participants who gave their preferences after completing the visual search task, not for those stating preferences prior to the visual search task. Our results suggest that the spontaneous and idiosyncratic experience of processing fluency plays a role in forming preference judgments and conversely that our first impressions of preference do not drive response fluency

Structural correlates of semantic and phonemic fluency ability in first and second languages

Category and letter fluency tasks are commonly used clinically to investigate the semantic and phonological processes central to speech production, but the neural correlates of these processes are difficult to establish with functional neuroimaging because of the relatively unconstrained nature of the tasks. This study investigated whether differential performance on semantic (category) and phonemic (letter) fluency in neurologically normal participants was reflected in regional gray matter density. The participants were 59 highly proficient speakers of 2 languages. Our findings corroborate the importance of the left inferior temporal cortex in semantic relative to phonemic fluency and show this effect to be the same in a first language (L1) and second language (L2). Additionally, we show that the pre-supplementary motor area (pre-SMA) and head of caudate bilaterally are associated with phonemic more than semantic fluency, and this effect is stronger for L2 than L1 in the caudate nuclei. To further validate these structural results, we reanalyzed previously reported functional data and found that pre-SMA and left caudate activation was higher for phonemic than semantic fluency. On the basis of our findings, we also predict that lesions to the pre-SMA and caudate nuclei may have a greater impact on phonemic than semantic fluency, particularly in L2 speakers

英語教育における流暢さと即興力の育成 ── 中学生の話すことにおける意識の一考察 ──

The major goals of this study are to examine junior high school students’ awareness of fluency and impromptu skill in terms of speaking in English as a Foreign Language (hereafter, EFL) and to consider what to do, by way of future research and creation of daily lessons, in order to raise awareness and to develop their practical speaking abilities.　Recent Japanese EFL education (see MEXT 2017a-e) emphasizes that developing learners’ fluency and impromptu skill is particularly important.　This is because traditional Japanese EFL education has focused on acquisition of grammar, drawing learners’ attention to individual forms rather than to meaning.　Problematic outcomes of such an approach are tendencies for learners to comprehend texts/utterances in a heavy bottom-up manner and to refrain from speaking/writing without confirming that what they are about to say/write is grammatically correct.　In this study, 419 junior high school students in 1st to 3rd grades responded to a short paper-and-pencil questionnaire that examined their awareness of fluency and impromptu skill in EFL speaking.　Results of analyses showed a significant difference in awareness of impromptu skill between 1st and 2nd grades and between 1st and 3rd grades, whereas no significant differences were found in awareness of fluency between these three grades.　Moreover, results of analyses showed no correlation between 1st graders’ mid-term/ final exam scores and their awareness of fluency/impromptu skill, but showed a correlation between 2nd graders’ final exam scores and their awareness of fluency and between 2nd graders’ final exam scores and their awareness of impromptu skill.　Based on this and other information obtained in the study, we consider issues for future research and creation of classroom activities that develop fluency and impromptu skill in Japanese EFL education

Measuring movement fluency during the sit-to-walk task

Restoring movement fluency is a key focus for physical rehabilitation; it's measurement, however, lacks objectivity. The purpose of this study was to find whether measurable movement fluency variables differed between groups of adults with different movement abilities whilst performing the sit-to-walk (STW) movement. The movement fluency variables were: (1) hesitation during movement (reduction in forward velocity of the centre of mass; CoM), (2) coordination (percentage of temporal overlap of joint rotations) and (3) smoothness (number of inflections in the CoM jerk signal)

The Effects of Altered Auditory Feedback (AAF) on Fluency in Adults Who Stutter: A Systematic Review

Background and Objectives: Stuttering affects 70 million people worldwide, which is about 1% of the population. Altered auditory feedback (AAF) is a process by which an individual’s auditory speech signal is electronically changed to temporarily increase the fluency of a person who stutters. For the purpose of this systematic review, AAF includes delayed auditory feedback (DAF) and frequency-altered feedback (FAF). This systematic review examines fluency enhancement in adults who stutter when using AAF devices. Methods: A review of the literature was searched using PubMed, Ovid MEDLINE, PsycINFO, and CINAHL databases with key search terms related to stuttering and AAF. Inclusion criteria included: 1) adults ages ≥ 18 years old who stutter, 2) comparison of altered auditory feedback forms and/or no altered auditory feedback forms in the treatment of stuttering, 3) inclusion of DAF or FAF, 4) outcomes related to aspects of stuttering or people who stutter (e.g., fluency level, speech naturalness, speech rate), and 5) experimental research. Studies were quality assessed and rated by the authors. Results: A total of 16 articles were included in this review. Articles were of ‘moderate’ quality. Conclusions: AAF devices are generally effective in reducing stuttering frequency, with most notable fluency enhancement occurring during oral reading. The degree of fluency enhancement between individuals who stutter is variable and is influenced by factors such as stuttering severity. While research generally supports the use of AAF devices in reducing stuttering frequency, there are inconsistent findings regarding speech naturalness. AAF is likely most effective when used in conjunction with traditional speech therapy. Further research is needed to better understand the relationship between AAF and stuttering, particularly regarding unstructured speaking tasks and speech naturalness.https://scholarworks.uvm.edu/csdms/1004/thumbnail.jp