THE EFFECT OF REDUNDANCY ON THE VISUAL RECOGNITION OF FREQUENTLY EMPLOYED SPOKEN WORDS Thesis for the Degree of Ph. D. MICHIGAN STATE UNIVERSITY Karen M. Nielsen I966 LIBRARY Michigan State U . 'ty This is to certify that the thesis entitled THE WFECT OF REIIJNDANCI ON THE VISUAL RECOGNITION OF FREQUENTLY D‘IPLOYED SPOKEN worms presented by Karen M. Nielsen has been accepted towards fulfillment of the requirements for __P_lnn._ degree in m K / ;/ '3 I "\\. 7 Cl: flag/(I— O if «Zr—J [ V Major pro sor DNW 0-169 Auk—H- THE EFFECT OF REMUNDANCI'ON THE VISUAL RECOGNITION OF FREQUENTLY WIDYED SPOKE WORDS By Karen M. Nielsen AN ABSTRACT OF A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR.OF PHILOSOPHY College of Communication Arts. Department of Speech 1966 ABSTRACT THE EFFECT OF REWNDANCY ON THE VISUAL RECOGNITION OF FREQUENTLY EMPLOYED SPOKE] WORDS by Karen M. Nielsen The speech and hearing clinician is often called upon to help an aurally handicapped individual learn to develop the ability to per- ceive speech through lipreading. For the student to succeed, he must first learn to recognize the visible movements of the vocal organs which occur as various sounds and syllables are produced. The methods by which this recognition is taught are varied, but the ultimate goal is for this recognition to become so automatic that the lipreader may concentrate on the thought of the message, supplying with the mind the parts which the eye is unable to see or recognize. There is much which is not yet understood concerning lipreading ability. Research into the various factors involved in lipreading is a continuing necessity. One of the important areas for research con- earns the stimuli utilized in the teaching of lipreading. This study is concerned with individual words as lipreading stimuli. It has been the purpose of this study to determine if the immediate repetition of a word will improve the visual intelligibility of that word. A list of 4&5 frequently employed spoken words was randomized into 15 separate lists. Three speakers were filmed, each saying five of the word lists. For each speaker. list 1 contained one utterance of each word. list 2 contained two successive utterances of each word. and so on through five successive utterances of each word. The resul- tant 15 films were viewed by 15 groups of 10 subjects each. These viewer subjects were students enrolled in speech classes at Michigan V .' 5.12.. o .Wlt- I 0m... o u. ‘:j_ ‘ I! -0 I , 1 II CD. as Karen M. Nielsen State University. While each list was viewed by a different group of subjects. some of the groups were exposed to three of the films. presented in varying orders. This allowed for study of a learning. or carry-over. effect resulting from several exposures to each word. The results of this study indicate that repetition of the stimulus word does not result in statistically significant improvement in visual intelligibility. The mean scores for the three speakers com- bined were as follows: 1 utterance - 30.6%. 2 successive utterances - 29.1% 3 successive utterances - 33.3fi, 4 successive utterances - 31.3%. and 5 successive utterances - 31.8% The effect of the repetitions varies among speakers. and there may be a slight trend toward improve- ment in recomition of the stimuli as the number of successive utter- ances increases up to a point. There appears to be a point at which further utterances become confusing to the viewer. this point differing from one speaker to another. The results further indicate that signifi- cant learning or carry-over does not take place from one list to another. although there appears to be a slight trend toward better recognition of a single word when it has been preceded by several suc- cessive utterances. In combining scores for the three speakers, the mean score for l utterance of each word. with no previous presentation of the words. was 31.3%. The mean score for l utterance of each word . Preceded by 8 previous utterances of each word was 35. 5}. These results led to three major conclusions: 1- The mean scores of groups of subjects viewing frequently employed Spoken words do not differ significantly regardless of the number of times the words are uttered successively. 2- The effect of successive utterances of words on visual intelligibility Karen M. Nielsen differs from one speaker to another. 3. Repeated unreinforced exposure to spoken words does not result in improved ability to recognize the words as they are presented singly. THE EFFECT OF REDUNDANCI'ON THE VISUAL RECOGNITION OF'FREQUENTLY EMPLOYED SPOKEN WORDS By t‘ {9 Karen M? Nielsen A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Cellege of Communication Arts, Departmmt of Speech 1966 TABLEIOF CONTENTS IJBT'OF TABLES . . . . . . . LIST‘H’FTGURES . . . . . . 1.131 or APPnInIcm . . . . . Chapter I. STATEMENT OF THE Introduction PROBLEM Statement of Problem theses . Importance 0 II. BMW 01“ THE LITEMTURE . . . . . Perception . . . . . . . . . {What is LipreadingT. e e e e of Lipreading . in Lipreading e e e Familiarity of Stimuli . . Stimulus Repetiti Applications of The Teaching Research f.the.8tudy. e Definition of Terms. . . . Organization of the Thesis one o e e e e Preceding*Mate and Purpose 0 of Study. . E;. . . . . . rials to Frasent Study. 0 e e e e e e 0 III. SUBJECTS. EQUI General Organization Stimuli. . . Speakers . Subjects . Ehuipment. Procedure. Or anization Fi ming Procedure. . . Film Editing 0 e e e 0 Pilot Study. Selection of Organization of Groups Testing of Subjects. . ii BRENT. AND PROCEDURES. of‘Stimuli sabJOCtBe .0.000.. Page iv vi vii ‘0 ‘°(h\n€?\oFJ pa assesses TABLE OF CONTBITSm-Qontinued Page Chapter IV. RESULTS AND DISCUSSION . . . . . . 53 RBBUItse e e e e e e e e e 0 Discussion......... Va SUMMARY AND CONCLUSIONS. 0 e . . . Summary. 0 e e e e e e e e e e e e e e e e e e 7“ e e e e e e e e 76 Conclusions. . . . . . . . . Implications for Future Research . . . . . . . 76 78 BIBLIOW O O O O O O O O O O O O O O O O O O APPmDICB O O O O O O O O O O O O O O D O O O 0 iii LIST 01“ TABLE Page Table l. TWO-PART ANALYSIS OF VARIANCE OF SCORES ON FIVE DIME?! NUMBmS OF SUCCESSIVE UTTERANCES FOR GNUPS VIFHINO WORD LISTS SPOKE BY THREE DIFFERENT SPEAKBS: CORRET REPONSfi ONLYe e e e e e e e e e 2. TWO-PART ANALYSIS OF VARIANCE OF SCORES ON FIVE DIFFERENT NUMBERS OF SUCCESSIVE UTTERANCES FOR GROUPS VIMNG WORD LISTS SPOKE BY THREE DIF- mam SPEAKERS: CORRECT REPONSE PLUS EDMO- Pflmws “ORm O O O C 0 O O O O O O O O O O O O O O 3. ANALYSIS OF VARIANCE OF SCOR§ FOR GRWPS VIMNG FIVE DIFFERENT WORD LISTS. EACH CONTAINING A DIFFERENT NUMBER OF SUCCESSIVE UTTERANCES: 56 CORRECT RESPONSE ONLY . . . 4. ANALYSIS OF VARIANCE OF SCORES FOR GROUPS VIEWING EACH CONTAINING A FIVE DIFFERENT WORD LISTS. OF SUCCESSIVE UTTERANCIB OF EACH DIFFE’IUT NUMBER. WORD: CORRECT RENNSES PUJS EDMOPHENOUS WORDS. . ‘45 5- DIFFBBNCES BETWEEN INDIVIIIJAL MEANS . . . . . . . . . 58 6. ANALYSIS OF VARIANCE O DIFFRHT ORDES BY THR CORRETREPONSgONLIO 0 0 0 0 0 0 ' 0 0 O 7. ANALYSIS OF VARIANCE OF SCORE ON THREE DIFFERENT mess or succmsrva UTTERANCES (1. 3. 5) ma rs museum) IN THREE GROUPS VIEWING WRD LIB THREE DIFFMT SPEAKELS: oesso 6O DIFFE‘RDIT assess er comm smmnsas ems ermws mans . . . . . . . 61 8. ANALYSIS or VARIANCE or scones roa (moves Home was LISTS conrmnac our urrmcs or sacs wasp um assumes m on“! PRESDITATION causes: e e e e s e e 62 CORRETRESPONSfiONLY. e e e . . . . . 1V Table 9. LIST OF TABLES-.W Page ANALYSIS OF VARIANCE OF SCORE FOR GROUPS VIEVIN G WORD LISTS CONTAINING ONE UTTERANCE OF EACH WORD AND PRBE'TED IN DIFFEEIT PRESENTATION ORDEIS: CORRET RESPONSE PIES WPHENOUS WORDS . . . . . . . 62 A!” I 4. Figure 1. 2. 3. 1+. 6. LIST OF FIGURES INTERACTION BETWEH NUMBER OF SUCCBSIVE UTTERANCES AND SPEAKW: CORRET RESIONSE ONLY. 0 . . . . . . . INTHIACTION BETWEDI NUMBB OF SUCCESIVE UTTERANCES kA‘lggngl’EAKfliS: CORRET R§PONSE PLUS HOMOPHENCXJS INTERACTION BETWEEN SPEAKERS AND ORDER OF PRESENTATION OF THE WORD LISTS: CORRECT REPONSE ONLY . o . . o . INTEACTION BETWEEN SPEAKBS AND ORDER OF PRESENTATION OF THE WORD LISTS: CORRECT RENNSE PLUS HOMOPHENOUS mm. . C O C O C C O . . C C C C C . . O . C O C C O RBPONSFB r0 wean usrs CONTAINING roux UTTERANCE or THE WORDS PRESBITED IN VARIOUS exams BY THREE DIFFERENT SPEAKERS: CORRECT RESPONSES ONLY. . . . . . RESPONSES TO WORD LISTS CONTAINING ONE UTTERANCE OF THE wanna PRESENTED IN VARIOUS ORDERS BY THREE DIFFERH‘T SPEAKERS: CORRECT RESPONSES PLUS mommms WORN. O O O O O O O O O O O O O O O O O 0 Page 65 66 69 7O 72 73 LIST OF APPENDICES Appendix A. ORIGINAL LIST OF FORTY-FIVE wORDS. . . B. RESPONSEFORMS........... c. WORD LISTS FOR EACH SPEAKER. . . . . D. QUESTIONNAIRE FOR OBTAINING SUBJst E. APPOINTmTrom.......... F. SPOCIIICATIONS AND DIAGRAM OF ROOM ARRANGmmT FOR TESTING SUBJECTS G. SUBJECTRRSPONSES................. H. SCORES TOR Two-PART ANALYSIS OF VARIANCE . . . . . I. SCORES FOR LINDQUIST'S TYPE-III ANALYSIS OF VARIANCE Jo SUBJECTS.............. Ko RESPONSE FORMS FOR THE PILOT STUDY . L- RAW scam FOR PILOT STUDY . . . . . M. ANALYSIS OF PILOT STUDY SCORES . . . vii Page 83 8’4 95 110 111 112 111; 180 182 188 193 196 197 CHAPTE I STATWT OF THE PROBLE! uc O The area of speech and hearing science concerns itself basically with the receptive and expressive aspects of language. and more speci- fically. of speech. In some instances. interest is centered in both of these aspects; in other instances either one or the other takes a domi- nant role of importance. In the area of hearing the greatest concern centers around the receptive aspects of speech. and study is made or both auditory and visual reception. In the measurement of hearing, one deals with auditory reception. If a hearing loss exists to the extent that the individual does not receive enough auditory cues to make the reception of speech through the auditory sense useful. another channel through which to receive speech must be employed. I'Speech has visual components that the deaf and hard-or-hearing may employ in the under- standing Of speech through lipreading. and that may contribute to nor- mal communication. “1 Lipreading becomes a substitute communication channel. since it is possible to attribute to the eye in the instance of lipreading sale or the properties assigned to the ear in hearing.2 It is with lipreading that this study is concerned. 1J0,m J, 0.3.111, "Contributions or the Visual Components or Oral Symbol: to Speech Con homun- " MW 2.1m. 19 (1954). pp. 9-109- - ‘ 2m 2 While some authorities consider lipreading to be a form of learned. linguistic behavior, others believe that it cannot be taught.1 Whatever the actual status of lipreading. we do try to teach it, and the teachers of lipreading are continually looking for better and more effective teaching methods. O'Neill and Oyer suggest that "analysis of the stimulus materials used in lipreading is a very profitable research area."2 Such an analysis requires a means of measuring lipreading ability. "The measurement of any sensory process involves the establishment of relations between the responses of individuals and the stimuli that give rise to such responses. It is generally agreed that we can measure both the dimensions of the physical stimulus that is presented to an observer and the responses of the observer. We can specify relations between two such measurable quantities." In order to determine which types of stimulus material should be analyzed. it is desirable to understand something of the various accepted methods of teaching lipreading. While there are many differ- ences among the leading methods. there are even more similarities. All eluphelsize synthesis. The four leading methods stress the use Of indi- vidual words. sentences. and stories. and some also stress the use of syllables.4 This study is concerned with individual words. Since most leading methods of teaching lipreading stress emphasis upon word recog- nition at some point in the learning process. it is of value to know as lJohn J. O'Neill and Herbert J. Oyer, Viflal gommunicatiog for the Hard 25 Hearing. (Inglewood Cliffs. New Jersey: Prentice-Hall. Inc., . pa e 2121.4” p- 1+7. 3Ira J. Hirsch. ”Sensation and Measurement." mm o e o . ed. David C. Beardslee and Michael Hertheimer. Princeton. ow ersey: D. Van Nostrand Company. Inc., 1958). p. 47. “O'Neill and Oyer. 92. Cit" p. 100. .yfl' lie. 0‘- I. {.1 ”6 N”. ‘n. . M'. T,“ J 3 much about the visual intelligibility of words as is possible. Indi- vidual words. then. are one type of visual stimuli which should be analyzed in all possible dimensions. Some lipreading researchers have studied the visibility of single words under various conditions. The individual sounds that make up these words have also been studied in terms of relative visibility. In practical situations. however. the movement from one word to another is rapid. and word recognition must be instantaneous. Nitchie points out. that the eye must overcome two main difficulties: the obscurity Of many of the movements. and the rapidity of their formation.1 “From one-twelfth to one-thirteenth of a second is the average time per move- ment in ordinary speech. . . Some movements are of course slower. while others. particularly those for unaccented syllables. are much quicker."2 With this in mind. it seems reasonable to suggest that individual words might well be taught by means of repetition or redundancy. Speech is too rapid and many speech sounds are too Obscure for it to be possible for the eyes to see everything that is said.3 Successive utterances of the same word would conceivably allow the eye to pick up what is missed at first glance and perhaps eventually lead to recogni- tion of a series of movements as a specific word. mm 1 an Pu eofStud This study is concerned with the repetition of words and the effect of this repetition on visual intelligibility. Words are made up of many different sounds. each of these sounds appearing on the speaker's M 1E1izabeth Helm Nitchie. N 1. ad . (New York and Philadelphia: J. B. Lippinco empany. . Po . 2m” p. 2?. and" p. 39. I. lips for only a fraction of a second. As we view a word spoken once we are faced with the problem of instantaneously synthesizing many rapid lip movements and translating them into the correct word. If the word is repeated immediately we may view the same movements a second time. It is the purpose of this study to determine if the immediate repetition of a word will improve the visual intelligibility of that word. In considering this problem. the following questions were asked: (1) What effect do successive utterances of a word have on the visual intelligibility of that word? (2) If successive utterances of a word succeed in increasing visual intelligibility. how many repetitions are necessary before a plateau is reached? (3) Does the viewing Of numer- ous utterances of a word create a learning effect which influences sub- sequent recognition of that word when it is viewed only once? (4) Does the effect of repetitions differ from one speaker to another? Hmtheges In the consideration of the above questions, the following null hypotheses have been proposed: 1. The mean scores of groups of subjects viewing frequently employed spoken words are identical regardless of the num- ber of times each word is uttered. If this null hypothesis is rejected. the following secondary hypotheses will be tested: a. The mean scores for one and two utterances are identical. b. The mean scores for ene and three utterances are iden- tical. c. The mean scores for one and four utterances are identi- cal. d. I. 8. h. i. j. 5 The mean scores tical. The mean scores identical. The mean scores cal. The mean scores cal. The mean scores identical. The mean scores tical. The mean scores ticale fbr one and five utterances are iden- fbr two and three utterances are fer two and fbur utterances are identi- fbr two and five utterances are identi- fOr three and four utterances are fbr three and five utterances are iden- fOr feur and five utterances are iden- 2. The mean scores of groups of subjects viewing frequently employed words spoken by different speakers are identical. 3. The mean scores of groups of subjects viewing frequently employed spoken words uttered only once are identical regardless of the number of times the subjects have pre- viously viewed the words. W A review of the more wall-accepted methods of teaching lip- reading indicatee that repetitive procedures are Often utilized in word practice. There appears to be no research. however. which verifies the usefulness of these repetitions. While this study does not propose specifically to make such verification. it is hoped that it will throw some light on the nature of responses to repeated visual stimuli. If one is to use repetitions in the teaching of lipreading. it is IAOII “Ml “f 31.! 35? t a 10‘ O‘n‘ .0 .. v4“ tcr° 'en.| l in e i... 85‘s 'el ”AI. I.” "v. e“ I “v De. _.' ...‘ 6 impertant to have insight into the effect of repetitions on word recog- nition. One must know'how many successive utterances are needed to be effective. One must also know if too many successive utterances lead to confusion or fail to enhance recognition. It.must be emphasized that this study is not directly related to the teaching of lipreading. although it is attempting to analyze a function used in such teaching. The subjects have not been specifically taught: they simply have been asked to respond to certain stimuli pre- sented to them without training or practice. The study is important in that it analyzes yet another aspect Of visually received spoken words. just as similar studies have analyzed the same aspect of spoken words as they are received auditorially. Any practical use of the results would be subject to further experimentation. in terms of actual teaching procedures. Definition of Terms For the purpose of this study. the terms used are defined in the following manner: Ligggggigg. - "The correct identification of thoughts trans- mitted via the visual components of oral discourse."1 Visual Intelligibility. - The properties of a sPOken 3t1NU1us which enable it to be recognized by a viewer. Visual ReCOggition. - Correct responses to spoken stimuli received visuallyt Utterance. - One oral presentation of a word. One utterance of a‘word indicates that the word is spoken once. 3“°° sive Uttera ces. - A word uttered successively more IO'NOIII Md OYOI'. 220 Ci!" 130 2' .L ‘ I Unce- ".9. .CI. :1.“ v... v I“ 3'. r C I m ‘e r 'e 7 than once. "Two successive utterances of a word" indicates that the word is spoken twice in succession. flgzg_ggggp. - A stimulus made up of a specific number Of utterances of a word. Redundancy. - The repetition of stimuli. Order Of Presentation. - This refers to the order in which lists Of words are presented to the subjects. ‘In this study. three Orders of presentation are used. With order 1. the subjects view list 1. consisting ofgl utterance of each word. then list 3. consisting of three successive utterances of each word. and finally list 5. consisting of five successive utterances of each word. With order 2. the subjects view list 3. then list 5. and finally list 1. With order 3. the sub- jects view list 5. then list 1. and finally list 3. HOmophenous‘Words. - WOrds which look alike to the viewer when spoken. Positivg ReinfOrcgment. - Correction of error responses or approval of correct responses to stimuli. Organization of the Thesis Chapter I contains the statement of the problem that led to this study. It has included an. Introduction to the topic. an outline of the Fmrpose of the study. It has put forth the hypotheses to be considered in this study. discussed the importance of the study. and defined the terms which will be used throughout the study. Chapter II reviews the literature which is pertinent to this tOpic. Chapter III consists of a discussion of the subjects. equipment. and testing procedures utilized in the study. 8 Chapter IV presents a discussien ef the results of the study. Chapter V ceatains a summary and cenclusiens of the study. CHAPTER II REVIEW OF THE LITERATURE Perception The organism does not mirror externauty; rather it builds a world Of its own from the physical reality that the physicist calls energy.1 "Perception is the gateway through which the organism re- ceives its infonmation and searches for new data and new ways and means in order to make its adjustments."2 Perception does not imitate anya thing. Perceived Objects do not exist as entities in the outside world. having the characteristics which we experience in them. Therefore. to understand perception one must study what it is that the organism experiences. not what the physical world contains.3 Experimentation in perception strongly suggests that it is never an absolute revelation of 'what is'. Instead. what one experi- ences is a prediction. giving one the best possible bet for carrying out purpOseful action. The greater the amount of relevant and consis- tent experience one can relate to stimulus patterns. the greater the ._-_ 13» Howard Hartley. W: (New York: Harper and Brothers. 1958). p. 22. 2Harry Helson. “The Theory of Adaptation-Level." Reading; in Perc§ptiog. ed. David C. Beardslee and Michael Wertheimer. (Princeton. New ersey: D. Van Nostrand Company. Inc.. 1958). p. 350. 3Bart1ey. 02. ate. pe 22o 10 probability of successful predictions. and the greater is one's confi- dence in his actions.1 Perception has been defined more scientifically in the fellowing manner: "Perception is the overall activity of the organism that immediately fellows or accompanies energistic impingements upon the sense organs. The sensory apparatus mediates between the more internal ongoing activities Of the organism and the events outside it. Mediation is a fore-runner of utilization. Taken together. these consist in (l) the detection Of impinging external energies. be they mechanical. chemical. photic. thermal. or otherwise; (2) transferming the quantitative relations Of these energies into a set of quantity relations expressive Of the organism (groupings Of nerve impulses); and (3) relating the specific impingement patterns to 'traces' of previous ones in terms of a code or system peculiar to the organism as a 2 species and the particular organism receiving the impingement." If immediate behavior is to be called "perception." it must be discriminatory. This distinguishes it from the simple physical and chemical interaction between the body and its environment.3 Discrim- ination involves making a choice reaction in which context plays a deciding role. Since the cerebral cortex is the best example Of a sys- tem that discriminates. we may arbitrarily class as discriminatory any behavior that involves cerebral cortical participation.“t Since percep- tion must be discriminatory. one can see that it involves the cerebral cortex. Perception is symbolic. It is behavior which manifests an abstract relation between the organism and its environment. Since the Physical energies convey to the organism something that is not literally I'William H. Ittelson and Franklin P. Kilpatrick. "Experiments in Perceation." s P c on. ed. David C. Beardelee and :ichael ertheimer. dANew asrsey: IN. Van Nostrand Company. Inc.. 1958). 2 Birtloy. 020 Ditto P0 220 3.112;; ”gag" p. 26. ll inherent in them. the reaction of the organism is a symbolic one. Since the observer is confronted with alternatives. perception appears to be prognostic. "It is as though it were a bet on the nature of externality with reference to possible consequences of action." The perceptive property also represents the Process of interpretation. All behavior depends upon a lawfulness in the relations between the organism and its environment. The organism must be able to rely upon repetition of the same outside circumstances to provide for the same end results: and repetition of the same responses must yield the same end results each time they are performed. as long as the response is to the same set of circumstances. Perception. then. consists in The organism builds a developing a signal value for each encounter. 5 "language" out of its encounters with its environment. Perception is a cross section of the learning process. Each perception is a guide for subsequent action. "To learn. the organism must be sensitive to the various conditions involved in the sitution in question. The more factors in the situation which the individual is sensitive to. the greater the kinds of learning there can be. Encounters with situations help the organism to discover what it is in nature that goes together to make up constellations to which it can react. Repeated encounters with a given constellation or confi ration of items leave their mark on the organism. They man pulate expectancies.“ p EEO o P0 33' Ihige . pe 35s 19.4.91. v P’ “A" M.