Parkhurst B G, Levitt H
J Commun Disord. 1978 Apr;11(2-3):249-56. doi: 10.1016/0021-9924(78)90017-5.
A trained speech pathologist listened to recordings of 40 deaf children, each reading 15 sentences and recorded instances of four types of prosodic errors: adventitious sounds, excessive phoneme duration, pitch breaks, and pauses. The scores were correlated with previously obtained intelligibility scores. It was found that adventitious sounds, except those obviously operating as transitional sounds to ease the movement from one place of articulation to another, had the greatest negative effect on intelligibility, followed by very long duration and pitch breaks. Medium and long pauses, long duration, prologned closure (i.e., long duration plosives), and adventitious transitional sounds had a lesser negative effect. Short pauses had a small positive effect on intelligibility. The method used to identify the errors was one that can hopefully be evolved into an evaluative instrument for practical use in schools for the deaf.
一位训练有素的言语病理学家听了40名失聪儿童的录音，每个孩子读15个句子，并记录了四种韵律错误的实例：附加音、音素时长过长、音高间断和停顿。这些分数与之前获得的可懂度分数相关。研究发现，附加音，除了那些明显作为过渡音以方便从一个发音部位过渡到另一个发音部位的音之外，对可懂度的负面影响最大，其次是时长过长和音高间断。中等和长时间的停顿、时长过长、延长闭塞（即时长过长的爆破音）以及附加过渡音的负面影响较小。短停顿对可懂度有轻微的积极影响。用于识别这些错误的方法有望发展成为一种评估工具，供聋校实际使用。
