Order Affects Clear and Loud Speech Response

Abstract

Purpose: The purpose of this investigation was to examine the impact of instruction order on the speech production response when adopting higher effort speaking styles, specifically loud and clear speech. Method: Speech intensity, lip aperture range, and speech rate data were collected from 24 talkers who repeated the utterance “Buy Bobby a puppy” using habitual, clear, and loud speech. Participants were assigned in quasi-random fashion to one of two groups: a Clear–Loud Group (11 participants; order: habitual-clear-loud) or a Loud–Clear Group (13 participants; order: habitual-loud-clear). Results: Talkers in the Clear–Loud Group exhibited higher speech intensity during the loud style compared with those who performed the Loud–Clear Group. Furthermore, talkers in the Clear–Loud Group retained the increases lip aperture range and reductions in speech rate associated with the clear style when producing the loud style. Conversely, talkers in the Loud–Clear Group exhibited significant increases in lip aperture range between the habitual and loud styles and between the loud and clear styles. Additionally, the Loud–Clear Group exhibited a reduction in speech rate only during the clear style, as no differences in speech rate were observed between the habitual and loud styles. Conclusions: These findings may suggest that producing a higher effort style leads to carry-over effects in subsequent styles. Future research should investigate factors that moderate the degree of order effects for both research and clinical purposes. For instance, if generalizable, the compounding carry-over effects may prove advantageous for certain clinical populations.