- Ibide . pe “5e O\ U\ #Eu N 12 The repeated encounters with a given constellation of items ultimately allows the organism to make Judgments about the items. Judgments are not identical to perceptions: they are the end result of a 'problem-solving' task in which perceptions are only one of several ingredients.1 A judgment is an integration of several perceptions. and of certain concepts and certain memories.2 Perception involves all the human senses. We perceive happen- ings in our environment through eight. hearing. touch. smell. taste. Certain pathways connecting the various areas of the brain. such as the auditory and visual areas. provide a reason for expecting that facilitating and inhibiting reactions betvveen the two exist. This idea of intersensory facilitation is based upon interpretations of physio- logical studies.3 This close neural connection between the sense modalities also allows for associative imagery. All normal incidents elicit imagery from sense modalities not directly stimulated at the time. We seldom hear a sound. for example. without imagining to some degree in visual terms what the sound source is. It is a natural part of the hearing of sounds to identify their sources. and this identification includes visual imagery.“ m: Perception. then. is necessary for the organism to receive information. One ordinarily receives spoken information through 1.Ib.1_d.-. p- 387. 23219... p. 24. 31214.. pp. 63.61.. “M" pp. 60-61. can‘t. :eeev l!’.I been . a n I In. '0' 0‘ ‘1. ..,5 £5 4mg. ~I.= 3:! Ca? ‘ 4- . u .E, f.- ._ I - I 13 auditory perception. It is possible. however. to receive the same information visually. One person listening to another speak in a noisy environment will notice that he "hears" much better if he watches the lips of the speaker. He is not actually hearing better: rather. he is adding to the information he receives auditorially by use of visual perception of the spoken words. When a person. through deafness or a marked loss of hearing. is unable to function adequately through auditory perception alone. he may learn to make extremely good use of visual perception. This use of vision as a substitute for hearing is called lipreading. or speechreading. We? If one watches the mouth of a speaker. many clearly defined movements of the lips. perhaps even of the tongue. can be seen. The person trained to associate certain movements with certain sounds can interpret these movements into words and sentences.1 The understanding of spoken language through observation of the movements of the visible vocal organs is called lipreading.2 Lipreading is based on the move- ments that represent sounds of consonants. vowels. and diphthongs which go together to make up oral language.3 The lipreader must be able to recognize instantly all the visible movements. and to fill in those that are invisible.“ lEdward 3° Nitchie. NW! (NW Elizabeth Helm Nitchie and Gertru e Torrey. Philadelphia and New York: Frederick A. Stokes Company. 1930 . Po 1’4- 2Core Elsie Kinzie and Rose Kinzie. h a ed 5121;. (Philadelphia: The John c. Winston Company. . p. . 3Elizabeth Helm Nitchie. Me. Do “6' “Miriam D. Pauls. "Speechreading." W. Ed. Hallowell Davis and 3. Richard Silveman. (New York: Holt. Rinehart and "mltnn. IROe. 1960). P0 355' 14 It appears that spoken langugage is not particularly well adapted to the wrpose of lipreading. This is evident from the many sounds that are formed within the mouth or even the throat. To mrther complicate the matter. the differencebetween voiced and non-voiced consonants is not visible to. the eye.1 Thus. the eyes must overcome the obscurity of many of the movements. as well as the rapidity of 2 their formation. Because of these difficulties. lipreading is often defined in a broader sense. It is far more than merely reading the speaker's lips. "It is reading speech and the implications of the speaker's words and of the situation in which both speaker and listener participate."3 One of the more recent definitions suggests that "Lipreading is the correct identification of thoughts transmitted via the visual components of oral discourse. " or "visual thought comprehension.” Summary: Lipreading is the method whereby an individual makes use of the visual components of oral language to understand speech. In its broadest sense it involves interpretation of gestures. facial expressions. and environmental cues. in addition to the specific move- ments of the organs of speech. _..___ leeward B. Ritchie. M" p. 16. 231izabeth Helm Ritchie. 92. egg... p. 26. t 3Boris V. Morkovin. I‘liehabilitation of the Aurally Handicapped hreug: StudE of Speechlzfiezgéfi )in Life Situations. " W O . e p' 363' “O'Neill and Oyer. m3... p. 2. 15 The Teachflg g: “needing Authorities in the area of lipreading differ among themselves regarding the status of lipreading. The disagreement lies in the answer to the questions: Can lipreading be taught? Is lipreading a form of learned behavior? The answer to these questions is an indi- vidual matter. derived from extensive study of the subject. A true and unquestionable answer has not been given. However. most people involved in speech and hearing science find themselves at one time or another in their careers attempting to teach lipreading to deaf or hard of hearing clients. Perhaps they are teaching a new form of behavior; perhaps they are merely exposing the client to an extensive amount of practice in a form of art. This author prefers to think of it as a matter of teaching. But. whatever the status of the work. goals must be set. methods must be devised to attain these goals. and means of measuring the success of the methods must be provided. The primary goal of lipreading training is to restore to the aurally handicapped person the ability to understand speech.1 The eye must be trained to perceive. distinguish. and combine the outward move- ments of the organs of speech in order to attain this goal.2 The methods by which this goal is ultimately not are many. A discussion ef all possible teaching methods would be an impossible. and perhaps rather useless. task. The author has thus selected four major methods upon which she believes many ef the other methods are based. These are the Jena Method. as described by Anna Bunger: the Mueller-Walls Method. as described by Martha Bruhn; the method devised 1Morkovin. 92. Q; . ZMartha mm Bruhn. The 33523491, Method of Ligfieadigg :0; M.- (Lynn. Mason The Nichols Press. 1924). p. 5. ":2 2: 'e\ .4. ‘ a ‘. ‘5‘ .e '0 :ie. ‘\r~ '00. 16 by Edward Ritchie and currently followed by his daughter Elizabeth Nitchie: and the Xinzie Method as described by Core and Rose Kinzie. These methods seem to represent a continuum from the analytic to the synthetic approach to lipreading. and to show how the two extremes can be combined. Jena Method: The objectives upon which the Jena method are based. and which provide a guide for lipreading practice. are three: (1) become aware of the feeling of the speech movements as we talk; (2) learn to imitate visible speech movements as we watch a speaker: I and (3) realize that speech rhythm is an aid to understanding. The adult who has normal command of speech and language must continue to be concerned with speech in its complete form. and the above objectives must be met quickly so that he can utilize his new ability to under- stand speech as it exists in a social environment. For the deaf child. on the other hand. considerable emphasis must be placed on the teaching of speech movements. and the meeting of these objectives becomes a slower process.2 Corresponding to each speech movement there is a characteristic muscle sensation. the awareness of which is called kinesthesis. The student's first aim must be to develop this kinesthetic awareness of speech.3 The method begins with teaching the student to feel the p051- tion of the articulators and the movements involved in consonant sounds.“ M 1 Anna M. Bunger WM (Danville Illinois: The Interstate. . p- . ' ' 2m" p. 22. 3mg... pe 2th e, pa 26e n e n 12's: I- e In its . u ‘l. 1. ("D I t.. “is fos' 6.. at. m: 3‘- 's 1? Vowels are memorized in a specific order for use in syllable drills based on combinations of consonants and vowels. The syllable drills stress the rhythmic features of the exercises. and basic rhythm is established by means of seme bodily movement. such as clapping or tapping in rhythm.1 The student imitates the bodily movements of the instructor. then proceeds to imitate the spoken syllables until he can say them rhythmically with the instructor.2 Success is reached when the student can repeat the syllables along with the instructor with no prior knowledge of the order of presentatien of the stimuli. While the early lessens stress syllable exercise. immediate application of this procedure should be made to word series. phrases. and sentences. for the mental habits of a person with normal comand of language are synthetic.3 This method appears to be analytic in its approach to initial teaching. with. procedures designed to move as quickly as possible toward complete thought comprehension. Mus -Wa e Me od: Bruhn divides the instruction in lip- reading into the following categories: (1) the study of the visible characteristics of the positions of the organs of speech in producing a single sound. and (2) the study of the visible characteristics of the organs of speech in passing from one sound to another. Both kinds of study are equally important for those who are born deaf. but for the hard of hearing adult the greatest stress must be laid on the second category. It is upon this category of study that the Mueller-Walls 11911.. pp. alt-35. 2mg” pp. 39-43. 3m" p. #7. .9122 [-3. our: Indy D‘- e In . I 00". 5:13: V...‘ n‘.‘ W! 18 method is based.1 The conversations which the individual wishes to follow are made up of the passing from ene sound to another. Every sound must thus be studied alone and in ever-varying combinations. While the number of combinations is practically limitless. the characteristics of these movanents may be classified in a clear. orderly way. easy for the student to grasp.2 The Mueller-Walls method consists of the study of these visible characteristics of the movements of the organs of speech. graded to suit the ability of the average student.3 It is only through a con- scientious and thorough study of the syllable drills and exercises that the mind and the eye can be trained to work together. Ear this reason much emphasis is laid on drill work.“ These drills are the most logical and sequential way of training the eye to be accurate. to be quick. and to do its werk subconsciously.5 A person cannot read the lips well without a clear understanding of the characteristics of the 6 mov ements . As soon as the student becomes familiar with these movements to the extent that he can recognize sound combinations in syllables. he must try to grasp the meaning of the sentence as a whole.7 If the 13mm, Me. Po 2e 212m... 3%.. De 3e “Inga” p. 4. 5mm. m. Bruhn. MW. (Lynn. has... The Nichols Press. 193°). P- Vi" 63mm. Th Mue -Wa l e he of Readin . 02. 9%.. p. h. 71bid . 19' syllable drill has been successful. the transition to understanding of thought units will be a smooth and easy one. The major argument in favor of the Mueller;Walle method. as stated by Bruhn. is that the method of syllable practice requires only one mental process. while the individual word practice requires two. If a list of words is given to the student. he must first recognize the movements and then find some word in his vocabulary for which these movements stand. Considering the fact that about fifty percent of the words in the English language have one or more words that are homo- phenous to them. it is only natural that the wrong ones are often given. In a syllable drill the student's attention is entirely upon the move- ment. and this. once having been mastered. is later easily applied to sentence practice. Then his mind unconsciously recognized the move- ments while his attention is directed to the thought.1 This method appears to stress analytic recognition of'sound movements for the purpose of making this recognition subconscious. The aPproach to understanding of speech is synthetic. since once the move- ments are recognized without effort or concentration the lipreader is free to follow the thought which is spoken. Hitch; : The rationale behind Nitchie's method is similar to that for the MuellerAWalle method. However. Nitchie seems to prefer the use of words to the use of syllables. Since sounds pronounced singly all tend to be exaggerated and Perhaps even mispronounced. they must be seen and recognized as move- ’5 ments in words and sentences.“ The method ef learning the movements ——_‘_ 13mm, WW- 9.2.24..- zElizabeth Helm Ritchie. Mn!” 27- 20 involves. first. a clear conception of their characteristics. and second. much practice in the observation of them. The aim of practice is to make the recognition of the sound movements an unconscious act; that is. by much repetition to make the association of certain movements with certain sounds a habit which is done without effort or concentra- tion.1 Only one new visible movanent is taught at a time. and this is immediately combined with all movements previously studied.2 Since Ritchie considers that the only true way of studying the sounds is by observing the formations as they occur in words. the stu- dent should use words containing the sound to be studied and concentrate on that sound as it appears in conjunction with the other sounds in the 3 word. This is done through repetition of the word. Trying to memorize words as one would a vocabulary is fairly useless. It is not possible to memorize word formations so that the eye will infallibly recognize then whenever seen.“ It is possible only to recognize movements and then to recognize what word the combination of movements represents. This form of practice should aim to develop a nearly infallible accuracy and quickness of perception of the easier movements. leaving to the mind in large measure the task of supplying the harder movments.5 When the sound movements can be recognized in words. these words should be put into sentences immediately. Thus the transi- tion from recognition of sound movements to comprehension of cemented 1sdward s. Ritchie. w. p- 90. Ibido. po 88o BMo . po 92o “mg- 5mizabeth Helm Nitohio. Op. Cit.. p. 27. M o: u .k H se- 00 " ‘iOe 1.1' 361?. «46'. At. 0‘s...l I one. 21 discourse is rapid: probably more so than in the other methods thus far discussed. e ho : The Kinzios credit their method to Bruhn and Nitchie: certain fundamental principles were taken from these two methods.1 The qyes must be trained to do their work automatically. Conscious effort must be applied to the study of the elements. their visible formative characteristics. appearance in words. and contrasts with similars. In this study the student is being instructed in the facial characteristics of the movement in order that he may know what to look for. This phase of the lesson is brief. for the new movement is at once incorporated into context designed for extensive drill. Under this treatment recognition soon becomes subconscious. and the student finds himself interpreting many sentences with ease.2 The Kinzie method is composed of courses of progressive instruc- tion in nine grades. These grades are all built on the same vocabulary lists and the movements are presented in the same order in all grades. This serves to establish definitely the fundamental movements in the student's mind. Vowels and consonants are classified into lessons and with those elements a vocabulary is constructed.3 Not a sound occurs in a lesson that is not contained in that classification or in preceding classifications. The first lessons contain almost exclusively visible movements. By the time the student has mastered the groups of visible sentences in the first lesson he is able to grasp the thought of a simple story. 4 .——__ 1mm. and Kinzie. M" p. 27. glglge. po 28o 3;b¥do. pe 3e u . Ihlgo. po 4. 22 Vocabulary words are built on the sounds that have been studied. They afford an excellent means of acquiring a clear conception of the movements in their natural setting. At the outset the student should practice them with a mirror. He should observe the word as a whole and then note the appearance of the individual sound formations. If he analyzes the word to determine the number of individual sounds it con- tains and then says the word as many times as there are sounds in it. he can concentrate his observation on each different sound. After this practice he should have the words given to him by an assistant. and the list repeated until it is thoroughly mastered. The assistant should give the student three chances to recognize a word. If it is not recognized after three trials. it should be shown in the book and then repeated again.1 Sentences are based on the vocabulary words of each lesson. The entire method is geared to the concept that mental activity must not be directed to the recognition of individual movements or words. but to the thought which they convey.2 The recognition of move- ments must be left entirely to the eye. which learns to do its work subconsciously. The mind puts together what the eyes have seen. sup- plies what they have failed to see or to recognize. and translates the whole into thought.3 gugmggyp All of these methods have one basic concept in com- mon: they'work toward the ultimate goal of visual thought comprehension. Individual sounds are studied only in terms of visual movements. They are incorporated into syllables or words or both. in order that the libido. Do ’49. ZMe. po 26o :b;do. pe 30o e o4"" I" ~- 9 2' A" v» li“ w 1 IA! e om- - 36“ lvuv Tli‘ Ne e..‘ VI... “-4 he. I... ..‘ I“ 23 many movement combinations may be seen. recognized. and learned. The movements are repeated often in ever-varying combinations with other movements.‘ Syllables. words. and sentences are repeated until they are easily and correctly'identified by the student. ‘When recognition of the movements becomes immediate. or subconscious. the lipreader can concentrate on looking for the thought of the conversation with confi- dence that the perception of sound movements will be automatic. These methods. or methods of similar nature. are used continu- ously to provide training for individuals who can no longer make full use of auditory perception for the understanding of speech. They are based upon procedures which have been found to be successful over many years of‘lipreading teaching. However. they are not infallible. and there is a need for continued research into the many factors involved in the lipreading process. R a c ead Because of the complexities involved in the process of lip- reading. research is vitally important to the understanding of this process. In lipreading research one must study the speaker. the receiver. and the stimuli. Each is a variable which exerts influence upon the others. §pggkgzgs It is rather commonly accepted knowledge that all aPeakers are not uniformly readable. This knowledge was confirmed in a study by Black.1 This lack of uniformity does not appear to be due to the rate of speaking. as shown in a study by Byers and Lieberman. In this study. subjects viewed filmed speakers at the normal rate of ‘— 1John‘W’. Black. Patricia P. OsReilly and Linda Peck. "Self. Administered Training in Lipreading." Jgurnal of Speech and Healing lune-.1. 28 (1963). p. 185- - g 21} 120 words per minute. and at two-thirds. one-half. and one-third normal rate. The results showed no significant differences among the four rates in the number of words recognized cerrectly.1 Probably the best explanation of this lack of uniformity considers the fact that speakers vary in precisoness of articulation. in flexibility of lip movements. and in mobility of facial expression.2 Whatever the reason. some per- sons are much easier to lipread than others. Thus. speakers of varying degrees of lipreadability should be included when teaching lipreading and when carrying out research.3 Receiver: The second variable. the receiver. has probably been studied more thoroughly than the other two combined. It has long been accepted that some individuals are good lipreaders and others have a great deal of difficulty learning to use visual cues. Researchers have spent a great deal of time trying to discover what makes a good lip- reader. hoping that the answer will help teachers of lipreading provide more successful training for those students who have difficulty grasping the process of lipreading. A review of several studies concludes that there is no estab- lished relationship between lipreading ability and intelligence as measured by a variety of tests.“ O‘Neill and Davidson suggest that 1 Vincent Byers. Lewis Lieberman. "Lipreading Performance and the Rate of the Speaker." Jgggga; 3f Speech and Ragga Research. 2 (1959)o P- 275' 28. R. Silverman. H. 5, Lane. and D. G. Deehring. "Deaf Children." W ed. Hallowell Davis and 5. Richard Silverman. ew or z o . chart and Winston. Inc.. 196 . p. Mle 3O'Neill and Oyer. Mo. 1313- 31-32- I; Ibade. po 39o 25 there is no statistically significant relationship between lipreading ability and level of aspiration. intelligence. reading comprehension. or digitmemory’span.1 Reid was interested in the relationships between lipreading tests and the more general factors available to the educator in predicting lipreading ability. She found that lipreading ability is not quantitatively correlated with. and cannot be predicted from. the length of training in lipreading. mental age. intelligence. and grade status.2 In studies of behavioral patterns there have been some indica- tions of ”possible relationships between lipreading skill and certain definite indications of what constitutes the typical behavior of a good lipreader.3 Tatoul and Davidson felt that promising variables in the study of lipreading were synthetic ability (anticipation of the whole from the knowledge of a few of its parts). visual perception. attention. and concentration. They measured synthetic ability by means of a letter prediction test. and compared scores made by good and poor lipreadors. The two groups did not differ significantly in their performance. and the investigators concluded that there were two possible reasons for this: either little relationship exists between lipreading ability and synthetic ability. or letter prediction measures are not related to 1John J. O'Neill and Jo-Ann L. Davidson. "Relationship between Ligreading Ability and Five ngshological Factors." on a f 5 ea h 9 Wrasse. 21 (19 ,pp. 1.73-481. ZGladg: Reid. nA Preliminary Investigation in the Testing of e Liar-wins Ac "wont." W- 12 (191,7). p. 810 ' 3O'Neill and Oyer. 92. fit" p. to. 26 so-called synthetic ability.1 Simmons found that factors which are significantly correlated with the results of lipreading tests appear to involve the ability to abstract meaning from printed material. the ability to perceive rela- tions in a complex visual pattern. and the ability to reconstruct meaningful wholes from stimuli which have parts missing or are pre- sented for an insufficient amount of time (synthetic ability). It was suggested that many of those are fhctors which can be improved with certain kinds of training.2 ‘When O'Neill and Davidson found a statis- tically significant relationship between lipreading ability and non- verbal concept formation. they suggested that training in recognition of’simple forms or lip configurations should be included along with training in a regular method of lipreading.3 Indications are that further investigations of perceptual skills should be made. These would include memory span. perceptual field. social consciousness. and imagery types.“ It appears that the research concerned with the abilities of the receiver is only just begun. The most encouraging area for future research lies with non-verbal concept formation and perceptual skills. Stiguliz The stimuli involved in lipreading include individual sounds. syllables. words. sentences. and connected discourse (stories * 1Corinne M. Tatoul and G. Don Davidson. "Lipreading and Letter {Eidiction." Jguggal o; fippech and Heagigg Regearch. 4 (1961). pp. 178- 2Audre Ann Simmons. "Factors Related 3to Lipreading." Journal of'Spgech and gearing gesearch. 2 1959). Do fl. 3O'Neill and Davidson. M. “O'Neill and Oyer. 92. Cit.. p. #2. 27 and conversation). Each type of stimuli is used in the teaching of lipreading. to greater or lesser extent depending upon the method of teaching which is followed. Each of these types of stimuli has been subjected to various research procedures. ‘Hoodward and Barber discuss phonemes as the lowest-order units of commicative value. or the ultimate functional constituents of speech. They anticipated that one component of lipreading comprehension should be statable in terms of relative visibility of differences among phonemes. and proceded to analyze these differences.1 Subjects made alike-different judgments to pairs of spoken nonsense syllables and the results categorized the initial English consonant sounds into four sets classified as visually contrastive: bilabial (p b m ); rounded labial (hw w r): labiodental (f v); and nonlabial (all other consonants). .While these units contrast visually with each other. they are internally homophenous: that is. the mashers of each set look alike to the lipreader.2 Brannon considered monosyllabic words according to categories of visibility. these categories based upon the visibility of the con- sonant sounds contained within the words. The categories are as follows: 1. No consonant elements clearly visible. Phonemes included were alveolars. velars. and glottals. 