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This study examined the language-dependency of clear speech modifications by comparing the clear speech strategies of late bilinguals in both their L1 (Finnish) and L2 (English). Results generally supported the hypothesis of language-independent enhancement of global clear speech modifications, but language-dependent segmental enhancement. The global clear(More)
This study examines whether normal-hearing (NH) children enhance phonetic contrasts when speaking to a hearing-impaired (HI) peer. A problem-solving ‘Grid’ task was developed to elicit frequent repetitions of /p/-/b/, /s/-/S/ and /i/-/I/ segmental contrasts and point vowels in communicative spontaneous speech. Eighteen NH children between 9 and 15 years old(More)
Forty talkers participated in problem-solving tasks with another talker in conditions differing in communication difficulty for the interlocutor. A linguistic barrier condition (L2 interlocutor) was compared to acoustic barrier conditions (native interlocutors hearing vocoded or noisy speech). Talkers made acoustic-phonetic enhancements in all barrier(More)
The aim of our study was to investigate whether children distinguish between ‘new’ and ‘given’ information via phonetic reduction in spontaneous speech in a similar way to adults. An interactive ‘spot the difference’ game was used to elicit spontaneous speech. Word duration, fundamental frequency and vowel formant frequencies in repeated content words(More)
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