Speech Monitoring and Verbal Learning The effects of interference with auditory feedback on two verbal learning tasks were studied. Twenty-seven adults without speech or hearing handicaps practiced two verbal tasks (reading comprehension and paired associate) under three auditory monitoring conditions. A synchronous auditory feedback condition provided amplified but almost simultaneous auditory feedback. To provide an ... Research Article
Research Article  |   September 01, 1963
Speech Monitoring and Verbal Learning
 
Author Affiliations & Notes
  • George R. Davis, Jr.
    Veterans Administration Hospital, San Fernando, California
  • Joseph G. Sheehan
    University of California, Los Angeles, California
Article Information
Research Articles
Research Article   |   September 01, 1963
Speech Monitoring and Verbal Learning
Journal of Speech, Language, and Hearing Research, September 1963, Vol. 6, 249-254. doi:10.1044/jshr.0603.249
History: Received May 27, 1963
 
Journal of Speech, Language, and Hearing Research, September 1963, Vol. 6, 249-254. doi:10.1044/jshr.0603.249
History: Received May 27, 1963

The effects of interference with auditory feedback on two verbal learning tasks were studied. Twenty-seven adults without speech or hearing handicaps practiced two verbal tasks (reading comprehension and paired associate) under three auditory monitoring conditions. A synchronous auditory feedback condition provided amplified but almost simultaneous auditory feedback. To provide an irrelevant feedback condition, S’s heard their own previously recorded voices reading other material. Delayed auditory feedback provided a second experimental condition. Results confirmed that delayed auditory feedback interfered significantly with efficient verbal learning. A clear and direct relationship between the amount and relevance of verbal feedback and the efficiency of speech-based learning was demonstrated.

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