2. One consonant highly visible. one not visible. Phonemes included as highly visible were bilabials. labiodentals. linguadentals. and the glide (w). 1Mary F.‘Noodward and Carroll 0. Barber. "Phoneme Perception in Lipreacung." Journal of-Speech and Hearing Research. 3 (1960). p. 212. 2:2;23. p. 219. 28 3. One consonant moderately visible. combined with a vowel o d phthong. Consid red mode atel sible were (a . (a). (sh). (ch). (62h). (1'. (1H,?- h. One consonant highly visible. combined with a vowel or diphthong. 5. Two consonants visible. 6. Three consonants visible. It was concluded that words of lesser visibility were generally more difficult to lipread. However. after category three. the addition of another visible consonant did not seem to aid in visual identification and perhaps only complicated the process. It was interesting to note in this study that words of’more than one syllable were not identified any more readily than monosyllables.1 Brannon and Kodman studied the variables contributing to visual identification of monosyllabic words. Thw'concluded that the correct identification of these words was not significantly affected by differ- ences in the size of the vertical mouth opening. the familiarity of the word. or the phonetic length of the words. The visual recognition of the words was directly related to the place of articulation. the lip sounds being most visible and the sounds made in the back of the mouth being the least visible.2 In a study of selfzadministered lipreading training. Black inferred that noncontextual materials such as the ones of the multiple- choice intelligibility tests. can be feasible samples of language for use in lipreading instruction.3 —-—_._ t 1 John B. Brannon "Speech Reading of Vari us Speech Material Jguggal of §pgech and Hearing Riggrders. 26 (1961). pp.3 fl. s.f ZO‘Neill and 0.... cg. g... p. 1+7. 3Black. O'Reilly. Peck. Mo. Po 185' Ops. Is“. ":6 V'- . l I U! . me .0" 7‘. 5. RA! VV'e-E “I . p "bgo 9'!" N‘s IA. 4% ‘v 1.1 6" o n f. a" .o a... ‘a 29 The recognition of single words is complicated by the fact that many are homophenous; they look alike on the lips.1 woodward has observed that lipreaders must distinguish among members of homophenous sets on the basis of phonetic. lexical. or grammatical redundancy. since the articulatory differences among them are not noticeable in visual observation.2 This means that the lipreader must rely to a considerable measure on the context of the conversation and the situ- ation in order to distinguish between the many homophenous words. For this reason. and even more importantly because individual words are not typical of most verbal communication. much use is made of sentences in the teaching of lipreading. Perhaps the greatest amount of research concerning sentence stimuli is centered in the question of whether sentences act as a better predictor of lipreading skill than do individual words. The results of the research seem to indicate that they'do. Brannon found that when words were presented in sentences the subjects identified nearly 501 of them. but they were able to identify only 30 to 35% of the isolated words.3 In an effort to isolate variables relative to the materials which contribute to visual identifications made by skilled and unskilled 11Dreaders. and to determine the important differences between these two groups. Brannon and Kodman presented subjects representing these two groups with word and sentence stimuli. It was found that little difference exists between the performance of skilled and unskilled lip- readers when viewing individual monosyllabic words. The performance 1 . Silverman. Lane. and Doohring. 92. Cit.. p. ##1. 2O'Neill and Dyer. Op. git.. p. u6. 3Brannon. my... pp. 3108-35“. 30 of the skilled lipreaders greatly exceeded that of the unskilled when viewing the words presented in sentences. Since the skilled group identified only 201 of the individual words. and since this list was a representative sample of'the speech sounds of conversation. it was in- ferred that only 20% of the words of conversation can be identified. Therefore approximately'80$ of the speech information must be supplied from contextual. situational. and other cues.1 Utley found that the skills of word. sentence. and story recog- nition are interrelated. as shown by high coefficients of intercorrela- tion on her filmed lipreading test. She believed that the relationships were high enough to indicate a great deal of overlapping among the various skills. However. she warned that the combined skills do not represent a single unitary ability. and that word. sentence. and story recognition should be measured separately for diagnostic purposes.2 O'Neill and Stephens sought the answer to the question: ”Which sort of recall. that is. recall of individual elements (words) or recall of thought units (sentences) is most representative of lipreading skill?" They found conflicting answers. High correlations indicated the grouping of thought content and the recognition of individual words involve somewhat similar skills. while other comparisons indicated that there is no evidence that recognition of thought units is related to word recognition.3 1John B. Brannon. Jr.. and Frank Kodman. Jr.. ”The Perceptual Profigs in Speech Reaching.“ A ch v of Otola l . 70 (1959). p0 o . 2Jean Utley. "A Test of Liproading Ability." Journal of Sggecb W. ll (191.6). pp. 109-116. . . 3.1m; J. O'Neill a... Mary c. Stephens. ”Relationships Among T 23.53931... Imaging mm; W - PP-, .U.‘ aev‘ vi“! . uh to. 37.! on .C x- ‘1. 31 It appears that all of the available measures of lipreading ability are centered in the articulatory aspects of speech and the context of the word combinations alone. Reid suggests that this omits such stimuli as gestures. bodily tensions. movements. and general situ- ations. all of which go into the interpreting of speech by visual cues. She suggests that a finer test is needed that will measure the more elusive and subtle factors of communication.1 §ugm§£zs Research involving speakers has shown that speakers are not uniformly intelligible to the lipreader. This appears to be due in large measure to variation in preciseness of articulation. flexi- bility of lip movements. and mobility of facial expression. Thus. the lipreader's ability to understand one speaker is not necessarily indi- cative of his ability to understand others. The lipreader himself. the receiver. has been studied quite extensively in terms of the characteristics commensurate with good lip- reading ability. Intelligence. age. grade status. reading comprehension. memory span. and level of aspiration do not appear to be prognostic of lipreading ability. The most profitable areas for further research have been found to be non-verbal concept formation and perceptual skills. In reviewing research which has been done relative to stimuli. one sees evidence that single words are not as prognostic of lipreading ability as are thought units whore context comes to the aid of the indistinguishable sounds. It is also the consensus of professional oPinion that sentences are more typical of general communication than are words. and thus are of more benefit in lipreading training. There is no question. however. as to the worth of word study. as evidenced by the use of such study in all methods of lipreading training. Study of 1Reid. M" p. 82. ." 3‘ No o' If‘ ‘1. .15‘ 32 all forms of visual stimuli through continued research is a necessity. m a f In any research study involving individual words. the choice of the words to be used is important. Studies concerned with word stimuli in lipreading suggest that recognition of a word in isolation depends upon the visibility of the sounds involved within the word. There is another variable. however. which must be considered. No matter how visible a word is. if the word is not familiar to the lipreader it is probable that he will not recognize it. While the issue of word familiarity does not appear to have been examined closely in lipreading research. there is a considerable amount of information in this area with regard to auditory discrimination and visual recognition of written words. Concerned with the differences in difficulty between the PB 50 and CID "-22 monosyllabic word lists. Owen suggested that the familiarity of the $22 words was more closely regulated than it was for tho PB 50 lists. Using the Lorge count of 1+. 500.000 words. it was found that the overall familiarity of the W-22 words is markedly higher than the PB 50 words. Word lists were than made up based on phonetic make-up and frequency of usage. and discrimination scores were obtained for normal hearing subjects under low-pass filtered conditions. The lists charac- terized by greater familiarity. oven to a slight degree. were signifi- cantly more intelligible.1 Black found that the more familiar words possess a characteristic of being more accurately identified. even among generally common words.2 A; lElmor Owens. "Intelligibility of words Varying in Familiarity.“ W. ‘* (196”- PP- 113-129- 2John w. Black. "Accompaniments of Word Intolligibility." S a s e s. 17(1952). p. #17. 33 He suggests that two contrary influences. word familiarity and word complexity appear to operate in the auditory recognition of a word somewhat independently of the phonetic content. This contrary influence arises from the observed indication that longer words are considered to be more intelligible since there are more sounds included which give more information to the listener. while the most familiar words are generally shorter words. Black concludes that for auditory discrimina- tion the prediction of word intelligibility from phonetic content alone becomes virtually impossible.1 In a study of visual recognition of written words. Howes and Solomon considered the relationship between word-probability and speed of recognition. They asked the question "What is the relationship between the relative frequency of occurrence of specific words in the English language and the visual duration threshold necessary for correct report of those words when they are tachistoscopically exposed?"2 words were typed on an adding-machine roll and flashed on the screen for exposure durations from 10 to 1000 mass. The data compiled from the results demonstrate a strong inverse relationship between relative word-frequency and duration threshold. ‘Words of high frequency of occurrence required shorter exposure durations for correct response than did words of low relative frequency ofoccurrence.3 King-Ellison and Jenkins confirmed these results in a similar study.“ Postman and __ lipid. 2Davis H. Howes. and Richard L. Solomon. ”Visual Duration Threshold as a Function of Word-Probability.“ Jogmal of megggntal Kim-.1351. #1 (1951). no 401- 3]bid.. p. NCMo 2+Patricia King-Ellison and James J. Jenkins. "The Durational Threshold of Visual Recognition as a Function of”Worqurequency.” e 67 (195100 P0703. In. ‘I! 4-. at. ‘- he a I" “I —.~l pm 34 Rosenzweig expanded the study by including auditory discrimination with visual recognition. and by regulating the amount of familiarity by a training period for the subjects. The rationale for their study was discussed. as follows: "Under conditions of reduced stimulation. the subject attempts to identify the stimulus-items on the basis of frag— mentary discriminations. ‘ The more frequently a stimulus-item has been encountered or used in the past. the smaller is the fragment sufficient for identification of the total item: i.e.. the preliminary training reduces the number of alternative responses among which the subject will choose." The subjects had a tendency to complete partially discriminated stimuli in terms of high frequency of exercise. However. the frequency of occurrence in the language exerted significant effects over and abOVe those influenced by practice.1 Dewey issues a warning against attempts to compile analytic data based on the commonest words only. however. when one is interested in relating the data to the language as a whole. He points out that some of the commonest syllables of the English language scarcely occur among the 500 or even 1000 commonest words. but owe their importance to occurrence in many different words each relatively infrequent. Thus data based on comonest words only will give a distorted picture of the language as a whole.2 This becomes a particularly difficult problem when one wishes to compile words according to the frequency of occur- rence of the sounds of the higlish language. such as is attempted in the lists used for auditory discrimination testing. and also take into consideration the experimental data concerning the greater intelligibility of frequently used words. ‘_ 11... Postman and Mark R. Rosenzweig. ”Practice and Transfer in Visual and Auditory Recognition of Verbal Stimuli. " W; W. 69 (1956). p. 223- . 2 - o Godfrey Dowo 0 (Cambridge: Harvard niver la Anne .34. ‘n‘. .euu ege‘ I'egl 35 éggggzz; It appears from these studies that for purposes of auditory recognition. familiarity of words plays a major role in word intelligibility. This also holds true for the visual recognition of written words. This would be a factor to consider carefully in experi- mental investigations concornsd with individual words. Stigulus Repetition The constant search by the U. S. Military Services for better and more effective methods of communication has produced many studies concerned with the intelligibility of speech. One of the possible methods of improvement of communication has been that of repetition or redundancy of the message. Maser. Dreher. and Adler suggested that while one might increase the intelligibility of a message by repeating it. most available evi- dence indicates that if a listener makes a mistake on the first hearing he will tend to make the same mistake when hearing the message again.1 They believed that stuttered numbers might prove more effective than those said normally and repeated.2 They presented two-digit numbers 8Poken with a single-bounce stuttering technique under varying-condi- tions of S/N ratio. The results left little doubt but that voluntary stuttering materially aids digit transmission under unfavorable listen- ing conditions.3 This study'was followed by a comparison of single- and double-bounce transmissions and their effects upon the intelligibility 1H. M. Meser. John J. Dreher. and Sol Adler. "Two Digit Number Transmission by Voluntary Stuttering.” Jougnal of Speech and Hearing Plasma. 20 (1955). p. 388. . g;2ig~. po 389. 3ibid.. p. 391. 36 of operational words. The investigators felt that if it may be inferred that the redundancy introduced by repeating the initial sound of a word accounts for its improved reception. the question arises as to whether even better results might be achieved by the additional redundancy of the double-bounce. Results indicated that the single bounce was super- ior to the double. as well as to normal transmission. Trained clinical observers agreed that the double-bounce suffered in its precision of delineating the initial sound. “The consequent compression and more rapid muscle activity of the double-bounce acted in this test to detract rather than add to the deliberate effect of the repetition."1 The con- clusions derived from these studies indicate that intelligibility of air messages might be significantly and importantly increased by the use of the single bounce technique in voice delivery.2 The same investigators compared the various methods of the telling of repeated digits. and concluded that the use of the terms "double” and “triple" to denote multiple successive occurrences of digits does not offer any advantage over the method of telling these digits singly. The use of the terms "hundred" and "thousand" was found to be inferior to single-digit telling of the numbers involving these magnitudes.3 Since the single-digit telling involved repetsions of the 7* 1HenryM. Moser. John J. Dreher. John O'Neill. and $01 Adler. ec s of 'eoeat - he , 1 _al Sound of Hb.d on th: tell :i- lit ”Themes 0 ang' r orce use. as .. . .x ‘ r orce m- bridge Research Center. Operational Applications Laboratory. Technical Report No. 30. Contract No. AFLl9-60b-1577. Columbus. Ohio: Ohio State Un versity'Research Fbundation. 1955). PP- 1-33- 21bid. 3Henry'M'. Maser. John J. Dreher. and Sol Adler. Number T llin 0f Repeated Digits. Exact.Hundreds and Thousands. (Bolling Air igrce 86. as.. _. .z r orce ese rc ,en er. perationa Applications laboratory. Technical Report No. 32. Contract No. AF 19-604—1577. Colum- bus. Ohio; Ohio State University Research Foundation. 1956). pp. 1-8. 1’ Ac- Uev “a. 'OVeal 9“|‘ oe‘8a\ ac... Ib.. 1U: ' I II) 1" :H-: 6'.“ 0‘. l.. .g. ‘p’ e... h‘.‘ V.. f.‘ ‘2 37 same number. it can be supposed that the redundancy involved aided the intelligibility of the numbers. Fairbanks. Guttman. and Miran studied the double presentation of'complete messages at normal and compressed rates of utterance. The double presentation of the messages yielded higher scores than the single presentation at both normal and compressed rates.1 Miller. Heise. and Lichten considered this problem of repeti- tions. not from a military standpoint. but as the result of the following question: "Why is a stimulus configuration. a word. heard correctly in one context and incorrectly in another?" One of the con- texts explored was that in which the item is a repetition of the imme- diately preceding item. ‘Hith this sort of context. the repeated word 2 The must be one of the few words similar to the word just heard. results of their study indicate that the improvement that can be aChieved by the simple repetition of a message is slight. This was true for both one and two repetitions of the initial word. They con- cluded that "the repeated message contains approximately the same information. and the same omissions. that the original message contained. If the listener thinks he heard the word correctly. he persists in his original response. whether it is right or wrong." No strong factor is at work to improve the accuracy on repeated presentations. and so only a very slight improvement is obtained due to the repetitions.3 These 1Grant Fairbanks. Neuman Guttman. and Murray 8. Miran. "Auditory Comprehension of Repeated High-Speed Messages.” Journal of’Speech and Hearing Qisorders. 22 (195?). PP- 20-22- 2George A. Miller. George A, Heise. and‘William Lichten. "The Intelligibility of’Speech as a Function of the Context of the Test Material." WW “1 (1951). p- 329. 3m” p. 335- l eAea IVs-VI ‘Aw - he. . be A, o‘b. . I:_ e.- ‘n ls at V1 -r a 38 conclusions relative to the persistence of erroneous responses are in agreement with those formed by'Moser. Dreher. and Adler. §gggggyy This research seems to indicate that redundancy in terms of voluntary stuttering and repeated presentations of thought units is an aid to auditory intelligibility. The effect of the repeti- tions of isolated words is questionable. however. There are some indie cations that erroneous responses are perseverated. resulting in negli- gible improvement due to repeated stimuli. A ca 0 of P ecedin Ma er ls to the Pre t Stud The study to be described in this paper involves redundancy of spoken words in a lipreading task. Individual words are used for lip- reading practice in many of the leading teaching methods. There is some disagreement. however. as to how effective isolated word practice really is. It appears that sentences are better predictors of lip- reading ability than are words. although.high correlations between word and sentence recognition have been found. Monosyllabic words seem to be as visually intelligible as are words of more than one syllable. provided the monosyllables contain one or two visible consonants. One of the biggest arguments against word practice is the problem of homo- phenous words. where context is not available to assist in differenti- ation. In auditory research. word familiarity appears to be an import- ant factor in auditory discrimination. -This factor has scarcely been touched upon in lipreading research. Only one brief mention of it was found by this author. the indications being that familiarity was not a factor in visual intelligibility. Mere research appears to be needed here. The question of redundancy has arisen in auditory research. but aP'Parently’not in research concerned with lipreading. While the avail- able research yields conflicting results. there are indications that fbr 39 purposes of auditory discrimination. stimulus repetitions tend to per- petuate original errors. It will be the purpose of this study to discover what effect repetitions have on visual discrimination. with the use of frequently employed spoken words. CHAPTER III SUBJECTS. EQUIPMENT. AND PROCEDURES Go or a as n This study is concerned with the effect of redundancy on the visual intelligibility of frequently used spoken words. In order to investigate this problem is was necessary to present subjects with spoken words in such a way that they received only visual cues. and could not rely on auditory stimuli. To achieve this situation a test was devised whereby speakers were filmed while saying the stimulus words. The test which was presented to the subjects was filmed. ms. The stimulus words chosen for use in this study are the first 45 words from Voelker's list of 1000 most frequently used spoken words.1 They are listed. in order of frequency of occurrence. in Appendix A. The use of 45 words was selected because of a ho minute time limit imposed upon the testing situation. This time limit is the result of attempts to create optimum testing conditions by avoiding subject fatigue. Spgakegs Three male graduate students at Michigan State University were selected as the speakers for this study. All three speakers used .— 1 Charles H. Voelker "1000 Most Frequent S ken words " 91W 28 (19%). pp- 189-195? ' no I ' 4:51 ‘6' “U Al general American speech and were well-versed in the area of speech and hearing science. am The viewer subjects for this study were students enrolled in various speech classes at Michigan State University during the first five-week summer session of 196C. The number of subjects totaled 150; of these 75 were speech and hearing science majors. and 75 were enrolled in speech courses not within the realm of speech and hearing science. Of the latter group. none were speech and hearing science majors. Of the total of 150 subjects. 56 were males and 9H were females. Ages ranged from 17 to 62 with a mean age of 24.6 and a median age of 22. In the group of 75 speech and hearing science majors. 23 were males and 52 were females; ages ranged from 19 to 51 with.a mean age of 25.6 and a median age of 23. In the group of non-speech and hearing science majors. 33 were males and #2 were females, ages ranged from 17 to 62 with a mean age of 23.3 and a median age of‘Zl. None of the subjects had received any formal training in lipreading. although several of the speech and hearing science majors had taken courses concerned with methods of teaching lipreading- Eguipgent The films for this study were taken with a Chinon Zoom 8mm mOVie camera. Model 7A. Serial number 32h77h. manufactured by the San- Shin Optical Company. Limited. Tokyo. Japan. This camera is operated by a high precision electric motor. powered by four 1.5 volt penlight batteries. The batteries used were Eveready. Alkaline batteries. No. E91. 1.5 volts. from the Union Carbide Company; The following descrip- tion of this camera is provided by the manufacturer: #2 System: Roll film leading. lens: Built-in Chinon zoom lens: F 1.8. 9.5 mm to 30 mm. Finder: Half’mirror prism system single lens reflex type. actual image finder with focusing eye-piece. Exposure Meter: Fully automatic exposure meter automatically coupled with ASA speeds from 10 to #0 (DIN speeds from 11 to 17). with red visual warning signal for under exposure. Angle of Shutter Blades: 160 degrees. Shutter Speed: 16 frames per second. Operating Power: h pen light batteries operate miniature high efficiency'motor. Fbotage Counter: 0 to 25 feet. automatic. Battery Tester: Built-in. Remote Control: Built in. used with Remote Control Accessory. Size: 108 x 55 x 215 mm. (7 inches x 2 1/8 inches x 8 1/2 inches). ‘Weight: 1.0 dg. (2.2 pounds). The camera was operated by means of a Remote Control accessory. The film used was Kodachrome II Movie film. Type.A for Photo- flood Light. 