The Pennsylvania State University, University Park, 16802, USA.
Am J Speech Lang Pathol. 2010 Aug;19(3):259-73. doi: 10.1044/1058-0360(2010/09-0024). Epub 2010 Jun 11.
Many computer-based augmentative and alternative communication systems in use by children have speech output. This article (a) provides a scoping review of the literature addressing the intelligibility and listener comprehension of synthesized speech output with children and (b) discusses future research directions.
Studies investigating synthesized speech intelligibility and/or comprehension with children as listeners were systematically identified and coded according to their objectives and methodology.
Ten studies were identified. They were organized according to the following variables: intelligibility variables related to the stimuli (context and rate), intelligibility variables related to aspects of the listener (age of the child, the language or languages spoken by the listener, experience, and practice effects), and comprehension. Each of these factors-and the research support with child participants-was discussed.
Overall, there is a paucity of research investigating synthesized speech for use with children. Available evidence suggests that children produce similar trends but lower levels of intelligibility performance when compared with adults. Future areas of applied research are required to adequately define this relationship and the variables that may contribute to improving the intelligibility and comprehension of synthesized speech for children.
许多儿童使用的基于计算机的辅助和替代沟通系统都具有语音输出功能。本文（a）对涉及儿童合成语音输出的可理解性和听众理解的文献进行了范围综述，（b）讨论了未来的研究方向。
根据其目标和方法，系统地确定并对研究儿童作为听众的合成语音可理解性和/或理解的研究进行编码。
确定了十项研究。根据以下变量对它们进行了组织：与刺激相关的可理解性变量（语境和语速）、与听众相关的可理解性变量（儿童的年龄、听众使用的语言或语言、经验和练习效果）和理解。讨论了这些因素以及针对儿童参与者的研究支持。
总体而言，针对儿童使用的合成语音的研究很少。现有证据表明，与成人相比，儿童在产生类似趋势的同时，语音可理解性表现水平较低。需要进一步开展应用研究，以充分定义这种关系以及可能有助于提高儿童合成语音的可理解性和理解的变量。