8mm roll. The speed was ASA (American Standard Speeds or Exposure Indexes) no, and thus the meter setting of the camera was ASA “0. The film is manufactured by Eastman Kodak Company. Rochester C. New York. In order that the speakers could keep the successive word utterances evenly spaced. a metronome was used. The metronome was manufactured by Seth Thomas Clocks. Division of General Time Instruments Corporation. Thomaston. Connecticut.‘ It was model number 758;A1. serial number h807.-. I we 1.. . . a e: 10‘! U E?! Ml. “a. .‘F‘ ‘t‘ I r. f!” 43 Two photoflood lights were used for adequate lighting during the filming procedure. each with a 300 watt bulb. These were placed equidistant to either side of the camera in such a manner that the light from them could be reflected from the ceiling. The visual warning signal built into the camera indicated that such lighting was adequate. The experimenter used a total of fifty-four 25 foot rolls of film. each film being divided during processing to make 50 feet of exposed film. Processing was done by the Eastman.Kodak Company. These exposed rolls of film were edited and condensed into 15 separate films. This was done with the use of a Bell and Howell Editor-Viewer. and a splicer. The films were shown to the subjects with a Bell and Howell '8mm movie projector. automatic threading. Serial number BF 12819. Response forms for the use of the subjects were devised by the experimenter. typed onto stencils and mimeographed. These are presen- ted in Appendix B. A lamp with an adjustable neck and a 75 watt bulb was used during the experiment so that the subjects could see to write their I‘OBPODBBB o mm W: This study was organized so that each speaker would say the list of 45 words five different times. Fbr each Speaker the list was randomized into five different orders according to a table of random numbers-1 List 1 contains one utterance of each word; *— 1 .1. L- was W 191932”. New York: Holt. e r an ns on. . pp. 276. 6L. Vin: 1X2 +‘.: 'A- M hI 41;. list 2 contains two successive utterances of each.word: list 3 contains three successive utterances of each word: list h contains four succes- sive utterances of each word: list 5 contains five successive utter- ances of each word. It must be remembered that an utterance is defined in this study as one presentation of'a word. Thus two successive utterances of a word indicates that the word is said two times in succession. This organization resulted in 15 lists of #5 words. each randomized separately into an order differing from all the others. and from the original word list. The word lists for each speaker are presented in Appendix C. £1;E;Qg_£;gggg3;gz For a lipreading study it is desirable that the stimulus words be spoken with normal vocal intensity so that exaggerated or unnatural lip movements may be avoided. "The use of filmed motion picture techniques allows for control over the constancy "1 For this reason. filmed lipreading tasks are often devised. Such is the of speech movements and the visibility of speech presentation. case in this study. Each speaker was filmed saying the five lists of words described above. A black background was provided for the pictures by placing a black sheet of poster-board on the wall behind the head and shoulders of the speaker. Each speaker stood against the wall in front of the background poster-board. By standing thus. with the head as close to the wall as possible. the double shadow created by the photoflood lights could be kept at a minimum. The camera was placed on a tripod 12 feet from the speaker. with the lens adjusted to the level of the head of‘the speaker. The zoom lens was adjusted so that only the head and shoulders of the speaker were visible in the picture. The on and off control of the camera was regulated by means of a remote -.-__.i 1Mean and Stephens. Mo. p- 61. VD? ’- 45 control attactnent in order that the position of the camera muld not be inadvertently changed with excessive handling. The filming proceeded in the following manner. The list of words was placed on a table in front of the speaker. The words were organized into five groups (A through E) with nine words per group. This type of word separation was utilized to minimize confusion on the part of the viewer subjects. It seemed reasonable to suppose that the mbjects would lose their places while writing their responses less easily with five short groups of nine words each than one long list of 1&5 words. Cards numbered Al through E9 were placed on the table with the word list. The appropriate number was held up by the speaker pre- ceding the speaking of each word. The number was filmed for three seconds. then the camera was stopped and the number was removed from camera range. The speaker then checked the list for the corresponding word: the word was said aloud to the speaker by the experimenter as extra assurance that the correct word would be spoken. The camera was started again. and after a brief pause. for the viewer subjects to adjust to the picture. the speaker said the word. The camera remained focused on the speaker for approximately five seconds after the word was spoken: this was to allow writing time for the viewer subjects as they viewed the film. Following the five seconds of writing time the camera was stopped. and the same procedure was repeated for the next word. The same pmcedure was followed for each of the five lists of words spoken by each speaker. with a slight additional precaution taken for those lists which contained more than one utterance of the words. In filming these lists. use was made of a metronome. With the metronome set at a speed of 72. the speaker would utter the word on every third best. In this way the same amount of time would be allwed between each My . 3" .. S‘. C”) 1&6 utterance of each word. and time differences would not create a variable among speakers and among wards spoken by one speaker. ' W: After the filming was completed and the exposed film processed by the Eastman Kodak Company. the experimenter edited the film. separating it into the original 15 lists of words. The edited film was timed for assurance that the correct amount of writing time was allowed for each word or word group. For any writing time less than .07 of a minute. (#2 seconds) additional film was spliced in for correction. For writing time of more than .10 of a minute (6.0 seconds) the proper amount was taken out. again for correction. In the final edition of each film. the writing time varied only from .07 to .10 of a minute. The total time taken by each film can be found on the word lists in Appendix 0. file} Study: Before the present study was continued. a pilot exPeriment was run. The purposes for this were two: (1) to determine if enough writing time was allowed for the viewer subjects. and (2) to examine varying degrees of subject preparation in terms of familiarity with the word list used in the study. It was further hoped that com- ments from the pilot study subjects would lead to the formation of the clearest directions possible. For the pilot study. fifteen subjects were selected. Ten sub. jects were speech and hearing science majors and five were individuals not connected with the speech department in any way. The subjects were divided into three groups of five subjects each. The films chosen for this study were lists 1. 2. and 3 spoken by speaker 3. Each group of subjects viewed the same three films in the same order: list 1 was Viewed first. followed by list 2. and finally list 3. The first group of subjects. consisting of three speech and hearing scimce majors and N'. 6“ hi ’\ A: 1+7 two non-speech students. was asked to learn the original list of words and write as many of them as they could remember before beginning the experiment. The second group of'subjects. consisting of four speech and hearing science majors and one non-speech student. was asked to look through the list of words before beginning the experiment. These subjects were not required to learn the list or write the words in advance. The third group of subjects. consisting of three speech and hearing science majors and two non-speech students. was shown the three films without any prior exposure to the word lists. The subjects were not allowed to use the word lists during the viewing of the film. The directions for the experiment were written at the top of the response forms. and the experimenter read them aloud as the subjects read them silently. These response forms are presented in Appendixzk. As the subjects wrote their responses to each stimulus the experimenter watched closely to determine if they appeared to be hurried due to insufficient writing time. At the end of the experiment. the subjects were asked for any comments they might have concerning the directions and the amount of writing time. The comments indicated that the subjects did not feel rushed when writing their responses. It was suggested that the experi- menter familiarize the subjects with the numbering system before beginning the experiment. and that the subjects be told that they should repeat any word as often as they think it appears throughout the filmed list of words. This latter suggestion arose from.the existence in the word list of many words which apparently looked alike to sub- Jects. These suggestions were incorporated.into the final set of directions for the actual,expermment. The responses of the subjects were scored according to the #8 number of words recognized correctly. The scores were subjected to a two-way analysis of variance with interest centered upon the differences in scores resulting from the three varying degrees of preparation of of the subjects. The results of this analysis are presmted in Appendix 1.. These results indicate that the differences in mean scores obtained from mibjects differing in familiarity with the word list used are not the result of chance. Analysis of differences between indi- vidual means indicate that for each word list the differences between all groups were significant. It appears that the scores increase in accordance with the familiarity with the words to be viewed. Because of these results the experimenter decided to allow all subjects in the study equal time in which to become familiar with the words to be viewed during the experiment. Each subject would be allowed five minutes to study the original word list before beginning the experimnt. W‘ The subjects for this study were obtained on a volunteer basis from six speech and hearing science classes and six general speech classes in session at the time of the experiment. The students in each of these classes were asked to indicate on a prepared questionnaire whether or not they would be willing to participate in this experiment. and if so. to indicate the times at which they would be available. This questionnaire will be found in Appendix D. From the completed questionnaires the experimenter assigned the volunteers to specific times and returned to them an 39130th0111: fan with the time of the experiment indicated. The aPpozlmtment font will. be found in Appmdix E. Each subject was then Placed into one of 15 groups. This was done as randomly as was POssible with the following restrictions. No more than 10 subjects were placed in a single group. Each group of 10 subjects contained ‘LJ ‘3 pa F“! 'I'Ct': #9 five subjects fra the speech and hearing science classes and five subjects from the general speech classes. The subjects who had volun- teered for the same time periods were automatically included in the sane groups. W: The fifteen groups of subjects corres- ponded to the fifteen word lists described above. In this way. each word list was viewed by'a different group of subjects. The groups of subjects viewing lists 1. 3. and 5 spoken by'any of'the speakers were a1s> exposed to two additional lists. The following outline describes this procedure. Category I Category II Category III Group Speaker List Speaker List Speaker List 1 1 1 1 3 1 5 2 1 2 3 1 3 1 5 l 1 1+ 1 it 5 1 5 1 1 1 3 6 2 1 2 3 2 5 7 2 2 8 2 3 2 5 2 1 9 2 1+ 10 2 2 1 2 3 11 3 1 3 3 3 5 12 3 2 13 3 3 3 S 3 1 1h 3 1+ 15 3 5 3 1 3 3 This procedure allowed for two types of statistical analysis. (O 'O 50 It will be noted that each.of'the 15 filmed word lists was seen by a different group of subjects. These are indicated by the first speaker- list category. Since the groups were fbrmed as randonly as possible.. with randomization limited by the availability of subjects and restric- tions imposed on the selection procedures. it would be assumed that the groups would be homogeneous (see pages 53-5h). and thus the mean scores fbr each of the 15 lists of words could be compared. This would meet the requirements for analysis of null hypotheses numbers 1 and 2. It will be further noted that certain of the groups of subjects were asked to view two additional lists of words. spoken by the same speaker as the initial list. This allowed for study of the learning or carryaover effect. and provided for the analysis of scores obtained fbr one utter- ance of the words preceded by zero. five. or eight previous utterances. This served to meet the requirements for analysis of null hypothesis number 3. e ts: The subjects were tested in the Speech and Hearing Science Laboratory at Michigan State University. This room is equipped with black window shades which eliminate outside light. making it particularly desirable for the viewing of films. Seating was arranged into two row: of five chairs each. the middle chair in each row being directly in line with the novie screen. Appendix F shows the diagram of the room arrangement and indicates the dimensions involved. The subjects were tested singly. or in groups of two to seven individuals. Since appointments had been arranged according to the convenience of the subjects. this procedure was necessary. The sub- Jects were seated so that nothing could block their view of the screen. A lamp with a 75 watt bulb was placed at the side of the room to furnish 51 enough light so that the subjects could see to write their responses. When the subjects were seated they were given a copy of the words to be viewed in the experiment. The words on this list were arranged according to the order of frequency of occurrence. and did not match the order of any of the lists to be viewed by the subjects. The sub- jects were instructed as fellows: ”These are the words which you will be viewin in this experiment. You may have five minutes to study hem befbre the experiment begins.“ At the end of the five minutes the word lists were taken from the sub- jects. and the experimenter passed out the response ferns. These forms are found in Appendix B. As the subjects read the directions silently. the experhmenter read them aloud. The experimenter then proceeded to explain the numbering procedure in the following manner: "Each word (or word group) will be preceded by a number corresponding to the numbers on the answer sheet. Thus. for the first word you will see the number Al (the experimenter held up this number fbr demonstration) and then you will see the s eaker sa the word once (or 2 or 3 or u'or 5 times in succegsion). If the word were 'jump'. it would look like this: (the experimenter said the word the appropriate number of times). Do not start writing until you have seen all re- sentations of the word. ‘Hrite each word only once even t ugh it is repeated (2. 3. 4. 5) times." The aPpropriate film was then shown to the group of subjects. and the subjects wrote their responses in the appropriate spaces on the response fbrm. The groups who viewed three films were given time to read the subsequent directions while the experimenter was changing films on the Projector. Since the directions were so similar to the first set. the experimenter did not read them aloud. Rather. she added the fbllowing atatement befbre presenting the film: "Remember. each word will be said (2. 3. 1*. 5) “'93 in succession (or only once). Do not startuwriting until you have seen all presentations of the word. 52 All groups of subjects were tested in the above manner. The testing took three weeks to complete. CHAPTER IV RESULTS AND DISCUSSION Results The test results were tabulated and subjected to two forms of analysis of variance. Test scores were determined in twe ways. resulting in twe sets of data: first. the scores were determined by the number of correct responses; second. the scores were determined by the number of correct responses plus the number of responses which were homephenous with the correct word. Hemophenous words were included in the second set of data because of the nature ef the word list used. Many of the words were such that they had one or mere homophenes which were also very frequently used words. Some of the words on the list were even homophenous with one another. Since seme studies indicate that it is impossible to differentiate visually between homophenous wards. it was believed that these words should be included in the data. The responses making up the test scores for both sets of data can be found in Appendix G. applied to both Cochran's test fer hemegeneity of variances was sets of data.1 For correct responses only. an R of .llh was obtained. 1William C. Guenther.IAna§ygig of gariancg. (EhEIGVOOG Cliffs. 5- J.: Prentice Hall. Inc.. 19 . pp- 21-22- 53 an. it: 51 I (1.? an en: II.‘ I. mt. 54 and fer correct responses plus hemepheneus words. an R of .102 was obtained. in R of .1736 or greater was needed fer significance at the 5%‘level ef cenfidence. Therefore it must be concluded that the variancain the test data are hemogeneous. Lindquist points out that if the variances are hemegeneeus. any variatien determined through analysis of variance techniques must be assumed to result from differ- ences between the means of the sceres of the groups of subjects.1 The first ferm ef analysis ef variance was such that Null Hypotheses numbers 1 and 2 ceuld be tested. Thus a twe-part analysis of variance was utilized.2 The sceres for the first word list viewed by each group of subjects were used in this analysis. These data are feund in Appendix H. The number ef successive utterances is designated as the A variable. and the speaker is designated as the B variable. The results of this analysis fer cerrect responses only are presented in Table 1. 1Be Fe mdQ‘lats O 8 8 0 e pp. 93.94e zfi'hnrds. OBe Cit.. PP. W'3u90 55 TABLE]. TWO-PART ANALYSIS OF VARIANCE OF SCORES ON FIVE DIFFEENT NUMBES OF SUCCESIVE UTTERANCES FOR GROUPS VIEWING WORD LISTS SPOKE BY THREE DIFFEIENT SPEAKERS: OORRHJT RESPONS§ ONLY Source of variation 0 quares oan uare Nunber of utterances h5.732 4 ' 11.h33 .021 Speakers 109.920 2 54.960 2.002 Interaction 038.1h8 8 54.769 2.015’ Between Groups 59 .800 14 02.41h 1.561 Within Groups 399 .200 135 27.179 Total h263.000 109 =SIEEITEEant"at the 53 level of confidence. The F‘s for number of successive utterances. speakers. and between groups are not significant. The interaction. however. is sig- nificant at the 5% level of confidence. This seems to indicate that the effect of successive utterances on visual intelligibility depends upon the speaker being viewed. The results of this same analysis for correct responses plus honophenous words are presented in Table 2. TABLE 2 TWO-PART ANALYSIS OF VARIANCE OF SCORES ON FIVE DIFFERENT NUMBERS OF SUCCESSIVE UTI'ERANCES FOR GROUPS VIMNG WORD LISTS SPOKEN BY THREE DIFFERENT SPEAKERS: CORRET RESPONSES PIES HOMOPHENQJS WORDS L; Source of Variation Sun of‘Squares df Mean Square F Number of utteranc s 81.158 U 20-290 0-699 Speakers 6 122.813 2 61.907 10965 Interaction 693-322 8 86'655 2'773'”I Between u s 897.293 11+ 60.092 2.051"I jithin 0353.35 0219.000 135 31.252 Mal 5116.293 149 I“Significant at the 5% level of confidence. I""‘81gnificant at the lfi‘level of confidence. The F for the mean square between groups is significant at the 53 level of confidence. This indicates that the observed differences 56 between the groups are not the result of chance. Analysis of this sum of squares between groups reveals no significant difference between successive utterances or speakers. but does produce a significant F for interaction at the 1% level of confidence. This again indicates that the effect of successive utterances on visual intelligibility depends upon the speaker being viewed. Because of the significant interaction involved in both sets of data. an analysis of'variance was done individually for each speaker.1 The results of this analysis for correct responses only are presented in Table 3e TABLE 3 ANALYSIS OF VARIANCE OF SCORES FOR GRWPS VIMNG FIVE DIFFERENT‘WORD LISTS. EACH CONTAINING A DIFFERENT NUMBER OF SUCCESSIVE UTTERANCES: CORRECT RESPONSES ONLY Source of Variation Sun of squares df Mean SSP‘PG qu~‘ Speaker 1 ‘ ‘ Between Groups 193.28 4 48.32 1.6 ‘Within Groups 1336.40 23 29.69 Total 1529.68 Speaker 2 “w— Between Groups 32.00 4 8.02 .003 Within Groups 996.80 “5 22.15 Total 1028.88 49 Speaker 3 Between Groups 258.52 4 64.63 2.1? Within Groups 1336.00 45 29.68 T0113]. 1594. 52 “'9 An F equal to or greater than 2.58 was necessary for signifi- cance at the 5% level of confidence. It appears that for correct responses only. there is no significant difference in scores for the various numbers of successive utterances of words spoken by any of the speakers. 1Edwards. Op. Cit.. pp. 316-321. 37 The results of the same analysis for correct responses plus homophenous words are presented in Table 4. TABLE 4 ANALYSIS OF’RARIANCI€OF'SCORES FOR GROUPS VIEWING FIVE DIFFERENT‘WORD LISTS. EACH CONTAINING A DIFFERENT NUMBER OF SUCCESIVE UTTEANCES OF EACH WORD: WRRECT RESPONSES PLUS HOMOPHENOUS‘WORDS Source of Variation Sum of Squares df Mean Square F Speaker 1 Between Groups 310.4 4 77.60 1.99 Within Groups 1751.6 45 38.92 __ Total 2062.0 49 Speaker 2 Between Grou s .8 4 .9 0.41 ‘Within Group? 1088.7 45 22.13 Speaker 3 Between Groups 424.28 4 106.07 3.46* Within Groups 1379.20 45 30.64 Total 1802.98 49 :Siggificant_at the:5% level of confidence:___ In this analysis. the F for speaker 3 was significant at the 5% level of confidence. This indicated that the variation between scores fer the different numbers of successive utterances of words spoken by this speaker was not due to chance alone. Therefore it was desirable to test the significance of the difference in means fur the individual pairs of treatments. The procedure recommended by Lindquist was followed.‘ The differences between the individual means were 2m»: n compared to the critical difference computed by the forumla d = with t at the 5% level with 45 degrees of freedom being 2.015. The results are presented in Table 5. 1Lindquist. 02. Qit., pp. 93-94. 58 TABLE 5 DIFFERENCES BETWEEN INDIVIIIJAL MEANS A2 13 A4 A5 Mean1-20o A1 7o3‘ 2s9 4.0 Oo8 Mean 2 - 13. A2 4.4 3.3 8." Mean 3 - 17.8 A3 1.1 3.7 Mean 4 - 16. 7 A4 4.8 Mean 5 - 21. 5 I"Equal to or greater than the critical difference of 4.98. These results indicate that the differences between the means for 1 utterance and 2 successive utterances of the words. and for 2 and 5 successive utterances of the words are significant at the 5% level of confidence. This probably accounts for the significant F for the mean square between groups. which was not significant in the analysis for correct responses only. The second form of analysis of variance was such that Null Hypothesis number 3 could be tested. Test results for this analysis are presented in Appendix I. The data were organized in such a way that Lindquist's Type III factorial experiment could be utilized.1 This experiment is performed with three factors. A, B, and C. with a possible total of ABC treatment-combinations. Classification A is such that all treatments in that classification are administrable to the same subjects. but this is not true of the other (B and C) classifica- tions. Thus the main effect of A and all interactions involving A are '"within" effects. while the main effects of B and C and the BC inter- action are "between" effects. The subjects are divided at random into BC groups of the same size. Each group takes one of the B-C combina- tions with each level of A.2 In this experiment the three factors 1mgo . ppe 281- 284. 2:21.- 59 under consideration were (A) number of successive utterances. (B) speakers. and (0) order of presentation of the word lists. Each factor may be broken down as follows: Factor A: A1 represents 1 utterance. A3 represents 3 successive utterances. A5 represents 5 successive utterances. Factor B: Bl represents speaker 1. B2 represents speaker 2. 33 represents speaker 3. Factor C: C1 represents the order of Al A3 A5. C2 represents the order of.A3 A5 A1. C3 represents the order of A5 A1 A3. Referring back to the discussion of Ogganization of Groups. page 49. it will be noted that groups 1. 3. 5. 6. 8. 10. ll, 13. and 15 are included in this analysis. Each group viewed all treatments in classification A in combination with one of the 9 B-C groups. as follows: Al A3 A5 Group 1 El 01 3 Bl c2 5 Bl 03 6 32 Cl 8 82 C2 10 82 C3 11 B3 Cl B3 02 i2 33 as In this way the relationships between number of successive utterances. order of presentation of the word lists. and speakers. could be evaluated. The results of this analysis for correct responses only are Presented in Table 6 on the following page- ANALYSIS OF VARIANCE OF SCORE ON THREE DIFFmENT NUMBmS OF SUCCESSIVE UTTERANCES (1. 3. 5) FOR GROUPS VIEWING WORD LISTS PRESENTED IN THREE DIFFmENT ORDERS BI THREE DIFFmENT SPEAKERS: CORRET aasaousas out! Source of variation sun of'Squares df Mean Square F B t Sub ts 2012. 1 89 22.611 6.478;: 8° '96” 38° 1078.222 2 739.226 211.63gtt 0 32.119 2 16.060 4.598* ac 218.837 4 5e. 09 15.662** Error (b) 282o933 81 aoZéB . Rithi s b t 6 81.600 180 3 676 0.939_— A n u 3°C a 717.874 2 83937 0.223 AB 80.01g 3 22.20: 3.222 A 106. 2 . 2 . Ago 78.436 8 9.812 0.664 Error (w) 6498.66? 162 no.115 TStal 8793.941 269 _;Significant at the 5% level of cSEfiaence. "Significant at the 1% level of’confidence. —_‘_ These results indicate that the variation between subjects is not due to chance alone. It appears that there 13 significant vari- ation in scores due to speakers. and due to the order of presentation of the word lists. The significant interaction (BC) indicates that these two factors influence each other. The interactions involving Factor A are not significant. indicating that the scores obtained for various numbers of successive utterances are not influenced by either Speakers or order of presentation of the numbers of successive utter- anceao The results of this same analysis for correct responses plus homophenous words are presented in Table 7- 61 TABLE 7 ANALISIS OF VARIANCE OF SCORES ON THREE DIFFERENT NUMBmS OF SUCCESSIVE UTTHIANCES (1. 3. 5) FOR GROUPS VIEWING WORD LISTS PRESENTED IN THREE DIFFERENT ORDERS BY THREE DIFFERENT SPEAKERS: CORRECT RESPONSES PLUS HDHOPHENOUS‘WORDS Source of Variation Sum of Squares df Mean Square F Between Subjects 292 5.400 89 32-870 4-863" B 2100.356 2 1050.178 l55.375** C 32.06? 2 16.034 2.372 BC 24 . 0 4 61. 78 9.081“I Within Subjects 7580.900 180 42.116 0.970 A 32.467 2 16.234 0.374 AB 155.977 4 38.994 0.898 AC 242.1 4 60. 1. 4 ABC 116.838 8 14.2%; 0.3%? Error (w) 7033.433 162 43.416 0.337 Total 10 506 . 300 269 ::§ignificant at the 1% level of confidence. These results again indicate that the variation between subjects is not due to chance alone. While it appears here that there is signi- ficant variation in scores due to speakers. variation does not seem to result from the order of presentation of the word lists. The signifi- cant BC interaction indicates that the speaker variation is influenced by the order of presentation of the word lists. The interactions involving Factor A are again insignificant. Because of the variation due to speakers. and the effect of the order of presentation upon this variation. an analysis of variance for each speaker was carried out. In the consideration of the effect of the order of presentation of the word lists. the responses to the lists containing one utterance of the words are those with which this study is concerned. Therefore. this analysis considered the variation of responses to one utterance of the words according to the order of pre- sentation of the word lists.1 The results of this analysis for correct 1&31'81‘68. 020 Ciieg ppe 316-321e 62 responses only are presented in Table 8. TABLE 8 ANALYSIS OF VARIANCE OF SCORES FDR GROUPS VIEWING WORD LISTS CONTAINING ONE UTTBANCE OF EACH WORD AND PREENTED IN DIFFERENT PRESENTATION ORDERS: CORRECT RESPONSES ONLY Source of Variation *Sum of Squares df Mean Square F Speaker 1 ‘ Between Groups 59.47 2 21.735 1.13 Within Groups 707.20 27 26.190 Total 766.67 29 Speaker 2 Between Groups 12.20 2 6.100 0.33 Within Groups 500.10 27 18.500 Total 512.30 29 Speaker 3 Between Groups 72.73 2 36.37 0.90 Within Groups 1055.30 27 39.08 Total 1128.03 29 The results of this analysis for correct responses plus homo- phenous words are presented in Table 9. TABLE 9 ANALISIS OF’VARIANCE OF SCORES FOR GROUPS VIEWING WORD LISTS CONTAINING ONE UTTERANCE OF EACH'WORD AND PRESENTED IN DIFFERENT PRESENTATION ORDERS: CORRECT RESPONSES PLUS HOMOPHENOUS WORDS Source of Variation Bum ofpsquares ‘_df Bean Sqaure “F""' Speaker 1 Between Groups 12 .07 2 62. 4 2.0? Within Groups 81 .80 27 30. 7 TOLE]. 939 o 87 29 Speaker 2 Between Groups 16.07 2 8.04 0.31 Within Groups 686.90 27 25.44 Total 702.97 29 Speaker 3 etween Groups 22.87 2 11.44 0.32 ‘Within Groups 949.00 27 35.14 Total 971.87 29 An F equal to or greater than 3.35 was needed for significance 63 at the 5% level of confidence. No significant F was obtained. indicat- ing that for no speaker is there significant variation in scores for one utterance of the words due to the order of presentation of the word 113t8e Qigcussion Null Hngtheses 1 and 2: Null Hypothesis number 1 was stated as follows: The mean scores of groups of subjects viewing frequently employed spoken words are identical regardless of the number of times each word is uttered. Null Hypothesis number 2 was stated as follows: The mean scores of groups of subjects viewing frequently employed words spoken by different speakers are identical. In discussing results pertaining to these hypotheses we are interested in the first type of analysis of variance used. Of primary interest is the question. ”is the visual intelligibility of a group of spoken words affected by successive utterances of the words?“ The results indicate that the effect of successive utterances of the words is not significant. It must be noted. however, that the effect of repetitions differs from one speaker to another. Figure 1 pictures this interaction graphically for correct responses only. Figure 2 pictures this interaction for correct responses plus homophenous words. The responses obtained under both scoring procedures follow the same pattern. with the mean scores fbr correct responses plus homophen- ous words being somewhat higher for each number of successive utterances than those for correct responses only. The mean scores for speaker 1 increase steadily from 1 utterance to 4 successive utterances. then drop'markedly for 5 successive utterances of the words. For speaker 2 the mean scores increase steadily but with less magnitude until 3 suc- cessive utterances of the words is reached. then drop abruptly for 4 64 successive utterances and rise somewhat for 5 successive utterances. There is a certain amount of similarity between the mean scores for the groups viewing the first two speakers. It appears that the scores improve slightly. though not significantly. from 1 utterance to 3 suc- cessive utterances of the words fbr speaker 2 and from 1 utterance to 4 successive utterances of the words for speaker 1. then drop rather abruptly when the high point is reached. The picture fbr speaker 3. however. is very different. The mean scores for 1 utterance and 5 successive utterances of the words are considerably greater than for 2. 3. and 4 successive utterances. The results of the analysis indicated that the differences in mean scores for correct responses plus homo- phenous words for this speaker were significant. A test for differences between means suggested that the mean score fbr 2 successive utterances of the words differed significantly from those for l utterance and 5 successive utterances of the words. This difference can be seen clearly on the graph in Figure 2. It would appear that the significant interaction between the number of successive utterances and the speakers results from the rather drastically different responses to speaker 3 from those to the other two speakers. It is possible that the groups viewing 1 utterance and 5 successive utterances of the words spoken by speaker 3 were made up of significantly better lipreaders than were the other groups of subjects. in spite of the procedure followed in an attempt to assemble the groups randomly; 'While this is only a supposition. it does not seem feasible that the effect of successive utterances of words should be so markedly different for one speaker than for the others. In spite of this discrepancy due to speaker difference. the analyses for each speaker individually indicate that fbr speakers 1 and 65 Figure l INTWCTION BETWEEN NUMBER OF SUCCESSIVE UTTERANCES AND SPEAKERS: CORRECT RESPONSES ONLY Mean Score 2h- 23- 22- 21- 20- 19- 18- / 17- 16- 15- 1h- 13- 12- 11- 10- A1 A2 A3 A4 A5 Factor A Speaker 1 Speakerz Inn-n---— Speaker) eeeeeeo 66 Figure 2 INTERACTION 3mm mm or successxva urrmcss AND SPEAKERS: coanscr Responses PLUS mmnmous mans Mean Score 2&- 23- 22- 21- . 20- 19- 18- 17- 16- 15- 1h— 13- 12- 11- 10- Al A2 A3 Ab A5 Factor A Speaker 1 Speaker 2 - - - - - - - - S maker 3 -e -e -e -e _e -e -e _ .Pv ll .. Cl} is 6? 2 at least the differences in scores fbr 1 utterance through 5 succes- sive utterances of the words are not significant. It appears that with no prior training. successive utterances of words do not help the recognition of the words through lipreading. Null Hmthegg 3: Null Hypothesis number 3 was stated as follows: The mean scores of groups of subjects viewing frequently employed spoken words uttered only ence are identical regardless of the number of times the subjects have previously viewed the words. This hypothesis deals with a learning. or carryhover. effect. The experimenter was interested in discovering what happens to the scores obtained when viewing one utterance of a word after that word has been uttered successively several times on previous trials. To suggest that learning takes place is questionable. since the responses to the words are not positively reenforced. However. if a learning or carrybover effect exists. it would result in suggestions fbr the teaching of visual word recognition through repetitions of’the stimuli. In this analysis. particular interest is manifested in the AC interaction; that is. how the scores for various numbers of successive utterances are affected by the order in which these lists of successive utterances are presented to the subjects. The results of the analysis indicate that the Ac interaction is not significant. However. the BC interaction is significant. suggesting that the responses according to the order of presentation of the word lists differ according to the speaker viewed. Figure 3 pictures this BC interaction graphically for correct responses only. and figure b'pictures this interaction for correct responses plus honopheneus words. Fbr these graphs the mean scores for 1 utterance. and 3 and 5 successive utterances of the words were totaled for each presentation order. Thus the total mean score 68 can be seen for orders 1. 2. and 3 for speakers 1. 2. and 3. It will be noted that for speakers 1 and 2 the second order of presentation. where 3 successive utterances of the words were viewed first. followed by 5 successive utterances. then 1 utterance. yielded a slightly higher mean score than did the first or third order of presentation. For speaker 3. however. the second order of presentation yielded the lowest nemn score. The significant no interaction appears to result from the responses to speaker 3. as did the significant interaction between the number of successive utterances and the speakers. Perhaps the lack of significance of the AC interaction can be attributed to this rather drastic speaker difference. The interest in the AC interaction is centered around the responses to the word lists containing only one utterance of the words. If the AC interaction is influenced in any way by speaker difference. the affect on responses to one utterance of the words should be studied. To do this onermay refer to Table 8. where the responses to one utterance of the words are analyzed in terms of’the order of presentation of the word lists for each speaker individually. The results of this analysis indicate that for no speaker is there significant variation between scores for one -utterance of the word as the lists are presented in various orders. These results are pictured in graphic form in Figure 5 for correct responses only. and in Figure 6 for'correct responses plus honophenous words. It can be seen that although the differences are not significant. there is a slight tendency for the second order of presentation to result in higher mean scores for all three speakers. In the second presentation order. it will be remembered that the subjects viewed the words first uttered three times. than uttered five times. and finally uttered only once. It appears that the mean scores for one utterance 69 Figure 3 INTERACTION 3mm SPEAKERS AND 05mm 01" PREMTATION OF THE HORD LISTS: CORRECT RESPONSE ONLY Mean Score 214- 23- 22- 21- 20- 19- \ . 18- '\. .-— 0" 17- 16- Cl CZ C3 Order of Presentation Speaker 1 SpeakerZ Dee-es---- Speaker 3 _._._._._._._._ 70 Figure 4 “TRACTION BM SPEAKBS AND ORDER OF PRESENTATION OF THE VORD LISTS: WRRET RBPOISB PLUS IDMOP.WS WORDS Mean Score 21}- 23. '\. 22- ' \ . . - ' 21- 20- 19- 18- 17- 16- 15- 14- 13- 12- 11- 10- Cl 02 03 Order of Presentation Speakerl Speakerz -------- Speaker 3 _._. . . . . . 71 of the word are somewhat better when the subjects have been exposed to the words through previous successive utterances. The graphs indicate that eight previous utterances result in higher scores than do five previous utterances. While these differences are not significant. they show a tendency in the direction which indicates the possibility of a carry-overneffect. however slight. It must be remeubered. however. that this tendency could be attributed to chance. In general. the results of this study indicate that visual intelligibility of frequently employed spoken words is not affected by repetitions of the words. 72 Figure 5 RESPONS‘fi TO WORD LISTS cmrmmc ONE UTTERANCE 01" THE‘WORDS PRESENTED IN VARIOUS ORDERS BI THREE DIFFERENT SPEIKERS: CORRECT RESPONSESTONLY Mean Score 214- 23- 22- 21- 20- 19- 18- . / . / 17- 16- 15- 11.- 13- 12- 11- 10- Cl CZ C 3 Order of Presentation Speaker 1 Speaker 2 ----- - ' ' waur3 ;J;;;JJ- 73 Figure 6 RESPONSES TO WRD LISTS CONTAINING ONE UTTE'RANCE OF THE WORIB mmmrrb IN new. one... THREE extreme 39mins: WRRECT RESPONSES PLUS HOMOPRENOUS WORDS Mean Score 214- 23- 22. , / ' 21- / 20- 19- 18- 17- 16- 15- 1h- 13- 12- 11- 10- Cl 02 C3 Order of Presentation Speaker 1 Speaker 2 - - - - - ' ' ‘ Speaker 3 _-_-._-..--'-.°.-'-. CHAPTER V SUMMARY'ANIDCONCLUSIDNS §ummary The greatest loss to an aurally handicapped person is the inability to hear and understand speech. It is through speech that one is able to maintain an intelligent and enjoyable relationship with others and with the environment in general. The deaf individual is unable to utilize auditory perception in any way: he who is hard of hearing has auditory perception abilities which are limited. Fbr both of these individuals. the process of lipreading becomes an important avenue for the understanding of speech. For the deaf individual. lip- reading is the sole means of receiving speech: for the hard of hearing individual. lipreading supplies in part that which the ear is no longer able to perceive. The speech and hearing clinician is often called upon to help an aurally handicapped individual learn to develop lipreading ability. Through the years. several methods of teaching lipreading have been devised. While these methods differ from one another in many ways. they also contain many similarities. The goal of teaching lipreading is to restore to the student the ability tatnderstand speech. For the student to succeed. he must first learn to recognize the visible move- ments of the vocal organs which occur as various sounds and syllables are produced. The methods by which this recognition is taught are 7“ 75 varied. but the ultimate goal is for this recognition to become so automatic that the lipreader may concentrate on the thought of the message. supplying with the mind the parts which the eye is unable to see or recognize. There is much which is not yet understood concerning lipreading ability. Research into the various factors involved in lipreading is a continuing necessity. One of the important areas for research con- cerns the stimuli utilized in the teaching of lipreading. This study has been concerned with individual words as lip- reading stimuli. It has been the purpose of this study to determine if the immediate repetition of a word will improve the visual intelli- gibility of that word. A list of 45 frequently employed spoken words was randomized into 15 separate lists. Three speakers were filmed. each saying five of the word lists. For each speaker. list 1 contained one utterance of each word. list 2 contained two successive utterances of each word. and so on through five successive utterances of each word. The resultant 15 films "were viewed by 15 groups of 10 subjects each. These viewer subjects were students enrolled in speech classes at Michigan State University. The score for each subject was the number of words recog- nized correctly from the list being viewed. While each list was Viewed by a different group of subjects. some of the groups were exposed to three of the films. presented in varying orders. This allowed for study of a learning, or carry-over. effect resulting from several eXPOaures to each word. The results of this study indicate that repetition of the stimulus word does not result in significant improvement in visual intelligibility. While the effect of the repetitions varies among '4 76 speakers. there may be a slight trend toward improvement in recognition of the stimuli as the number of successive utterances increases. There appears to be a point at which further utterances become confusing to the viewer; this point differs from one speaker to another. The results further indicate that significant learning or carryaover does not take place from one list to another. although there appears to be a slight trend toward better recognition of a single word when it has been preceded by several successive utterances. anclusions 1. The mean scores of groups of subjects viewing frequently employed spoken words (indicating ability to recognize the words) do not differ significantly regardless of the number of times the words are uttered successively. 2. The effect of successive utterances of words on visual intel- ligibility differs from one speaker to another. 3. Repeated unreinforced exposure to spoken words does not result in improved ability to recognize the words as they are presented singly. Implication; fgr Futurg Research This study has examined only a very small segment of an area which should be explored more deeply. A list of frequently used words was selected for this study. and the visibility of sound movements and the frequency of occurrence of the sounds in the English language were not regulated. A word list should be devised which would include all of these factors. and this study repeated. The effect of word repetitions viewed by trained subjects would be another interesting and profitable research project. In this study the subjects were not trained. and any learning which might result from 7? the successive utterances of the words was not reinforced. The picture might be vastly different if training procedures could be utilized. and the value of this type of study to teaching methods could be great. A study of successive utterances of short sentences would also be valuable. This would allow for use of context in word recognition. and would evaluate yet another type of lipreading stimuli. A method whereby a response could be made after every utterance of a word in a word group would be desirable. In this way the thought process of the subject as he viewed several successive utterances of a word could be studied. This would be particularly useful in deter- mining whether or not erroneous responses are perseverated. A study similar to the one described in this paper. utilizing a list of words varying in frequency of occurrence in the English language would shed considerable light on the effect of word frequency upon word recognition. This has been done for auditory discrimination and visual perception of written words. but does not appear to have been considered in terms of lipreading. The results from studies such as these give to the area of lipreading valuable information relative to repetitions of stimuli and the effect upon stimulus intelligibility. BIBLIOGRAPHY gpokg Hartley. 3. Howard. gripcipleg of Perception. New York: Harper and Brothers. 19 . vii- 2. Bruhn. Martha E. Elemenppry‘Lessons in Lip Reading. Lynn. Mass.: The Nichols Press. 192 . iii- 39. Bruhn. Martha Emma. Thp‘MuellerJWalle. Mpphod of Lip:Reading. Lynn. Mass.: The Nichols Press. 192 . iii-282. Hunger. Anna M. Speech §eading - Jepa gethod. Danville. Illinois: The Interstate. 9 . 17-1 . Dewey. Godfrey. Rglativg Ezeguencl of English Sppecp Sounds. Cambridge: Harvard University Press. 1923. v-l . Edwards. Allen L. S cal s for he e a re cience . New York: Holt. Rinehart and Winston. l9 1. vii-5 2. Guenther. William 0. Analzgis of Egpigpce. Englewood Cliffs. N.J.x Prentice Hall. Inc.. 19 . iii-199. Hirsch. Ira J. "Sensation and Measurement." Reading; in Perception. ed. David C. Beardslee and Michael‘Wertheimer. Princeton. New Jersey: D. Van Nostrand Company. Inc.. 1958. v-751. Helson. Harr . "The Theory of Adaptation-Level.” Reading; in Pepcfiption. ed. David C. Beardslee and Michael'Wertheimer. r ce n. ew Jersey: D. Van Nostrand Company. Inc.. 1958. v-751. Ittelson.‘William H.. and Franklin P. Kilpatrick. "Experiments in Per- ception." Readipgg 1p Pepcepgion. ed. David C. Beardslee and Michael Wertheimer. New Jersey: D. Van Nostrand Company. Inc.. 1958. v-751. Kinzie. Cora Elsie. and Rose Kinzie. Li rea for he fe A it. Philadelphia: The John C.‘Winston Company. IBBI. xv-3%§N 'QE" Lindquist. E. F. D s and a is of me a in P cholo and Egpcapion. 0 on: oug n n mpanY. . LXh . 78 79 mama. Edward B- W— (Rev- Elizabeth Helm Ritchie and Gertrude TorriésoPhiladelphia and New York: Frederick A. Stokes Company. . ix-372. Nithe. mizabeth Helm. W. New York and Philadelphia: J. . pp co ompany. 0. 7-251. OlHeill. John J.. and Herbert J. Oyer. Vippal Commupicatipn for the Hagg pf ngripg. Ehglewood Cli s. . .: ren ce- . c.. 19 . v-1 3. Pauls. Miriam D. "Speechreading." prpipg app Qppflness. ed. Hallowell Davis and 3. Richard Silverman. New York: Holt. Rinehart and Winston. Inc.. 1960. 353-367. Silverman. S. R.. H. 5. Lane. and D. G. Doehring. "Deaf Children." Heapgpg and gaafnesp. ed. Hallovell Davis and 8. Richard verman.' ' o : Holt. Rinehart and‘Winston. Inc.. 1960. u13-u51. Per s Black. John W. "Accompaniments ot'wcrd Intelligibility." Jouppa; of Speeph and Hearing gisOpderp. 17 (1952). 409-h18. Black. John‘H.. Patricia P. O'Reilly. and Linda Peck. "Self-Administered 'Training in Lipreading.” Jou al of S eech an earin sorders. 28 (1963). 183-186. Brannon. John B. "Speech Reading of Various Speech Materials." Jouppal pf Spgech and Hearing Disorders. 26 (1916). 3U8-354. Brannon. John 8.. Jr.. and Frank Kodman. Jr. "The Perceptual Process in S eech Reading.“ erch ves 0f 0’60181‘ 010 o 70 (1959). 11a. 19. Byers. Vincent. and Lewis Lieberman. "Lipreading Performance and the Rate of the Speaker." Jougpa; of Speech and Hearing Researc . 2 (1959). 271-276- Fairbanks. Grant. Neuman Guttman. and Murray 3. Miron. "Auditory Comprehension of Repeated High-Speed Messages." Jouppal 0; Speech and Hearing Disorders. 22 (1957). 20-22. Howes. Davis H.. and Richard L. Solomon. "Visual Duration Threshold as a Function of‘word-Probabilit ." Journal of Qgpgripenta; King-Ellison. Patricia. and James J. Jenkins. "The Durational Threshold of Visual Recognition as a Function ot“word-Frequency." American Journal of Payphologz. 67 (1954). 700-703. Miller. George A.. George A. Heise. and‘William Lichten. "The Intelli- gibility of Speech as a Function of the Context of the Test Material." MW. 41 (1951). 329-335. r.) 80 Mbser. H. Hi. John J. Dreher. and Sol Adler. "Two Digit Number Trans- mission by Voluntary Stuttering.” Journal of Speech ang Reaping 2221:922- 20 (1955). 388-392- Norkovin. Boris V. WRehabilitation of the Aurally Handicapped through Stud of Speech Reading in Life Situations.“ Journal of fippgph 23W. 12 (1947). 363-368. O'Neill. John J. ”Contributions of the Visual Components or’0ra1 Symbols to Speech Comprehension." Jou a ech an a n d 19 (1954) . 429-1139- O'Neill. John J.. and Jo-Ann L. Davidson. "Relationship between Lip- reading Ability and Five Psychological Factors." Jspppal of Spegph apd Hearipg Qipoppers. 21 (1956). h78-h81. O'Neill. John J. and Mary C. Stephens. "Relationships among Three Filmed Lipreading Tests." Jougpal of Speech and Heapipg Research. 2 (1959). 51-65- Owens. Elmer. "Intel1igibilit of“words Varying in Familiarity." qurna; of Speech ang earipg Reggapc . n (1961). 113- 29. Postman. Leo. and Mark R. Rosenzweig. "Practice and Transfer in the Visual and Auditory Recogni ion of Verbal Stimuli." Amepican Joum; of Pszchplogz. 69 (1956). 209-226. Reid. Gladys. "A Preliminary Investigation in the Testing of Lipreading Achievement.“ Jpppppl s; Spgeph and Hearing flipopderp. 12 (1947). 77-82- Simmons. Audrey Ann. "Factors Related to Lipreading." Jouppa; o; fippgpp and fiparipg Rpsgapch. 2 (1959). 3“0-352- Tatoul. Corinne M.. and G. Dun Davidson. "Lipreading and Letter Pre- diction." Jouppal pf fipgpch an Hear e 8 ch 9 (1961). 178-181. 'Utley. Jean. "A Test of Li readizg Ability." qupnal of Speech app Reaping Disgrders. 1 (l9 ). 109- 16. Voelker Charles H. ”1000 Most Fro uent S ken‘words " Qpapteplz .Journa; of Spepch. 28 (19u2 . 189- 97. ' Woodward. Mary F.. and Carroll G. Barber.. “Phoneme Perception in Lip- reading." Journal of Spegch app Hgagipg Research. 3 (1960). 212-222. 92W Moser. Henry M.. John J. Dreher. and Sol Adler. Number Telling of Repeated Digits. Exact Hundreds and Thousands. Bolling Air Base.‘Wash. D. 0.: Air Force Research Center. Operational Applications Laboratory. Technical Repto. No. 32. Contract No. AF 19 (60n) - 15V7. Columbus. Ohio: Ohio State Univ. Research Foundation. 1956. 1-8. 81 Nbser. Henr M.. John J. Dreher John.O'Neill. and Sol Adler. 0 Re ea the In till Sounds of We on the tell of Aip nippages. Bolling Air Force Base. Wash. D. C.: Air Force Cambridge Research Center. Operational Allications Laboratory. Technical Report No. 30. Contract No. AF 19 (601+) - 1577. Columbus Ohio: Ohio State Univ. Research Foundation. 1956. 1-33- APPMDICES 82 83 APTENDIX.A ORIGINAL LIST'OF FORTY-FIVE?WORDS the an and as or not a if to make in on it there is was that or have all this but be will work would I with are which they people do more to r light he very many at you by we man one 8h APPENDIX B RESPONSE'FORMS DIRECTIONS - List 1 You will be viewing on the screen a speaker saying 45 words. Each word will be said once. After viewing each presentation you will record in the proper place the word u think was spoken. If you are not sure of what a word is. guess. f you have no answer. draw a line through the space following the number of the item. If a word has more than one s elling. use any one you wish. Repeat any word as often as you think t appears throughout the list. Be careful to write each word after the appropriate number. Name: Al Cl El A2 c2 32 “3 CB 33 A4 04 Eu ‘5 05 V E5 A6 C6 E6 A7 C7 E7 A8 Cg E8 A9 C9 E9 B1 BI 32 D2 B3 03 B“ Dh (Groups 1. 6. 11. 55 D5 first presentation) B6 D6 B? D7 BB D8 B9 09 85 APPBJDIX B--Contypued DIRECTIONS - List 3 Ybu will be viewing on the screen a speaker saying 45 words. each appearing 3 times in succession. After viewing each presentation you will record in the proper place the word you think was spoken. If you are not sure of wha a word is. guess. I you have no answer draw a line through the space following the number of the item. If a word has more than one spelling. use any one you wish. ‘When recording the word. write it only once. even though it is repeated 3 times. Repeat any word as often as you think it appears throughout the list. Be careful to write each word after the appropriate number. Do not start writing until you have seen all 3 presentations of the word. Name: A1 01 E1 2 OZ EZ A3 03 33 A“ cu_ EL: A5 ___ 05 E5 A6 06 E6 _ A7 C? E? A8 08 E8 # A9 C9 E9 Bl D1 #_ 82 D2 BB 03 B“ Db (Groups 1. 6. ll. 35 D§__g 4.. second presentation) B6 D6 B7 D7_fit B8 D8__fi B9 D9 p :I‘. 86 APPENDIX B--Contipugp DIRECTIONS - List 5 You will be viewing on the screen a speaker saying 45 words. each appearing 5 times in succession. After viewing each presentation you will record in the proper place the word you think was spoken. If you are not sure of what a word is. uess. If you have no answer draw a line through the space following t e number of the item. If a word has more than one spelling. use any one you wish. ‘When recording the word. write it only'once. even though it is repeated 5 times. Repeat any word as often as you think it appears throughout the list. Be careful to write each word after the appropriate number. Do not start writing until you have seen all 5 presentations of the word. Name:___ A1 C1 E1 ‘2 CZ E2 A3 03* A4 Ch Eh A5 05 E5 A6 06 36 A7 07 E7 A8 08 :38 A9 C9 E9 81 Dy ' 82 D2____ 33 D3 (Groups 1. 6. 11. 39 Du third presentation) 35 D5 36_ D6 137 D7 38 D8 B9 pg 87 APPENDIX B-- Con ued DIRECTIONS - List 2 You will be viewing on the screen a speaker saying 45 words. each appearing 2 times in succession. After viewing each presentation you will record in the proper place the word you think was spoken. If you are not sure of what a word is. guess. If you have no answer draw a line through the space following the number of the item. If a word has more than one spelling. use any'one you wish. ‘When recording the word. write it only once. even though it is repeated 2 times. Repeat any word as often as you think it appears throughout the list. Be careful to write each word after the appropriate number. Do not start writing until you have seen both presentations of the word. Name: A1 01 E1 A2 02 32 A3 ‘ 03 33 A“ 04 an A5 05 35 A6 C6 E6 A7 07 E7 A8 C8 88 A9 - 09 E9 51 D1 32 D2_ii B3 D3 (Groups 2. 7. 12) 34 on 35 D5 86 D6 B7 D7 88__ ' D8 ‘ i__ B9__ 09 ___ 88 APPENDIX B--Con§inued DIRECTIONS - List 3 You will be viewing on the screen a speaker saying #5 words. each appearing 3 times in succession. After viewing each presentation you will record in the proper place the word you think was spoken. If you are not sure of what a word is. guess. If you have no answer draw a line through the space following the number of the item. If a word has more than one spelling. use any one you wish. When recording the word. write it only once. even though it is repeated 3 times. Repeat any word as often as you think it appears throughout the list. Be careful to write each word after the appropriate number. Do not start writing until you have seen all 3 presentations of the word. Name: A1 C1 El A2 cz E2 ‘3 03 33 Ah Ch Eh A5__..i____.,.____ C5 357_ A6___ C6 E6 A7 c7 sz__ A8 08 E8 A9 09 _“ E9 Bl D1 _... 82 D2 33 D3 (Groups 3. 8. 13. BM D4 first presentation) as 95 36 D6_ B7__ DZ__ BB pg 39 n9__ 89 APPENDIX B--Continued DIRECTIONS - List 5 You will be viewing on the screen a speaker saying 45 words. each appearing 5 times in succession.- After viewing each presentation you will record in the proper place the word you think was spoken. If you are not sure of'what a word is. guess. If you have no answer draw a line through the space following the number of the item. If a word has more than one spelling. use any one you wish. When recording the word. write it only once. even though it is repeated 5 times. Repeat any word as often as you think it appears throughout the list. Be careful to write each word after the appropriate number. Do not start writing until you have seen all 5 presentations of the word. Name: A1 c1 E1 A2 CZ E2 __ A3 03 33 A“ 04 E4 A5 0.5 _ E5 A6 06__, E6 A7 __ C7 A7 A8 C8 38 A9 09 E9 131 01 _ 82 D2 ¥__ 33 D3 (Groups 3. 8. 13. B“ D4 second presentation) B 5 _ D5 B6 D6 37 D7 38 D8 # B9 D9 e—_ 90 APPENDIX B--Qonpipued DIRECTIONS - List 1 You will be viewing on the screen a speaker saying 45 words. Each word will be said once. After viewing each presentation you will record in the proper place the word you think was spoken. If you are not sure of what a word is. guess. If you have no answer. draw a line through the space following the number of the item. If a word has more than one spelling. use any one you wish. Repeat any word as often as you think it appears throughout the list. Be careful to write each word after the appropriate number. Name: A1 * 01 E1 A2 02 ._ E2 A3 CB E3 A4 C4 E4 A5 05* ‘_ E5 A6 06 E6 A7 07 E7 __ A8 08 E8 A9 c9 _ E9__ __ 81 D1 82 D2 33 D3 (Groups 3. 8. 13. 9“ D4 third presentation) 35 D5_ 86 96 B7 D7 __ 38 D8_ , 89 up 91 APPENDIX B--Qpnpipued DIRECTIONS - List 4 You will be viewing on the screen a speaker saying 45 words. each appearing 4 times in succession. After viewing each presentation you will record in the proper place the word you think was spoken. If you are not sure of what a word is. guess. If you have no answer draw a line through the space following the number of the item. If a word has more than one spelling. use any one you wish. When recording the word. write it only once. even though it is repeated 4 times. Repeat any word as often as you think it appears throughout the list. Be careful to write each word after the appropriate number. Do not start writing until you have seen all 4 presents ions of the word. Name: Al 01 E1 12 oz _ E2 A3 c3 EB A4 C4 ___ E4 A5 0.5 13.57 A6 06 36_ A7___ 07 E7 A8 C8 _ 1._. EB— A9 c9_______ E9 __ Bl D1 82 D2 33 93 (Groups 4. 9. 14) B4 D4__ B 5 DS— 36______ D6 B7 DV__ BS D8 B9__ D9w 92 APPENDIX B--Qpppinued DIRECTIONS - List 5 You will be viewing on the screen a speaker saying 45 words. each appearing 5 times in succession. After viewing each presentation you will record in the proper place the word you think was spoken. If you are not sure of what a word is. guess. If you have no answer draw a line through the space following the number of the item. If a word has more than one spelling. use any one you wish. When recording the word. write it only once. even though it is repeated 5 times. Repeat any word as often as you think it appears throughout the list. Be careful to write each word after the appropriate number. Do not start writing until you have seen all 5 presentations of the word. Name: A1 01 E1 A2 CZ E2 A3 c3 E3 A4__ w_ C4 E4 A5 __5 05 ES A6 66 E6 A7 1 c7 5 E7 A8 ca E8 A9 09 89v Bl 31 82 D2 33 D3 (Groups 5. 10. 15. 3“ 04 first presentation) 35 D5 86 95 B7 D7 88 DB e_l. 89 n9 93 APPUDIX B--§ppty_1u ed DIRECTIONS - List 1 You will be viewing on the screen a speaker saying 45 words. Each word will be said once. After viewing each presentation you will record in the proper place the word you think was spoken. If you are not sure of what a word is. guess. If you have no answer. draw a line through the space following the number of the item. If a word has more than one spelling. use any one you wish. Repeat any word as often as you think it appears throughout the list. Be careful to write each word after the appropriate number. Name: A1 -___ c1 El A2 cg E2 *3 0.3 83? A“ 04 E4; A5 05 85 A6 c6 E6 A7 C7 1575 18 ca r E8 A9 C9 1. E9 81 91 82 D2 33 D3 (Groups 5. 10. 15 34 D4 A__ second presentation) B5 05 B6 95 B? D? B8 D8 89 D9 .__ 94 APPENDIX B—-§pptipued DIRECTIONS - List 3 You will be viewing on the screen a speaker saying 45 words. each appearing 3 times in succession. After viewing each presentation you will record in the proper place the word you think was spoken. If you are not sure of wha a word is. guess. If you have no answer draw a line through the space following the number of the item. If a word has more than one spelling. use any one you wish. When recording the word. write it only once. even though it is repeated 3 times. Repeat any word as often as you think it appears throughout the list. Be careful to write each word after the appropriate number. Do not start writing until you have seen all 3 presentations of the word. Name: A1 Cl E1 A2 __ 02 82 A3 C3 EU;$, ._ M on E4 A5 0 5 __ E5 A6 06 86 A7 C7 E7 A8 08 E8 A9 C9 __ 89 BI D1 32 D2 ___ B3 DB (___ (Groups 5. 10. 15. B4 D4 third presentation) 35 D5 B6 ___ n6_7 B? D]_' B8 pe__f 89 D9 ___ A1 A2 A4 A A A7 A8 A9 BI 82 33 B4 B6 B7 B8 B9 C1 CZ CB C4 CS c6 c7 08 C9 D1 D2 D5 06 D9 82 EB E4 Es E8 make the there do would people or are you in is for very if one at and we be with that Will more 88 an by work light they was not which this all many to man it have but of on 95 APPENDIX C WORD LISTS FOR EACH SPEAKER Speaker 1. List 1 Time required: 8.26 minutes 05 38351833215335 SEER you - you are - are was - was all - all many - many but - but of - of light - light they - they at - at with - with an - an make - make it - it is - is man - man be - be that - that people - people will - will this - this if - if and - and in - in one - one or - or we - we have - have work - work I - I very - very for - for the - the to - to a - a bar-by not - not which - which do - do he - he there - there would - would more - more as - as on - on 96 APPENDIX C--Continued Speaker 1. List 2 Time’required: 9.30 minutes A2 A3 A4 A5 A6 A7 A8 A9 Bl B2 B B 35 B6 B7 B8 B9 Cl C2 C4 C C C? 08 C9 D2 D3 D5 D7 D8 E2 E2 ES 37 E8 E9 do - do - do with - with - with is-is-is will - will - will as - as - as to - to - to an - an - an was - was - was one - one - one it - it - it of - of - of are - are - are work - work - work be - be - be I - I - I many - many - many for - for - for 97 APPENDIX C-- Conpipued Speaker 1. List 3 Time required: would - would - would there - there - there make - make - make all - all - all in - in - in this - this - this you - you - you that - that - that a - a - a if-if-if at - at - at very - very - very people - people - people they - they - they lig t but - but - but - light - light by - by which - which - which on-on-on and - and - and we-we-we not - not - not he - he - he or - or - or more - more - more the - the - the have - have - have man - man - man 10.2? minutes >>> >>> >>: \ooo\1 tUN meEESEB w \0 00 NH 00 00 000 \ooowoun Sgigfiflfifidfligéfliflfifl 535%E35%5353€BE§E3 98 APPENDIX C--Con§inued Speaker 1. List 4 an-anOm-an more - more - more - more I - I - I - make - make - make - make with - with - with - with a - a - a - a will - will - will - will as - as - as - as the - the - the - the b - by -b it- - it - i and -1and - and - and many - many - many - many on - on - on - on one - one - one - one if-if-if-if would - would - would - would but - but - but - but you - you - you - you light - light - light - light man - man - man - man or - or - or - or which - which - which - which he - he - he - he people 3 people - people - people that - that - that - that all - all - all - all this - this - this - this we - we - we - we ' be - be - be - be of-of-of-of in - in - in - in for- for- for-for is-is-is-is do - do - do - do very - very - very - very was - was - was - was are - are - are - are to - to - to - to work - work - work - work not - not - not - not they - they - they - they at - at - at - at there - there - there - there have - have - have - have Time required: '11.63 minutes Al A2 A A5 A7 A8 A9 BI 82 33 B B B7 B9 C1 CZ 03 05 c6 0 0 C9 88832883 D9 E2 E4 22 ASH§E3 99 APPENDIX C--Qontipued Speaker 1. List 5 is - is - is - is - is Time required: 12.2? minutes work - work - work - work - work man - many - man - man - many light - light - light - light - light by-by-by-by-by as - as - as - as - as in - in - in - in - in for - for - for - for - for the - the - the - the - the that - that - that - that - that very - very - very - very - very are - are - are - are - are make - make - make - make - make do - do - do - do - do an - an - an - an - an with - with - with - with - with have - have - have - have - have will - will - will - will - will on - on - on - on - on man - man - man - man - man you - you - you - you - you or - or - or - or - or he - he - he - he - he a - a - a - a - a I - I - I - I - I people - people - people - people - people there - there - there - there - there it - it - it - it - it more - more - more - more - more if-if-if-if-‘if one - one - one - one - one but - but - but - but - but would - would - would - would - would which - which - which - which - which to - to - to - to - to not - not - not - not - not be - be - be - be - be this - this - this - this - this we - we - we - we - we at - at - at - at - at of-of-of-of-of was - was - was - was - was and - and - and - andt; and they. - - h - - Elly- allez all Syall -q§11 the it one be work have they in would for is but or an on all many do he light of if which we this make with more there you that as was very at wfill people are and not 100 APPfllDIX C--Contjpued Speaker 2. List 1 Time required: 7.76 minutes of - of with - with one - one on - on for - for he - he is - is man - man do - do very - very many - many be - be was - was an - an would - would or - or you - you the - the but - but are - are if - if this - this which - which more - more it - it I - I will - will that - that to - to work - work not - not in - in make - make people - people as - as they - they we - we light - light at - at all - all there - there and - and a - a have - have by- by 101 APPENDIX C--Cpp§inped Speaker 2. List 2 Time required: 9.04'minutes 102 APPENDIX C--Con§ipued Speaker 2. List 3 > >>> {=me >¢> >>3> \Omfl 000033323 583 m \0 9 000 N OD 000 \oooxioxm £3 88 8 S’DS’RES‘QS $5 888 85? 3 very - very - very 38-33-83 work - work - work they - they - they people - people - people to - to - more - more - more with - with - with light - light - light there - there - there many - many - many would - would - would to you - you - you and - and - and that - that - that an - an - an the - the - the which - which - which he - he - he at - at - at not - not - not it - it - it is - is - is will - will - will in - in - in have - have - have if - if - if OP - OP - or all - all make - make 3-8-8 but - but are - are was - was man - man one - one do - do - of - of - we - we - this - this - this I - I - I all - make but are was man one do of we for - for - for on - on - on by-by-by be - be - be Time required: 10.19 minutes g 103 APPBIDII C--Continued Speaker 2. List 4 the - the - the - the one - one - one - one this - this - this - this we - we - we - we man - man - man - man be - be - be - be light - light - light - light and - and - and - and of-of-of-of it - it - it - it you - you - you - you as - as - as - as a - a - a - a in - in - in - in all - all - all - all on - on - on - on with - with - with - with for - for - for - for he - he - he - he is - is - is - is do - do - do - do very - very - very - very many - many - many - many was - was - was - was an - an - an - an would - would - would - would or - or - or - or but - but - but ~ but are - are - are - are more - more - more - more if - if - if - if which - which - which - which I - I - I - I will - will - will - will that - that - that - that to - to - to - to ' not - not - not - not make - make - make - make people - people - people - people they - they - they - they at-at-st-at work - work - work - work there - there - there - there have - have - have - have by - by - by - by Time required: 11.07 minutes A1 104 APPENDIX C-Cpptinuep Speaker 2. List 5 a - a - a - a - a Time required: 12.24-minutes if - if - if - if - if or - or - or - or - or there - there - there - there - there do - do - do - do - do in - in - in - in - in ver - ver - ver - ver - ver is Z is - ls - isy- is y' y I - I - I - I - I one - one - one - one - one that - that - that - that - that but - but - but - but - but they - they - they - they - they have - have - have - have - have {cu - you - you - you - you e - he - he - he - he as - as - as - as - as the - the - the - the - the work - work - work - work - work which - which - which - which - which will - will - will - will - will be - be - be - be - be this - this - this - this - this people - people - people - people - people man - man - man - man - man it - it - it - it - it would - would - would - would - would man - man - man - man - many makg - makg - makz - makz - make are - are - are - are - are we - we - we - we - we by-by-by-by-by of - of - of - of - of was - was - was - was - was an - an - an - an - an all - all - all - all - all more - more - more - more - more to - to - to - to - to and - and - and - and - and not - not - not - not - not On - on - on - on - on for-f -for-for-for light -olight - light - light - light with - with - with - with - with at - at - at - at - st D1 3 3.88 8838 ‘emm LNH $853832 do make if man this at is not by we with and it one which was there have will all are he you work as of the but people for very that would light more they be or many in an on 105 APPENDIX C--Copt;pued Speaker 3. List 1 Time required: 7 . 45 minutes light - light but - but it - it at - at they - they one - one have - have an - an or - or to - to very - very which - which would - would in - in man - man people - people all - all there - there make - make more - more do - do for - for as - as are - are if - if by - by is - is 3°“ - 1°“ was - was many - many of - of with - with and - and be - be this - this will - will that - that we - we work - work I - I the - the a - a not - not he - he on - on 106 APPENDIX C--Qpn§inupd Speaker 3s Hat 2 Time required: 8.49 minutes ll] .' ‘.‘:I- l " HIAIM IAIRIIIRI-nlsulsl Hanna-.51. [.13 ES E7 gs E9 107 APPENDIX C--Cpptinued SPBIKOI' 3s L181" 3 this - this - this as - as - as and - and - and a - a - a OI-Of-Of in - in - in all - all - all You - you - you on - on - on with - with - with one - one - one an-an-an more - more - more are - are - are but - but - but the - the - the he - he - he or - or - or would - would - would was - was - was be - be - be many - many - many very - very - very do - do - do man - man - man is - is - is for - for - for if-if-if which - which - which it - it - it I - I - I will - will - will that - that - that to - to - to people - people - people make - make - make not - not - not work - work - work they - they - they we - we - we light - light - light at - at - at there - there - there by-by-by have - have - have Time required: 10.66 minutes 108 APPENDIX C..Cont;nued Speaker 3. Last h but - but - but - but Time required: on - on - on - on which - which - which - which would - would - would - would light - light - light - light there - there - there - there as - as - as - as that - that - that - that man - man - man - man one - one - one - one do - do - do - do have - have - have - have in - ing- in - in will - will - will - will you - you - you - you with - with - with - with or - or - or - or he - he - he - he a - a - a - a I - I - I - I the - the - the - the people - people - people - people many - many a many - many for - for - for - for it - it - it - it more - more - more - more it - if - if - if is - is - is - is an - an - an - an make - make - make - make are - are - are - are very - very - very - very all - all - all - all not - not - not - not to - to - to - to they - they - they - they this - this - this - this work - work - work - work by - by - by - by we - we - we - we at - at - at - at was - was - was - was of - of - of - of be - be - be - be and - and - and - and 12.08 minutes >> NH >> is >> > O\\n¢'\a) b \O coconut-nu: newts \Om'fimug-DNH 000 000 #UNH 538%33 Sgflggggfifi 888833888 109 APTENDIX Ce-Qggtigued Speaker 3. List 5 he - he - he - he - he Time required: man - man - man - man - man it - at - at - at - at it - it - it - it - it if - if - if - if - if as - as - as - as - as for - for - for - for - for make - make - make - make - make very - very - very - very - very but - but - but - but - but was - was - was - was - was of - of - of - of - of an - an - an - an - an on - on - on - on - on would - would - would - would - would the - the - the - the - the by - by - by - by - by have - have - have - have - have one - one - one - one - one I-I-ICI-I you - you - you - you - you that - that - that - that - that we - we - we - we - we all - all - all - all - all they - they - they - they - they light - light - light - light - light or - or - or - or - or there - there - there - there - there more - more - more - more - more with - with - with - with - with many - many ~ many - many - many do - do - do'- do - do a - a - a - a - a work - work - work - work - work 1 PBOPle - people - people - people - peep e which - which - which - which - which to - to - to - to - to this - this - this - this - this not - not - not - not - not are - are - are - are - are is - is - is - is - is d - a Can-“ 3231 -g:gll fgeill - will - will_ in - in - in - in - in be - be - be - be - be 13.05 minutes_ o:_ v: 110 lemon 1) quaerosnmn yon daytime suaaacrs I am in need of approximately 150 subjects to take part in a research experimant. The experiment deals with lipreading and takes about 40 minutes to complete. Your participation in this experiment will be greatly appreci- ated. Please complete this form and return it to me at the end of this class period. You will be notified within the next few days concerning the time and place of the experimmt. Thank you very much for your cooperation. Karen Niel sen Name: Status: Freshman Junior MA Sophomore Senior Ph.D. Have you had any formal training in lipreading? Yes No If yes. describe: Time preferred for the experiment: (Please make 3 choices in order of preference. Indicate by using number 1 for the first choice. number 2 for the second choice. and number 3 for the third choice). Week of June 29 to July 3: 9:00 AM Mon. Tues. Wed. Thurs. Fri. 10:00 AM Mon. Tues. Wed. Thurs. Fri. 11:00 AM Mon. Tues. Wed. Thurs. Fri. 12300 AH Mon. Tues. "Odo Thurs. Fri. 1:00 PM Mon. Tues. Wed. Thurs. Fri. 2:00 PM Mon. Tues. Wed. Thurs. Fri. :00 PM Hone - Tues. "6d- Thurso his 2300 PM M0110 “.30 - Wed. Thurs. Fri. 7:00 PM Mon. , Tues. wed. Thurs.____ Fri.— 8800 PM Mon. Tues. Wed._ Thurs.___ Fri.— Week of July 6 to July 10: 9:00 AM Mon.___ Tues. Wed.__ Thurs-___ Fri.__ 10:00 AM Mon. Tues. Wed. Thurs. g? 11:00 AM Mon. Tues. Hed. _ Thurs.____ Fri.— 12300 AM Mom—___ Tues.___. Wed.__ Thur50___ 0____ 1:00 at Mon. Tues. wed. Thurs. , :2..— 2:00 PM Mon. Tues. Hed.____ Thurs.___ Fri:— 3:00 214 Mon. Tues. Wed-___ Thurs.____ Fri _— 10:00 B! Mon. Tues.__ Hed.___ Thurs.___ Fri:— 7300 PM M011- Tue"-— ued... Thura.— —- Check here if you are unable to Part1°1P‘“' 111 199mm a mommy roan To: From: Ear e2 Eielsen Thank you so much for your offer to participate in my research experiment. I have scheduled you for (gay. date} at {time} in room an Auditorium. If for any reason this time is inconvenient for you. please contact me at one of the following places: my office. room 235 Auditorium. phone 3556690: my home. EDZ-5206: or through my mailbox in the main speech office. I will be glad to make other arrangements with you. 112 APPENDIX F SPECIFICATIONS AND DIAGRAM‘OF ROOM ARRANGEHET ma name or SUBJECTS Specifications Distance from: Projector to screen -------- 16 feet Screen to chair 1 --------- 10 feet Screen to chair 2 - - ------- 9 feet 10 inches Screen to chair 3 - - - ------ 9 feet 8 inches Screen to chair 0 --------- 10 feet Screen to chair 5 --------- 10 feet 9 inches Screen to chair 6 --------- 12 feet 11 inches Screen to chair 7 --------- 12 feet 9 inches Screen to chair 8 ......... 12 feet 10 inches Screen to chair 9 - - - - ----- 12 feet 11 inches Screen to chair 10 ------- - 13 feet 6 inches Screen to lamp --------- 9 f°°t Lamp to chair 1 --------- b fe°t 9 inches Distance between chairs ------ 2 feet 3 ianes Distance between rows ------- 3 feet hes. 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Hnnz II ooo: nan: moono ooo o>ooo mono noo hooa II oooo noon noooo non HHoo II II on II 0o: II HHo II oo Hno II no: II wonom II ooo no no II oo no no: noo3_ noos ooo noo: oonoa ooo noo: ooo: no: mo: onon anon 0on oon oon oon oon oon onoon ooon onoon onooo ooom no . ow II II onooo no III II no no no mo we no me no om mm <0 one: nomnnoo w gonna. n 33 I o 3%...QO vaGHQGOOIlé NHflzmmm< 133 noo hone oooo nnom coco hon oo mno hooe on ooo! nn noon 2 nno: nn nnnn on on on on on nownH oaoo noH no noH II no: noH non oan no: no no onoo oono noo ooo no ooo noo noo no no so nno noo H oooo II oo hon ooo no HHno II oooo ooo: ooo: II on HHn3_ ooo: onno ooo HHnI II ooo: ooo: ooo: II o: 03 non o: o.» och ooh och ooh ooh omoo ooh ooh ooh ooh ooh hone II hooa ooo II II hooa noon home II hooa on so nn oo oo oo II nn II hoo no non now now non hnoo coon non non noon now now ooh ooh ooh nooon ooh oHooon .ooh ooh nooo ooh on «on .55 85 Son 23 m5 05 2: 55 on» n23 HHo anona II II II II HHo ano II HH.H ono H so no o>oo H II H H onH coo H HHno one: Enos o3 xnoo ono: ooo: one: II onoo: xnoa no no ooo nonnoo no me on wno no no on non non no; no; no; ndfi non ndfi non non. ndfi oooo nno HHoo nonHo opoo o>oo II opoo o>oo o>oo mono noon soon ooon ooon noon oon noon noon ooon noon noon nn nn noo nno nno nno nn nn nn nn nn on. ooonn .nn no non nno II nn II nn nn II soon nn ano II ,II hoo HHn hoo no on ooh ooh ooh ooh on soon ooh ooh mnoooo ooh on II mean so on o II II H II o o Ho Ho oooo II no oooo no no II no no no ao nn oo H oooo no no ooo noo ooo oon anon ooon Boon oon oon Boon oon soon oon oon no He no ow he we no om mo <0 one: noonnop w ooonn m $3 I o nmxoooo 883303 “Homo: 139 ooo hooa mono mono ho hoe hos ooo II hon ooo II none _hoo II ho ha ho ho II ho ho ooo oooo II hoon oonn II no no no no no hno> non hnoo noon: hnop II hno> nozon hnon oHonn hnop noon." 8:: 8: 2. 83 n» on noonn non II 83 ooonn hon noon hoo one! noon noon onoa hoo one: onoa onoa oHnonn nonon onnoon oHnoon nonon oHnoon oHoooo oHnoon oHnoon oHnoon. onnovn oono: oono: oono: onn: oono: oono: oono: oono:. onn: oono: oono: onn: onn: onn: onn: onn: onn: onn: onn: onn: onn: onn: nno: HHn: oono: onn: nno: :o: oHoo: ono: II oono: oHoo: HHn: II ooo: HHn: ooo: oonn: II nno: II ooo: HHn: n3 ooonn n3 2. n3 93 II o3 II non n3 nno oooH ooOH ooom no II oHooo HHo II II HHo no oooo no oHooo no noo II no oooo co: no no: ooo ooo onn: noo: noo: no: noo: no: noo: no: ooon anon oon aoon oon oon oon oon ooon won onoon HHo no oooo ooow II II no ooo II II :o no no no no no no no on no no ooo: noonnoo o noonu vmocnnGOOIIc NHszmmd n gang I o “mommam 1&0 hooa moeao II oHnE ha II II he hooE II woos an an nn noon an monH an an an an «n noudH onee oe II II no II no II H no: no ooo ooo non: II noo ooo no noooo noo no ooo o II onoo ooo oooo II on II ooo oo onn: Rn: noo: one: no: one: one ono: onoo: one: ooo HHn: o: ooo: on: o: nno: II o: o: o: o: ooh ooh ooh on no oboe xwoo ooh nooe ooh ooh hooa nnono noo hooa no one II ooo hooa ooo hooo no nno II monm noo hoo II no on oo no no“ new non non non neon anon non noon non non ooh ooh ooh nno ooh :ooo ooh ooh :woe ooh on noon soon 85 85 2: noon 8;» noon II can noon ono mien me oan HHo hoo II HHo II HH.H ono moon 33 EH oann n no EH H noon En n one: II oHoo: HHn: nno: ooo: II one: II ooo: nno: II no _hooa ooo II II Homo no no no on noon nnon nnon nnon nnon nnon nnon nnon nnon nnon nnon mono ouooH mono oooo mono o>oo nHoo o>oo owoon n.oo>oo oooo noon .35 noon anon noon coon noon nos» :25 noon noon 23 on no; 55 no» on: nno on noon 3n on nno nno nn ooo nno II II nn nno II nn on II on ooonn oo ono Bno nn II no on on ooh moon ooh ooh :ooe ooh och oneeoo ooh on alnn oaee co maeo H noo II o onH o o oooo no noieo II no II II no II He no ooo no II II ooo hoo II no II ooo ooo 23 noon 85 c2: on» 23 55 o5. ooonn: coon 2: 3 no no 8 no no no 8 mo 3 one: neonneo m noenu m noon I o nonooon vmanMSOOIIO NHszmm< on... 05: ho II onn ooo II one I coo ooo ha ho ho II hi moo ho ho ooo ooo ho no no ooo oon noo oooo noo oo II noo no hnoo non hnoo onona hnop II hno> hnoo II hno» hnoo ooonn II noo II 83. Son II 33 anon onnn noonn one: neon ween heo heo hen II hen II oneo one! oHneon nonon on eon oHneon nonon oHneon onneon oHneon oHneon oHneon oHneon oono: oeno: oeno: II oeno: oenn: onn: oeno: onn: oeno: . oono: mu onn: onn: onn: onn: onn: onn: onn: onn: onn: onn: onn: 1 ono:en II ooo: oeno: nno: oHoo: II 0.8: II o: oHoe: in: on: ooo: o: one: oHoe: II one: I o: HHn: nno: non hooa mm noo II on noo nnoo oo noo noo ne oneo o II noo II HHo hnnoo noo in no noeh noeh ooh nooh noo nooh no I oeem no no: noo: no: one noo: II no: no: I nno: no: uoonon onon soon 0on non oon oon oon coon nnon onoon oHoee oeeH II xeeo II II em ne II II no 3 Hm mo om no we no ow mm 3 one: neonneo o noeno voocnmcoollu NHQEEh< m nod I o nonooon noon con II ho mnn no one coon hone noo cool II nnoH nn nnoH II nn II nn nn oan nn II oon II no nee noo II no oan II no: nomnoo no II II nneo ooo xno Ko noo man no ooo ooo ooo II noo ooo II n.oooo coo H Go on: nno: no: ooo:_ nomno: ooo noo: con: HHn: ooo one on: ooo: o: o: on: o: noo: on: o: o: o: ooh e0 ooh en oeon ooh en ooh ooh ooh ooh II II no mono mnn no no no hcoa hcol hon! on ooon oo nn noo nn nn nn no on oo II nen non noon oenen II noon neon II non non ooh en ooh on :ooe ooh en ono ooh ooh eo noon 8.: noon noon eon 5%. noon :25 noon 23 noon oe II II HHo neo no II HHo HHo oe nno H mono II H no H II H H H H II one: one: on: II xno: II ooo: oHoo: nno: ono: no II on no mnn 08 II nnno no we no W no? ndn ndfi nflfi non non nflfi non non non . non .1 II II mono ooonn nnnoo onoeo onoo oooo mono onoo mono noon :25 noon 25 ooonn noon noon 85 85 noon noon nn noooo nn nn II .nn nno noo nno nn nn nn II II nn noo nn nn nn nno nn nn no II ooo II II no noono nn 5 5 5 II on e:n en :ooo en ooh oeon ooh o:n on H on II noo oo o II no co co o no oooo ne oooo noo :eo o>oo o>oo o>oo oooo ne II ooo II no hoo o no n.oooo ooo II ooo II noon oon ooon xonon xonon oonon ooon onon oon oon R R E. on E. on on on on. on one: neonneo n noono N nnnq I N noxoonm vooanooIId NHGEhhd 1&3 II soon .he mods won cos cos nswna Goa mans Goa II II hp mans hon mans hn manhon ha ha hn II noo no: no noon oo oo H coon no: no II Im II hnop hnnon hno» hnop monHHHu hno> hnm> hno> noonn noon 83 83 non n3 II mnfi 8:: 83 nownn xoon soon II hop noon hon HHoa noon once mnoa onou oaqoom noaoa oHQooQ mHaooa noaoa quomQ noaoa mHaomm vHQoma mHaooa oHnoca noon: can: no: 00:0 non: songs non: pong: cons: nnnn. sons: nnn: nno: onus onn: nno: nnn: and: onnx nnnb onns, Anna II anon: II nno: II «noo. Han OHooI unoa anon uHool III ooo: movie: on: not. onn: a: 8 no: a: II do. nooo nno noo mono ooo noo II nnoo II noo noo II II II II II thoo non cHooo non ocow HHo xooH II no no mono: on oHon oHooo mono: no no II no: no: ooo: noo: mono noo: own: no: no: no: coon con onoon anon anon oon nnmon coon xenon mnn onmon no anon no HHo non no II nnmoo mono: no so on HF mm mm mm mm on on mm on any: noonnoo h aoonu o nun.” I N nooomoo vmocdncooulw NHQmem< lhh ho II can hoooa ooo ma ooo on anob hooe oxoa ooo: an an mnnH an nn an an an nn nn nnmnH eonn man noH nOH noH man II noH no no: ooo hoo II won no no noo II nownon who no H nmomno ooo H mno ono ooo hoo nnmnmo no oo 8:: ooo: coo: ooo: noo: onn: noo: HHn: no: .34.: moo con: 8:: o: hHHomn o: and: Hdw: o: u: hHHoun m: ooh ooh ooh ooh ooh och ooh ooh ooh on ooh _hI II hooa _hoooa .hoooa HHnn hooe II II hooa hooa on noonno on o no on nn on on no on non noonnom hnon non non anon non non noon non non ooh on can onoo ooh ooh ooh ooh o:n no on non anon uon non won noon noon noon nuon noon noon II II HHo H m>oo no HHo II coo no ono H a.H H so H con o H H o an H HHn: nuns: no: ooo: no: onn: oHoo: oHoo: oHoo: noo: sno: no.“ on on we on on we on hood h! on nnnn nonon nnnn nnon nnon nnnn nnon nnon nnzn nnon nnon «Hon o>.H upon onoo moo: II upon nonno ooo: «Hon ooo: «on anon m.on noon noon 55 soon noon noon oonon noon II II on non: nno on nno nn ooo nn nn II nonn on noon nno an an on nn nn nn noon II II oHnnnH oHnnnH II uHooo II nn II on ooh on: ooh on: on ooh ooh ooh ooh on on swan H on o can H H :0 oo oo o no m>.H II o>oo ooo: no no HHo no no no no noomno o nomnoo non o no: HH.H nowno: H ooo monnn nnon onn won won noon noon man ononn noon con 8 Ho am am hm mm um um mm 3 one: nomnnoo m noono m noun I N noxoeam noondMGOOIIO Naqzwmm< can: nonnon mod! mods ooo he ooo he hon ho: cos mods .hn wnn mono .ha ooo ooo ha _hon de5 hp noo aonn no n nno oo o ooo no no no no hno: nonnnon hymn o: monnownn hno: _hnm> _hno> hoogn hnop hnup noonn mono mono noonn noono. noonn mono o.non noonn II nomnn onol II noon hon xoon hon onoa hon ones onol one. :2 non-n oHaooa oduoon mHaoom noqoo oHaooo mHoooo quoon oHaooa oHooon oHoona “w oono oonoo oono: oonoo oon: II oonoo oonoo_ oonou oono: . oono: onn: noonoo:v onn: onn: onn: onn: and: nno: and: monHHn: onn: HHn: sons: nuns: nnn: xno: Ann: uHoo: xno: oHoo: noo: oHoo: m: sons: on: ovo:_ ooo: onn: cHoo: HHn: oHoo: non: HHn: mono II nnoa mono , II II ooo: non non noon non noo no II hnno: Hnnm oHooo noo II II no: HHo no no no: on: Hnnw nHooo cHooo non anon: on: no no: can: no: nos: no: onn: no: no:_ no: noo: no: II nnon won coon won nnon hmnn nnon onoon nnon mnoon II nowoo II annoo on: anon: anon: no HHo nowoo so am Hm mm mm hm mm aw om mm noonnon hnm: hum: hno: hum: hum: hno» .hno: hum: hno: moHH hoo moHH nownH nownH noH ooo nownH nomnH nomad nomnH once II hoo hoo oooo oooo HHon hoo nno: hon mnoa oHoooQ oHaoma onoom mHaoom oHooon oHoonm oHoooo onoma 0Hno0o mHnoom oHaoo: oono: oono: oooo: on no: oonoo II ooo? ooo: oonoo oono: oono: on? on? onna on? on? onno on? 5? on? on? “woo” II oHoo: oono: mnoo: onn: anonno: vHoo: ono: ono: :n:n c on ooo: on 2. En: no onn: in: non: 8o: as none nonnmo ooonn hnoo noo no ooo: noo noo oooa HM“ noo uHooo nnoo coom ooo noo noo 0Hoo noo no 338 II noon Hwoou wooo oHooo no co: no on“ nnqo: oono: ooo: no: noo: ooo: no: noo: no: noo: o no on non xonon anon anon non nnon anon nnon noon :omw :o nnoo II II coom oo: uHooo nHooo II nnoo no . one: am Hm mm cm hm mm an em mm .H oboo mono mono no n>oo nonno nnoo no oboo ooon oooon oon ooon noon noon anon ooon II ooon noon no oooo noo ooo: noon no no no no no nM oo oooo oo oon oooo no ooo no no o n no ouoo no ooo oooo oo ooo oo oo no MN oo: on ooh 0o: con ooh ooh ooh oon ow o o 3.H H o :o noo H :0 won : no no omno II onoo m>oo no no no now“ WM o:o II nno so m o h n>oo nno oon oooow won on“ mom ooomw goon ooon oon mooon oon no: on on on on no on on on on on noommmm m ooono o noon I o nooooon neoconooOIIc you—”Gamma: 149 ha ho ho hoooa II Boa ho... ho hon he Goa ha :09 he ooo: II on hone Homo hoo ha ho II aono noo II noo no ooo co noo no no hnmn ooon hno» hnon hnnv hnn» hnnn hnnn hnon hno> hno> mono nnoo II noon noon o u m n nomoo noonuo n nomon on o: non nooo noow xoom sown coma” hoo onofi oooon onoa oooooo oooooo nooooo monono oooooo oomooo oooooo oooono nooooo oooooo .oooooo ono.n ooooa oooos oooow ooo: ooonnooo oooo: oooo: ooonn: ooooa oooo: on? nmonoo: on? on? on? onon onns ono. on? ono: on? o: oooo: II ooo: onus no: oooos one: one: no»: noon: ooo;n oooon.n o: ono: o: o: Hoot unnoh . o3 Hoot was II 8.” 58 v 3‘ H?” II. as “an 55D :0 ”a 8.3 II nnoo II no onoo ooooo onooo no“ ooo “w own no no II no now ooo ooo 6.900 no no no: coo: no: no.» How: omnoos noon: no“: nu: onnow ohm” anon anon non won non anon anon anon oon wnoon no nnoo ooonn II no onoo ooooo onooo onooo onooo ooo 4 nno: on no on on no no on no on m nooonmo m ooonn ooooonooo I n noon I m nuoooom I. u NHQBmmon 150 o nod I m nuouoom ooofinoooIIo afinno moo II no hno nnooon ho ho oooa moo .hoo none coho n>ooo no no no no no noun onooo no no no no noo :8 nomoo 3:: oooo noo noo no no: ooo II H II hoa H ooo noo on omoo on ooooz ooo: moo no: ooo ooo on ooo nno: ooo ooo ooo: ooo: o3 o: ooo: o3 on ooo: ooo: nno: u: on oonn ooh ooh on ooh och noon on noon ooh II no on hnoa ho _hoaa ooo ooo noo hob haul II no no oaoo oo oo oo nno ooo non oo non noon non noon noon non non non non Inn non on ooh ooh ooh ooh ooh ooh moon on can no noon noon nooon noon oooon Eon oooon anon anon noon noon II noo no II II II How noo onn oon ono En oono n n n n n onno an n onoo n hnnos snow o3 xnoz ono: o: ooooz ooo: nno: noon: nno: ooo: no no II :03 no II no II II 00 noon noon noon noon noon noon oooon onuon noon noon noon onuo nnao undo II nnno no nno ,owooo omono II undo noon oooon ooon noon coon noon noon noon on non no...“ no nno no no no no no II no now“ “M no no u n 0 II 0 non :o oo.n oonn oom o oom ooh oom noon on cum“ ow a nn H ooo H H H II onu II no onno onu II II noo no moo noo owono no can H no on II no oooo nno nu ooo won oon noon oon noon. non onoon coon won non non on one: a no om .8 .3 no on om no noohImoI m ooonn 151 o noon .. m nooonom Bocodcoollo NHQZmnE< ho hon woos hon ho II ho non ho ho col hduom hooon woos hon hoamon ho ho ho II ha ha no no no no nooo no can noo noo noon no huo> II II II huo> II hom> honed“ you II hump 83 non noon noon 83 83 83 noon 83 nowno noon noo II goon who: hon hon ooo! ooon noo hon ooo! cannon ooqoom II oooooa oooooa ooaooo cocoon poaoa uuaoa II nonoon ooonn ooonnnoo ooooz nno: snow . nonoo poop: noon: anon: soon: noon: nno.n nonol nno: nnoo nno: ooo.n nno: nnoo nno: nno: nnoon fooooo.n noo: or ooo: nno: no nno.n sooo: ooo: nnoo oooo: ooo.n ooo: nnoo no own: no no nos: ooo: nno.n oooo II II II II noooou II ooo: ooo II ooo noo no: II II ooooo no: pooh on: no: noun oooo ooo ooooo II ooonn ooooo II nooh no: to: ooooo. coco no noo: noo: one no: no: no: no: not noo: no: no: oon nnon onnon noon Manon ooon noon . nnon non «on Boon II II noon so II noow on: no: no coow so no Hm mm mm mm mm 90 om mm «m coo: noohooo m ooooo 152 ooonn onm o hooo hon ha ool nnonoo one hone hool noo: no no onbn no no .no no no no no no no: I.H no no II noo oo nnoo xnooo no noo .nnnno no noo no nno: no ono no xno no no ooo oooo nnoo II on H nnoo no how ooo oo noo: no noo onoa noo: ooooo ooooo onoo noo nno: noo ooooo .no anon onob n3 ooo no. onoov oooov ooo: n: on ooh ooon on ooh on ooh ooh ooh ooh ooh noo nno noo hon noo: no I no hooa no hooa II no nno :o II no no no no no no non coon II hon» non noon xuon non noon noon non on ooh oon ooo: ooh on ooh ooh ooh no: on II non oooon nonon noon Inon II anon noon onon hnon on H noo oo noo H II oMo H noo nno HHo H noo on II a .H H n n ow oo H H one. ooo: noon not. ooo: oono: no.8 8o: ooonn ooo: one. no no II hon no no n: n! no no no nunon noon mooon nonon hnon noon noon noon noon noon noon unnno n>.H mono ooo ooh owooo no npoo opoo nooo nooo noon noon anon noon non noon noon noon noon noon noon noon no II no II no noo noon no no no no noo nno o II no noo oo xnoo no no no nno coo II oo o nun no oo oo owoouon “NM noon on ooh on on“ o oon ooh on ooo o II no II H on Hooo H on o nno II noo o noo nooo onnno nnooo noo no no no II coo no ha nooo nno noo hoo ooo ooo onon non ooon hnon non non non onon .onon onon non noo Hoo moo ooo noo moo Goo ooo moo ooo ooo: nononoo oo ooonc m no.3 I N nooooon Ilfldlnoo n so fiofiooo II woos ooa nnoo he oooo nnoo nno ooa ooo ooo ho woos II II ho one woo hoo hoo oooa ho no II noo no II no noo nnoo no no no II hnn> II II hnnn nnwoon hnnp hnn> hooaon hnn> hnn> no .i nonnn 2. .i mono nomnn nownn mono nownn nonnn .hoo nnoa hoo hnn> nnoa hoo hoo hoo nnoa noon nnoa II nooonm nnoom nooono hooo nooono nooono nonono nooono nooono noaona nnoo oooos ooonn: ooooo onooa oooos onooo onooo ooonnnoo ooooo onooo a) ono: onoa nnonnoo onoo. onoo_ onoo ono3 onoo onoon onoo_ ono: nu nnnoo nno: nno: onooz no onooo II ooo nnnos onoo coon: nno: ooo: II ooooo no ooo ooo: no: nno: ooo: ooo: noo noo nnoo nnoo no II II nnno noo noo noo nno nno oooo noo oo: oo hnnoo nooo coco nno ooo II no oo: no noo: no ooooo noeh ooooo oooon no II nno: nnooo no: onoz ooo: nooo no: no: no: no: non oon non nnnon non non non anon anon anon nnoon II onxooo ooon och oo nomooo nnooo nooh ooonn noooo oo woo Hoo moo ooo moo moo ooo ooo moo om no nnoo no nnoo no no no no no no oooo II II no noo non oooo ooo noo oonnoo no: no nnh noo no nooo no nnoo omoo no no no ooo o noo no H no H who ooo ooo oo ooo: o: nnno: no: ooo: ooo: noo: ono:_ ooo: oooo: noo ooo: n: ooo: ono: ooo: ooo: n: oo: o: ooo: n: onon ooh ooh oooo: oo: on ooh ooh ooh ooh ooh noo no noo nno ha n8 nno no no we hooa nnnon no oono no no no no no no so no non non ooon non non noon non non non ooon non no: ooh ooh on ooh on ooh ooh ooh ooh oc ooon nnon oonon nn non non won ., noon oon ooon noon noo oo noo o on non oo :0 II no nno HHo H noo: o H H omno nno H H H ono: .ono: oooo: ono: n: ooo: oooo: onoo: xno: ono: ono: nnno: no no noooo no no no no no no. no noon noon onon nnnon non coon noon noon noon noon noon no n>oo noo ooo H no nnoo nooo noo nnoo nnoo II onon onon nnnon non onon noon onon noon ooon noon no noo II no II no noo no . no no no no no nno no no oo no no no no no no nnoo oon no no oo o no no oo oo nonn ooh oon noo ooh on ooh . ooh ooh ooh on .noo oo noo o H H o nhn owoo o o no nnoo II II II no no nboo no no no owooo hno II no nooo ooo o no wwn ooo ooo non non oooon nnnon noon onon non anon onon onon non noo Hoo moo coo noo moo moo ooo moo ooo nno: I nnnnnoo oo ooono 31o nHofiono o nnoq I N nnoonam 155 noo nxoa noo noo ha hoo hoo no hoo nHoe ooo oooo nooa no n>ooo he oooo hoo hoe hoo nooa ho no noo II no H no II no noo no no hun> hon» II nnowon hon» nionmoon hnno hhn> hooon hon» hunb II nnno noo no nowm n o nomww nnH noo no noon nooa nnoa ooooz oooo n on u hoo noo noon woos nooono nomono hooo II hooo nooono nooono nooono nooono nooono nooono II ooooz II oooox oooo3 ooooz ooooz ooooz oooou onoo: oooos ono: ono: unonnoo_ onos onoz onoo onox onoa ono3 ono: onos non: ooo: n3 ono: II oooox Hoo3 no: ooo: ooo: oooo: Hons n3 ooo: ooooz ooo: oo3 ooo: ono: ooo: nno: ooo: oooo nooa noo noooo no nos II nnne noo woooo noo oo ono oooo no II Hoo Hoo ooo nHoo nno ooo nHooa nonoz ooonn no no: II ooooo nooh ooonn pooh no II no: noo: onoa ooo: ooo: nooa no: noo: noo: no: onon noon oooon non non onon non nonon onon onon nonon oHoo oooo oooo :30 on no noooo II ooonn odoon oo ooo Hoo moo ooo moo moo noo ooo moo nnowon nnowon II nnnno hnon hnno hnoon _hnn> hnon noo 83o gonna; no £33 83 Son oooH mono 8.: noooo “no” nno: hoo o nnoo hoo nnoo nnoo noo nnoo nnoo no on nooono hooo nooooo hooo nooono nooono nooono nooono nooono .nooono II onooo ooooo oooo: ooooo oooo: ooooz ooo: ooool onoo oooob ono: onoo nnonooo onoo onoo ono: ono3 onol onoz onoo_ onoo nnnoo onos nnoo onoo no ooo: oooo: onoo onoo onoo coon: n3 anon» anon» ooo: n3 n3 nno? no: ooo—no ooo! ooo: nnooo noo noo noo nooa II noo noo noo nnoE noo oooo hnnoo oooo nno no: on onoo ooo oooo nno ooo oooo oooo nnoo no no: no ooonn no onon ooooo no nnoo nnno ooo: hoo nnoo noo: noo: noo noo: noo: noo onon anon oooon nnnon noon non non nnnon onon nonon nnnon noo II ooooo II ooo oo II no ooo nno oo ooo Hoo moo ooo woo woo noo ooo moo ooo onoz. nonnnoo oo ooono cnom flung-Io Hagan: m noon I o noxooom 158 ooo ho he no ooo _ha ooo hoo noooo II nooa nno nno no no no no nnoo no nono II no noo noo no no II nooo oooo nooo noo II no: noo no no ono no no ono ono noo no no ooo oo so no Sol ho ooo II noon no no oon oon noo ooo: oon noo: oon nnno: noo: II noo n: nnno: n:_ n: ho: n: noo ooo: nnno: n: n: ooh ooh ooh ooooo owoonon II on nooh owoonon nooh ooh hooo: hoonn hnooo hooo hooo II hoooo hooo hooo II hoo! no no oo oo nnno no II no no nnno no non non non non nnno non II nnonno II non non no no: ooh n: on o oo: II ooh on II on non ooon noon ooon ooon oon ooon noon noon noon noon nno II ooo nno ooon ooo noo nno no II nno H H H o owoo he on he oo H H :9: ho: one: ooon: no. ooon: II ooon: nnno: II nno: 0! on moo no hon no II no _hE no no noon noon noon noon nnnon noon noon noon nnoon nnnon noon n>oo nooo no no n>oo no nnoo nooo nooo nnnno nnoo noon noon noon ooon nnoon noon noon ooon noon noon noon no noo no no II no no no no nnh no 8n no no no I. no :8 nooH noH I. no no II loo no nonoo II II no nnoo I! oo ooh ooh ooh ooh II ooh ooon ooh ooh ooh on H o o o nno o oo nno omoo II o no no no no no no no oon:o no no no ooo ooo :o no noo H ooo ooo no no ooo nnnon nnnon non hnon nnnon nnnon non onnon anon nnnon non ooo Hoo moo ooo noo moo ooo ooo moo oo nooo nHoo nnnno nooo noon noon noon noon noon noon noon noon ooon noon noon no noo noo no no no no no ooon II no no noo nno no nmono noon no nnoo ooon nno no Go no oo oo oo II II nonnoo no oo oo ooh ooh ooo ooooo ooo ooon nno noeh ooo nooh Qn o o o o oo ho o ho o II o no nno no no no no no nno nno no no ooo ooo ooa ooo no cons ooo cocoon no: n.: ooo non non non onon nomooon non non omoon non noon non hoo Hoo moo coo moo moo noo ooo mHH «Ho nno: nnnnnoo oH noono n nnno I n noxooom nowmommomuno noozoooo 161 col ooo no! hooo cos cos cos nocooa ooon II so! no I H 55 H H no no oo o H ho ooo oo o noo noon no II noo xno no no no hnoon hounown hnon hnn> wooaonon II hno> hnokodn hnon hnon hnnp noon noono now: 83 noo nnoo noono n... on 3o: noono nnono nno. hoo nnoo nnoa II nnoa oooo nno: noo II nnoa nononm noqono nooono nooonm nomono nonona nomonn Hooonnaoa noaona II nonona oooo.n onooa oooos. onoo.n oooo.n oooo: nnoo onoz oooo.n oooo.n oooo.n ono: onos o3 ono: ono: onoz ono.n ono: ono.n ono.n ono.n oin hnonzn ooo ooo: ooon: ooo: can ooo: noo: II ooon: noo hooonn ooo: ooo: ooo: ooo: Hoo: ooo: ooon ooo: ooo: nomoo nomoa no noo nowoa hnooa nnoo nnoo II noo noo ooo ooo ooo ooo ooo ooo ooon ooon ooo ooo ooo no Ho.soh no Hoo II II Hoo no II Hoo no nowon nnoo nnoo hooo noo nooxv nooo no: noo: nnoo: no: nnnon nnnon nnnon nnnon nnnon nnnon nnnon nnnon nnnon nnnon nnnon ooo no oo so no nnoo ooon nonnoo noo II no noo Hoo moo ooo noo Moo noo ooo moo ooo nno: nonnnoo Ho ooonn nonconGOOIIc NHDZMkm< n nnno I n noxoooo 162 hooo hoe noon hos hooo no cos non ha noo... nxoa no no no no no no no no no no no noo: no no: no no no no now no nomoo noo noo no no ooo no no ono noo no noo no ooo ooo ooo so no can ooo ooo noo noo no noo noo ono: ooo: noo oooo: son Hoo: noo: honnow noo n3 n3 no n3 n3 n3 ooon n3 ooo: nno: n3 ooh ooh noon noon omoonon II ooh noon omoonon noon ooh hoo: hnooa hooo none 528.: ”uses nnoo: Enos hooo II hone no no no no no no no no no nnno no non ooon ooon non non nooon noon noon non non non ooh ooh on» o ooo II ooh ooh noon ooo noon no noon ‘ ooon noon eon noon noon noon soon noon noon noon nno nno noo nno nno nno nno noo ooo noo nno H H omoo H so H H on o H H noo noo ooon: II ooon: nnno: hooo: ooo: noo: noo nno: no no nnno no on... no no no no II no noon noon noon noon noon noon noon noon noon noon noon nnoo nooo nnoo nnoo n>oo no nnoo nnoo nooo nnnno nnoo noon noon noon noon noon . noon noon noon noon noon noon no noo noo no no no no noo no ooon no no no noo no no no I no noo II no I oonnoo ooo II II II ad 33 on noo 5. on» on» on» ooonn ooh och och on ooh noeh on o o . o o H H o oo o H o no no no no no no no nno nno onnno no ooo u_nooo oooo ooo no no no I no no can non non non non nnnon non non oooon non nomooon non 3H Hoo woo woo hoo moo go 0.3 moo «Ho. nno: nnnnnoo oo ooonc m nnoo I n nnoonam on ononcooIlo Hum—Ema: 163 cos ooo Goa cos Goa cos nonnoo nooooo nos ooa Goa ho ha ha ha ha he naoa he ho ooo no noo no no xno noo noo noo no ha on Fm; honor hnn> honor hoop hum». human boon honor an: no noxoo ngwoo noo nomoo nnooo oooo mnmow nno nnooo nuoa ooon nuoa nuoe ooo: nnoo nuoa hoo nhoa nuns nononm noQono noaona nooona nooona nooonn nooona oooounaoo nononm Inononn ooooz ooo.H nnoo: oooos no: oooo: noon ooon oooos ooooz ono3 onoz ono: onoz onos onox ono: ono3 ono: onob noo noo ooo: nouns. noo ono: Ihooonu hnonzn II noon: 38 538." So: do: So: do: So: do: new: ooo: noon non nuns nan ozone cos non noo ooze non ooo ooo ooo ooo ooo ooo ooo ooo ooo ooo .no ooon hH8 do“ How II II ooo ooon no nnoo no: nnoo noo: no: no: no: no: noo: no: nunon nunon nunon nunon nunon nnnon nnnon nunon nunon nunon no no no H CO H ooo nooooo noo oo ooo Hoo moo ooo noo moo Goo ooo moo v.33 nonouoo oo macho m nnoo I n noanom ungonGOOIIc ”Gammon 164 II ooo ho hooo hooa ooooo ho hon nos noon noo! ooonn no II no no II nonnu no u>oo ooonn no II nan II nomoo no II II noo: II n. no: II no no no nnoo II no: no noo noo no no II II can no ooonn ooo H no a no noo: noo: nnnon noo noo nnno: _hoo noo noo: noo noo II con no: oonn n: ho: hnon no: snow oon n: II II hnnso :0» II noon II II II mnoow 30h hooo hoo. II hooo hooo? 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oooooo oooooo nooooo mama o moon ooqooa moaooa nnoo o II . nommmm comm.” omoon: Moos ooo: €23 nno: ooo: nno: ooon: ooon: ooon ooo: ooo: ooo: ooo: ooo: ooon ooo: ooo: ooo: ooo: ooon: conga ooo: noooso II ooon: ooo: ooo: ooo: ooo: cocoa ooo: ooo: ooon. ooo: II ooo: ooo: II ooo: ooo: ooon noon onus nnoo ooon nno ooo nnoo: nnoo noon noo nno ooo ooo ooo ooo ooo ooo ooo ooo ooo ooo ooo hooo oooo zoo ooo ooo no Hoo II ooo .Hoo no noo: coco no: oooo no: no: no: one no: oonoa no: II opoon ouoon mnmon op.hwon ohoon soon mooon oumon nnoon whoon ooo ooonn oosoo noooa no so ooo so oo o oo ooo Hoo ooo ooo nno omo ooo ooo moo «no one: noouooo no macaw n nnoo I m onxomam onsoooooOIIo ooozoooo 170 %D 0355 hos cos n8 one - o no nnoo Ammoo nomonm a” nwmm no mo no no _Iwo no: omooo no no o no: ooo noo no: no N 0 finwdfi #mflfi #m xnm CNS nnoo onxmm nnmo noo noo no xno o no no no nocoo o one ooo no ooo o oo noo new: ”HMS @ S h “won :03 Mg HHQS mac Hg: 03 oooo: ooo: Hon: noo who: m3 ooo: n3 n3 n3 h nnno: n3 n3 nuns ooh ooow II ouch och no nnoo ooh omaohon ooh oooo h hos II _hooa II hooo nnonom hnaoa noo how” now” am” Boo no no no no II no no nuo n on no ooom you E a 3.“ an 3 o no“ “a a g o comm own” emu” swan nnoom noon ooon ooon noon ooon noon II hooo noo noo noo nno Hoo ooon II ooo nno o H noo H H ooon H on o ummmm hooo” o mm non: one: coco: ooon: nnno: ooon: n3 ooo: hoo no no II hon no hooo ooonn no no no II noon nnnon noon noon noon noon noon noon noon noon noon nnno nnoo nnno noon n»oo no onnno non: nnno nnno II noon noon noon noon noon noon noon noon noon noon II no noo no no no no no no no no II noo no no on no no mono no nnoo no II ooonn» noon ooo ooon no ooo II II noon so can no» ooz so» on so» 3 so» no II no ooon o oo o one so M no” ow mono no no no mono no woo woo on no no o woman mowwoo can on non no no. can an 223 o on on non non nonon non non non non nnnon WNW . nno Hoo ooo ooo nno on nnnpuoo no macaw III o nnoo I m nnoonnm omaooooooIIo noozoooo 171 2 cos ooo cos hoo Goa top 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no no no II no II oooo II II ooo ooo no ooo II noon no noo nnooo nno: ooo: II ooo: noo ooo: ooo: II mac or nnooo nno: II nnno: n3 ooo: ooon o: nnno: on so» onow II co: II ooh II oooo no» II no» II II hooo own hoooon hooo non ooon hcoa hone boos no II oooo oooo nnno no o o oo o no non Bonn noo ooon II non noo noon ooon noon non och coon och ooooz II o3 nno noo» o no: II on noon noon ooon noon ooon noon noon noon on» noon noon II ooo oaoo II nno ooo nno II nooooo no ono nnno ooon Hnoa ooo ooo ooon H H H ooo H ooon: one: ooo hnno: nose: no: nnno: onoz one: nno: onos no no we no me II ooon no we hone no noon noon noon soon noon noon noon noon noon noon noon nnoo nnnno II II nooo II nooo opoo oboo coo o>oo noon noon noon noon noon noon noon noon noon noon noon II II nmo II no no noo no noo no no ooooa ononou II II nomoo II noooa hooo ooo II no II ooo II II no oooo oooo ooo oooo o no son on on oo: oo: II nnnon nook ooh II on H ano non noo co nnoo o o H :o o nno noon no no no nno nno no no gonna no noon noon noon ooo coon noon noon noon on» noon ooo noon on» nnnoonn ooo II ooonn ooo on» on» ooo oon noo Hoo moo ooo moo moo goo ooo moo ooo nno: nonnnoo so ooonn nonconCOOIlu NHQZMth a nod I m noxooon 173 ooon II ooon nooa ooo ooo noo ooo noo noo ooo ha no as woos hoo hoo non ho ho ho ho no noon no noo no noo no ooo no noon no II II II hnon II II II II hnon hnon hnon nnno nonoo II II oooH nonoH nonoH nonnH nonoo II nonoo nno: oonnouo onoa II onoa ooon II once onoa nno: onoa ooaoom onooon II ooon ooaono nnooo II ooooo ooaooa nonowa ,ooaooa no: noo: no: oooonn oooonn noo: oooos ooo: ooon) oooo.n ooonn ono: II ono: nnonoos ononn onos onos onouv ono: II ono.n II ooooa nnoo: ooo: oooos hos. oooo: II ooon II oooo: ooo: II ooo: ooo: ooo: ooo: II ooo: ooo: II ooo: II Hon: II noo II onnn: nonnH onno nnoo noo noo Hoo Hoo nnoo oHo ooo ooon Hoo ooo HHo nnoo ooo II oooo II II ooo ooo ooon. ooo no II no no: noo oooo oono: noo: nowon no: no: oonou noo: no: II oon II non onoon nnoon 0on non nnoon oon onoon -II II II hoo ooo no ooo II oooo no no hoo Hoo moo ooo moo moo goo ooo moo ooo onos noonnoo oo ooonn o noon I n nooooon gin nHoznnno 17a 0&5: noo «HQ II m on x0 on onus on II cos #a oxa! no nnooo II no no no nonno no opoo no no no ooonn noo nonoH ooo nooo onoo nnoo ooo nonnH no: no no noo no noo ooo nomoe nno no no no no ooo ooo ooo ooo ooo II Hoo ooo on on ooooz II ooo ooo: II ooo: woooooov Hoo: Hows II ooo or. on on o: ooonm w: no. on. on on on omoonon ooh ooh ooh onoH ooo ooh II II owooaon ooh hooo hooo hooo .hoon hooo hooo ooon hnooa II hooo. .hool oo no no ooo no no no no no oo no non non non non non non non non II nooHn non II on no: ooh nnoo oo: oo: oo ooh ooh at noon noon ooon noon ooon .noon noon ooon onoon noon .noon II noowoo II nno nno noomoo ooosoo nnoo II nno ono ooo ooo H H oooo omno no H II no H ooo ho: hoo ooon: ono: ooo: ooon ho: ho: xnoo onoo no own no moo no on 03 as no no on oon ooonon ooon ooon ooon ooon ooon ooon ooon ooon ooon m>oo nnoo o>oo no nnoo o>oo omooo omooo nnoo owooo nnoo noon noon noon noon noon noon noon noon noon noon noon II no noo no noo ooo no noo no nnh no onoo II II noo noo II no noo .no noo no II nonnoH II II no Hoo II nnoo II II no oooo on ooh ooh oom II II can ooh Hooo on :0 oo H o ho H ha H H ha o no nnoo nnoo no no no II no no no no onno II oooo ooo ooo ooo no noo ooo ooo ooo oon oon II oon oon noon oon oon ooon oon oon umH HmH mmo omo nno MMH nno Ono mmH «no nno: noonnoo no ooono n noon I n nooooon um um "MGOOIIG H555 175 ha ooo II ooo oooo ooa hooo ooo ooo HHoo ooo ho he he he so ha ha ha he no ho II no noo no ooo ooo noo ono no no no II hnnon .hno: II .hno: _honon anon .hno> II .hno: hno: noH noo nomoo noon noo noo nomoo oooo noon nomoH noon Ihoo onol hoo hoo Hooo _hoo hoo Hoo II nno: onoa oHQooQ oooooo oooonn II woooo ooaooa hooo II ooaoon II oooooo no: ooo: oooo: ono: II ono: oooo: ono: ono: oooo:_ oooo: ono: ono: ono: ono: ono: ono: ono: ono: ono: ono: ono: II II II ooo: hHHoon ooo: oo: thoo: no: .hHoo oooo: do. do: nonoon ooo: Hon: do. on in: II Hoo: Hon: noo noo II nno nonno II Poo noo one. nonnno noo Hoo Hoo Hoo HHo Moo Hoo II ooo Hoo Hoo Hoo .ooo o:ono hooo HHo oo nonoo II honoo II Hoo no noo: noo: no: ooo noo: nnoo: nnoo: no: no: no: no: onomn nnoon nnoon onoon onoon nnoon ooon II anon nnoon nnoon a HHo II no hoo coo nomooo II II. :0 oo RH nun nno RH nno nno nno ooo nno nno ooo: noonnoo no ooonc m nnoo I n noxoomm noon nnBOOIIo afigo 176 noo II no ooon hooo ooo ooo onao ooa woo oxoa no no ooon no oooo no no no no no no no no: no: oxoo ooo noo no H no noo noo noo no noo xno xno noo II onon o>oo no no nnoo ooo ooo ooo ooo ooo noo ooo H ooo on 0: II II ooo: hooo ooo onon:_ ooo ho: ooo ooo o:. o: w: ooo: ooo: o: o: o: o:. n: o: II ooh ooh oo: oo: ooh och ooh ooh ooh ooh hooo hooo hoooa hooo hooo no hnnom hoooa ooo hoooa hooo oo oo no no no no no ooo oo no no non non non non non nononoo: ononno nnno II HHon non oo: ow ooh ooh on ooh ooh on» no ooh on non noon noon noon noon noon noon noon ooon noon noon II II nnoon nno II nno nomoo ono no II ono H nno H H on H oo H H no H o: nno: oHoo: hooo ooonm oHoo: no: nno:. ooo: ooon: one: no no no no hooo no no no no woo no noon noon noon noon noon noon noon noon noon noon noon nHoo omooo opoo no nHoo nnoo omooH nooo onoo nnoH o>oo noon noon noon noon noon omoon noon noon noon noon noon 0no no noo nno nnoo noo noo no no noo no I no oo nomoo noo noo oooo noo no noo no II Hoo: II II II ooo II oooo II II no ooh ooh ooh ooh ooow ooh ooh on ooh ooh on II ono o H o nno II H H nno o no no onoo no no nnoo omooo no no nooo no o ooo ooo ooo II ooo no ooo ooo no ooo oon onoon onoon non oon ooon onoon onoon ooon ooon non nno HMH mmH omH nno me an umo mMH omH nno: noonnoo no ooonn H nnoo I n nmxnomm Ilooloooo oololo nnoznnno 177 he no... nos own one cos hoo: Goa no noo can he con ho: nomon no» he ho, _ho ooo hoo ho o o xno no no no H” mm hmwm wm hwwm hnw> WI hoo» huo> hnn> hoo» noo ooo onmoo onmoo onwoo ooo mxoo mxoo no nonoo nonoo moon woos hoo one! H on woo: hoo once Hoop hoo ooon ooooom monooo oooooo oooooo no on oonooo hooo oooooo oooooo oooooa IoHoooq ono: ooono ooooa II oooo3_ ooooa oooo.o onoo ooooz oooono oooooo onon ono3_ onoz ono: onox onoz onoz onoz ono: ono: Hoo: Hoo: ooooz ooo: _hHooon oooo: noun hHHoon ooon odooz nflwwn Hoo: Hook. Hoo: ooo: Homo Hoo: o3 Hoo: onoos_ Hoo: Hoo: II noo :0: ho. noo II noonoe ooo II M n Hoo Hoo Hoo Hoo Hoo Hoo Hoo Hoo Hoo no Mom “mm mum“ II no HHm Hwom awn OHO£ COOS ll H60 no noo: no: noo: noo: no: 0 oz o II non onoon nnoon nnoon nnoon nnoon unwon onmmw anon onwmw momma can can ooo onwoo can on so no: can so nno Hno mmo who F nno nno ooo ooo moo ooo Ea: nomnnoo no ooooo III H Huang I M hwxdwflm. Illllllll noncoocoonuo monsoon: P not To 0 I . I s \U-IDW‘J‘é ”Bafllt.< 178 man wxms we we :2 one name am no no II one one o m>oo no no no n no: no no no n no noon mon no noon no no xno n no oooo noon o noo no no no noo noo no noo xno homo ooo no noo no no ,Go hooo II ooo ooo o H 3 ooo II Hoo: ooo II ooo ooo mooooon ooo onoo ‘ HH? . .I m: $3 $3 0.3 0.3 onus m3 om oww mom“. WW II II ooh ooh ooh ooh och so . , hooo hooe hcoa hooa noo hooo hooo II hoooe om” how” no CH m: 03 03 mg 03 GE HI nww non non non ooon non ononno non oomm non II ooh ooh ooh oooo II ooh 3o: ooh o oo hoon hnon onoon hnon ooon hnon hnon hnon onmon hnon hnon II II II Hoo Hoo Homo ano nnoo II Hooo ono o ooo ooo H in H H H no on H ooonn ooo: coop: vooos o3 ooo: II ooonn one: ooo: one: as no we no cows we no we ooo no no noon noon noon noon noon noon noon noon noon noon noon o>oo nnoo whoo ooowooH o>oo nnoo owooH m>oo opoo o>oo o>oo noon noon noon noon noon noon noon noon noon noon noon noo no no; no n ooo noo no noo noo no» no II II noo no n.noo noo no noo II ooo .m m no on new new no oo on on no no Wm oo o ooh ooh oo: oo: ooh on ooh och on so ooo H H on he he H II o no no no no no no no no 0 o o o II no ooo o o n >oo no u o x no ooon hooo co m m o no nno om new on on man ooon 2: 2n 9: m R m on Son of 2: H H H omo nno nno ooo nno ooo moo ooo Bo: noonno no gonna m nnoo I n noxooam qlllll'll l‘llll‘l “vilifiJr-OUII'O Nhnh—rninuru 1 179 ooo ooo ooo xo~n all CW3 I- “##B G0 ! h:~% CM“ “3 h! “D ha ha ha H so H o no no no no no noo no xno ooo no on h ooon hoo» hooo II hoo» moonoon II hoop Hm hwoo nommm ooo ooo nnoo oomoo nnoo oomoo oowoo mooo omnoo mace hoo onoa nnoo ooon ooon oooo ooon nnoo II as ooooom ooooom oooooo II oooooo oooooo oohoo II oooooa oooooo .oooooo oooo: oooo: ooooz ooooo oooo: oooos ooooa ooooo ooo: oooos oooo: onos onoo onoo onoz onoo ono: ono3 onox ono: onos onoo Hoo: hooooo ooo ooo: moooooo ooo: II ooo: II wooooo: ooooz ooo: ooo: ooo... oooz mooamn ooo: maoooo: n23 I- ooo: ooo: nnoo nomoo oooo nnoo hoo he onoo hoooa ooo nnoo noo ooo ooo o Hoo ooo Hoo ooo ooo II Hoo Hoo oooo II on II non oooo HHo hooo no ooo no noo: noo: no: nooo ooo no: nnoos no: hot no: no: ouoon oooon oooon onmon oooon ouoon oooon oooon n ooo ooo woos II ooo ooo hoo woos nowoo so MM“ “w MW ooo ooo ooo Ro ooo ooo nno ooo moo «no Boo nonuuoo no mocha m nnofl I n hwxdoam ooooonoooIIo NHszmm< 180 APPENDIX H SCORES FOR THO-PART ANALYSIS OF VARIANCE Correct Responses Only Successive Utterances Speaker Subject 1 2 3 4 5 ' roup roup roup roup roup 1 A 18 21 21 1 B 19 15 16 2; 12 C 10 5 25 16 16 D 8 19 17 21 14 E 6 17 18 15 15 F 9 20 20 24 8 G 4 14 15 17 10 H 14 10 3 17 8 I 15 17 12 8 15 J 15 8 9 4 5 Mean 11.8 14.6 15.6 16.2 11.4 Group 6 Group 7 Group 8 Group 9 Group 10 2 A 14 23 13 11 21 B 9 18 21 10 19 C 18 10 21 Z 15 D 17 10 17 1 13 E 8 18 11 17 15 F 12 3 15 11 13 G 8 13 1 13 10 H 11 22 17 13 3 I 14 8 7 10 17 J 18 9 12 13 11 Mean 12.9 13.4 14.5 12.1 13.7 Group 11 Group 12 Group 13 Group 14 Group 15 3 A 14 15 11 13 25 B 8 17 18 2% lg C 18 11 11 1 1 D 17 5 16 17 12 E 12 6 30 12 17 F 1 15 16 15 15 G 19 22 20 9 20 H 29 7 12 7 20 I 20 14 5 17 19 J 20 7 5 17 19 Mean 17.8 11.9 15.0 14.2 17.9 181 APPENDIX H--Cont;gued Correct Responses Plus Homophenous Words Successive Utterances Speaker §ubject ‘ __1 2 _3 4 #5_ Group 1 Group 2 Group 3 Group84 Group 5 1 A 18 24 25 19 10 B 21 18 23 28 21 C 11 7 29 22 19 D 10 23 19 25 16 E 9 13 21 19 16 F 9 2 23 28 11 G 6 14 18 19 11 H 13 14 3 19 9 I 1 18 12 13 17 J . 15 8 10 5 7 ”6311 130“ 1609 1803 1907 1307 Group 6 Group 7 Group 8 Group 9 Group 10 2 A 17 24 16 16 24 B 10 25 24 13 20 C 20 12 23 11 19 D 19 13 22 18 17 E 12 21 12 18 15 F 14 9 19 14 15 G 8 14 12 14 10 H 15 23 21 15 6 I 18 11 8 11 19 J 22 11 15 15 15 Mean 15. 5 16. 3 17.2 14. 5 16.0 Group 11 Group 12 Group 13 Group 14 Group 15 3 A 17 18 13 14 25 B 14 20 22 28 19 C 19 11 lg 21 22 D 19 5 1 20 15 E 21 7 31 15 22 F 15 17 20 20 19 G 22 23 23 10 24 H 29 7 13 11 25 I 26 17 13 9 24 J 25 9 19 20 Mean 20.7 13.4 1708 1607 2105 182 APPENDIX I SCORES FOR.LINDQUIST'S TYPE-III ANALYSIS OF VARIANCE Correct Responses Only Successive Utterances Speaker Order Subject' 1 3 5 1 1 1A 18 16 15 13 19 22 21 1C 10 16 17 1D 8 10 9 1E 6 11 13 1F 9 13 12 16 4 5 5 18 14 17 11 11 15 1 14 1J 15 1 11 M081! 1108 1309 1208 1 2 3A 18 21 18 33 14 16 16 3c 24 25 26 3D 19 17 13 33 15 18 13 31 16 20 15 3a 13 15 17 3H 9 3 9 31 14 12 13 3J 10 9 10 Mean 15.2 15-6 15-0 1 3 5A 16 15 9 53 19 17 14 5c 14 19 16 5D 16 20 1“ 5g 10 3 15 5F 12 14 8 50 17 12 10 5B 3 7 8 51 19 20 15 5g 4 7 5 Mean 13.0 13.4 11.4 183 APPENDIX I--ant;nged Correct-Responses Only Successive Utterances Speaker Oraer Subject > 1 3 5 2 1 6A 14 20 14 6B 9 11 8 6C 18 20 26 2D 17 20 7 E 8 8 8 6F 12 19 13 6G 8 8 6 6H 11 1 11 61 14 3 11 6J 18 23 25 Mean 12.9 15.1 12.9 2 2 8A 14 13 16 8B 21 . 21 25 8C 16 21 22 8D 13 17 1 BE 10 11 1 8F 16 If 14 80 1 1 H 1 7 1 I 7 7 10 BJ 16 12 14 Mean 14.2 14.5 15.0 2 3 10A 16 14 21 108 18 16 19 100 16 20 15 10D 18 19 13 103 11 17 15 log 7 12 13 10G 8 15 10 103 4 5 3 101 17 17 17 10.! 13 5 11 "Can 1208 11+. 0 13° 7 184 APPENDIX I--Con§inued Correct Responses Only Successive Utterances Speaker Order Subject‘ 1 3 5 3 1 11A 14 15 18 11B 8 12 18 110 18 12 14 110 17 20 2 118 19 21 2 11? 14 19 24 116 19 24 29 11H 29 25 24 111 . 20 17 23 llJ 20 26 26 Mean 17.8 1901 22°3 2 1 19 11 22 3 138 27 18 25 13c 15 11 16 139 18 16 1 138 37 30 3 13p 14 16 19 1 G 2 20 21 13H 3 11 15 131 17 12 16 13a 8 5 6 Mean 18.8 15.0 18.9 1 20 25 25 3 3 158 15 13 15 150 22 22 i: 12 1 123 22 22 1" 15! 17 1“ :3 13 22 151 21 22 20 15a 17 17 19 New 18.? 19-7 17-9 185 APPENDIX I--Con§1nued Correct Responses Plus Homophenous‘words ‘ Successive Utterances Speaker Order Subject 1 3 5 1 1 1A 18 18 18 1B 21 27 26 10 11 19 19 1D 10 12 10 13 9 12 17 1F 9 15 13 10 6 9 7 1H 17 18 12 11 18 17 18 lJ 15 15 12 Mean 13.4 16.2 15.2 21 2 22 1 2 33 21 23 21 3C 28 29 29 3D 20 19 14 3E 22 21 19 3p 18 23 16 30 16 18 22 3a 12 3 11 31 15 12 15 3J 11 10 10 Mean 18.4 18.3 17.9 20 10 1 3 55; gg 22 21 5c 21 17 :2 1 2 23 12 1 16 5p 14 13 11 5g 21 13 11 SH 5 9 9 51 20 23 17 SJ 7 10 7 Mean 1600 1608 13'7 186 APPENDIX Io-Conggnued Correct Responses Plus Homophenous‘words ¥__‘ LA.“ Successive—fitterances Speaker Order Subject 2 1 6A 17 22 19 6B 10 14 10 6C 20 23 30 6D 19 21 12 68 12 14 15 6F 14 22 17 6G 8 11 6 6H 15 17 13 61 18 10 fig 6J 22 27 Mean 15.5 18.1 16.3 2 2 8A 20 16 19 83 21 24 25 80 17 23 25 an 17 22 17 88 12 12 13 8F 20 19 20 80 16 12 15 8. 2° 8 :3 81 7 8J 20 15 13 Mean 17-0 17°2 17'6 2 3 101 19 19 24 108 21 21 20 100 18 24 19 100 23 23 i; 108 15 22 101' 9 14 15 100 10 17 1° 10H 5 6 6 101 21 21 19 lOJ 13 7 15 Mean 15.4 17°“ 16'0 187 APPENDIX I--Cont;gged Correct Responses Plus Homophenoue words ~ Suczess{VeeUfiiihnces Speaker Order Subject 1 3 5 3 1 111 17 17 21 113 1b 15 28 11C 19 15 20 110 19 25 26 113 21 22 27 11? 15 -23 27 110 22 24 32 11H 29 30 A 30 11I 26 2h 27 11J ‘ 25 33 32 Mean 20.7 22.8 27.0 3 2 131 20 13 25 138 0 22 29 130 9 13 18 13c 22 18 20 133 #1 31 “0 13F 20 20 23 130 26 23 2“ 133 17 13 20 131 20 17 22 13J 11 8 11 Mean 22.6 17.8 23-2 24 28 25 3 3 ii; 17 18 19 15c 27 29 22 15D 19 19 ‘12; 1;: .23 ii .9 15K 28 29 2 151 22 25 2 15a 20 19 20 Man 2205 2302 21.5 Group: Subject: Class: The subjects The group in 188 APPENDIX J SUBJECTS are categorized in the following manner: which the subject was placed. Numbered from one to fifteen corresponding to the fifteen lists of words. There are ten subjects in each group. designated by letters A through J. Refers to the course from which the subject was obtained. These are as Speech 2 - Speech 5a - Speech #55 - SpeeCh “56 - Speech 874 - Speech 101 - Speech 108 - Speech 305 - Speech #70 - Speech 810 - MA Ph.D. - Non-Speech - follows: Functional Speech Pathology Hearing Conservation Audiometry Teaching of Lipreading Seminar in Speech Therapy Public Speaking Voice and Articulation Persuasion Speech Correction for the Classroom Teacher Introduction to Graduate Study in Speech Master's Degree students in speech therapy not enrolled in any of the above classes. Ph.D. students in speech therapy not enrolled in any of the above classes. Students enrolled in courses outside of the speech department. Refers to year in college - Freshman, Sophomore. Junior. Senior, Master's Degree, Ph.D., Special Student. Refers to the age of the subject. Male or Female Refers to seat taken during the experiment. The seats are numbered in the diagram in Appendix F. 91‘ 0112 NNNNNNNNNN HHD—‘Hl—‘HHHHF‘ 4? 4'??? (rt-’4? C??? WU UUUUUUUU gubject can-1m cram coma» c-eHmQ 1:11:11: one» LHND’UNUOm» QHEO'IJFJUOWb 21.12 #56 874 HA MA 455 305 305 101 101 108 1.54 854 PhD 101 108 108 101 108 #54 874 8714 u u sf. 470 #70 1.70 101 108 87a a .23 1.5:. 470 108 101 108 108 189 Status Senior HA HA HA Senior Senior Senior Soph e Soph. Senior Junior Senior Junior MA Ph.D. Senior Senior Junior Junior Soph. MA HA HA Senior HA Senior Senior Senior Soph. Junior Ph.D. Senior Junior Senior MA Junior 3013110 Soph. Junior Freshman APPENDIX J --Cogt1nued HNNNN F ommmufififi o 20 22 20 23 22 34 21 22 19 26 24 31 21 23 21 19 42 20 20 33 21 27 33 18 20 18 an waxwmx's'xsm'xj qmwunuax'u-szz mazzznezvnzuau: xwzwzmmwww I: f.” h ¢+ H NQUNWCDKAITN? UUNNU’INHQO‘T UNNUUCUNC‘M NNUPU‘ITUUWN 9mg MM oooommoooooomoooo VVVflVVVVVV O\0\O\O\O\O\O\O\O\O\ \RKRUMU'IU‘U!“ Subject GHEQNHUOTD> QHEO’IJFJUODJb QHEQ'IJEIUOU» C—.H 2130'! 5360 an» (3' 3’ «no #30" '5' H 5522: 3333325228 E u7o 470 108 Non-sp. 451; 455 874 455 1.51. 101 101 NOD-8P0 810 810 ‘#55 m 372 “56 MA 305 108 108 108 Non-sp- 190 Senior HA HA Senior Senior Junior Sophomore Junior Senior Senior Ph.D. Senior Junior Senior Junior Senior Ph.D. Ph.D. Senior Ph.D. Senior HA HA Sophomore Sophomore Junior Senior Senior APPENDIX J--Qggtin2ed 888382182323 ['3 MZ'IJ'IJK'II’II'flr-K’IJ 33"]‘313'133'11'81 www'q'uxmuuzm KSZHHKW’GiflW If: wHNC-‘NVOWHU “MUNUURON‘? QNUNMVOQOQ (DHNN‘OVNUU F m ¢+ 00 00“) 00000 E b ct QHEQ’IIBIUOmtb GHCBQ'IJFJUCCD> hHmQ'flFJUOWhD QHMQ'HWUOtD» F Class 874 454 874 455 454 3‘3? 108 108 874 874 455 454 PhD 470 108 108 108 810 454 PhD 305 305 108 108 108 874 874 a. 832 454 101 305 108 108 108 191 2212 HA Junior Ph.D. Senior HA Senior Junior Junior Freshman Senior MA MA Ph.D. Junior Ph.D. 3p. Stud 0 Sophomore Senior Senior Ph.D. MA MA Ph.D. MA MA Freshman Junior Junior Sophomore Junior MA Ph'Do MA MA MA Junior Sophomore Sophomore Sophomore Junior APPENDIX J--Cont;gued Ass 24 20 27 21 35 22 23 27 17 21 22' 23 40 20 30 62 19 33 21 41 23 20 32 28 24 17 20 26 19 20 22 30 44 27 51 21 20 20 20 21 to m K wmmxmwwmzm mzzmzvzxwzmm zwmzwmwrxujm zzzzzzxzwx I H :0. lg ’ \n-lri-‘N‘F'NKAVNO OWNHU‘ ¢’\O\OU UHMNHWNVUU‘ \JIUU‘VC‘NONO H Group 13 13 13 13 13 13 13 13 13 13 14 14 14 14 14 14 14 14 14 14 15 15 15 15 15 15 15 15 15 15 Subject QHED’SJE-Zlbnwb QHEQ'fiHUOwb “-0.“. 310'!) FIDO on» Class 354 :33 MA MA 101 101 101 108 108 874 874 874 874 1155 101 108 108 108 108 8 4 834 454 874 4 56 470 470 108 101 810 192 APPENDIX J-Qontinugd Status Junior Junior MA MA MA Freshmen Senior Junior Sophomore Sophomore MA MA MA MA Junior Sp. Studo Senior Sophomore Freshman Ph.D. MA Senior MA Senior MA Junior Senior Sp. Stud 0 MA m 19 20 29 22 24 18 37 22 19 32 28 22 23 23 22 21 19 19 17 36 22 20 24 51 28 23 22 21 30 on zmwzujmzwuez zmwzzmzmmm mmzw-am'evzws's lg (0 0 fl NUCU’HOU ou-‘um OUtl—‘NQHO‘CW \Okan-P'WNNU (0’ 193 APPENDIX K RESPONSE FORMS FOR THE PILOT STUDY DIRECTIONS - List 1 You will be viewing on the screen 45 words. each appearing once. After viewing each presentation you will record in the proper place the ‘word you think was spoken. If you are not sure of what a word is. guess. If u have no answer. draw a line throu h the space following the num er of the item. If a word has more n one spelling. use any one you wish. Be careful to write each word after the appropriate number. Name: A1 01 21 12 A CZ 122 13 03 E3 A4 A _ cu . E4 A5 0.5 25 A A6 06 E6 A7 . C7 E7 A8 08 EB 19 1 c9 E9 31 01 32 02 B3 D3 B4 D“ B 5 9.5 B6 D6 37 ”7 B8 138 B9 ”9 19:. APPENDIX K--ngtigued DIRECTIONS - List 2 Thu will be viewing on the screen 45 words. each appearing 2 times in succession. After viewing each presentation you will record in the proper place the word you think was spoken. If you are not sure of what a word is. guess. If you have no answer. draw a line through the space following the number of the item. If a word has more than one spelling. use an one you wish. ‘Hhen recording the word. write it only once. even thoug it is repeated 2 times. Be careful to write each word after the appropriate number. Do not start writing until you have seen both presentations of the word. Name: 11 01 m 12 f c2 E2 A3 c3 E3 A4 04 E4 A5 A c 5 E5 A6 06 E6 17_ A ,c7 - E7 A8 1 08 1 38 A9 1, C9 E9 B1 2 D1 82 D2 1 B3 DB 84 D4 35 D5 86 D6 B7 D7 B8 DB B9 ”9 195 APPENDIX K--§gn§inued DIRECTIONS - List 3 You will be viewing on the screen 45 words. each appearing 3 times in succession. After viewing each presentation you will record in the proper place the word you think was spoken. If you are not sure of what a word is. guess. If you have no answer. draw a line through the space following the number of the item. If a word has more than one spelling. use an one you wish. 'When recording the word. write it only once. even thoug it is repeated 3 times. Be careful to write each word after the appropriate number. Do not start writing until you have seen all 3 presentations of’the word. Name: 11 c1 21 12 02 E2 A3 c3 EB A4 _1 _A ch ' E4 A5 1 _ c 5 85 A6 06 86 A7 . 07 E7 A8 ,. 08 - E8 19 , 09 E9 1 B1 _ D1 w _ 82 DZ 83 03 B4 D“ 85 D.5__ 86 D6 B7 177 33 D8 B9 ”9 196 APPENDIX L RAW SCORES FOR PILOT STUDY Successive Utterances Group 1 27 17 34 30 11 Mean 23.8 2 15 17 10 27 18 Mean 17.4 3 6 12 a 27 9 Mean 11.6 Group 1 - Memorized original list of words. Group 2 - Studied list befbre viewing film. Group 3 - No exposure to word lists. 2 3 24 30 37 34 39 9 19 23 28.8 5 6 21 20 12 12 28 30 17 22 16.6 18 8 9 l8 l7 3 2 2 a L. 10.8 12.2 197 APPENDIX M ANALYSIS OF PILOT STUDK SCORES Two-Part Analysis of Variance o For Pi Study Source of Variation Sum of Squares' df Mean Square F Utterances 64 2 32 .42 Familiarity with words 1409 2 704 9.26“ Interaction 45 4 ll .14 Between Groups 1518 8 2.47 2J4?"l Within Groups 2763 36 76.75 Total 4281 44 ' SIgnITIcanE a5 5% IeveI of confidence. ‘* Significant at 1% level of confidence. Differences between Individual Means2 One Utterance M2 Mean 1 - 23.8 m3 Mean 2 '- l7ol+ M]. 601‘." 1102* Mean 3 - 11.6 M2 5.8* Two Successive Utterances Mean 1 - 2300 M2 M Mean 2 - 16.6 Ml 6.4"I 12.2* Mean 3 - 10.8 M2 5.8* Three Successive Utterances Mean 1 - 28.8 M2 Me Mean 2 - 18.0 Ml 10.8* 16.6: Mean 3 - 12.2 M2 5.8 I"Equal to or greater than the critical difference of 5.15. 1Edwards. 0p.Cit., pp. 340-347. 2Lindquist, 02.Cit.. pp. 93-94, and p. 214. "'TITifiliflflujlflfigl‘Hjufififlfljflififliflflflflifllfi“