![]() The high cost of hiring human attendants fluent in several languages makes using social robots a more affordable alternative in international gatherings. As a result, the need for communicative agents fluent in several languages to assist those people is highlighted. With fast and reliable international transportation, more people with different language backgrounds can interact now. The implications of such a simultaneously speaking robot are discussed. However, this positive effect could not be attributed merely to the time expansion, as we could not repeat the same positive effect in a time-expanded single-talker speech.ĭiscussion: The results obtained in this study suggest a facilitating effect of the presence of the background speech in a simultaneously speaking bilingual robot provided that both languages are presented in a time-expanded manner. More interestingly, participants got a higher score in the time-expanded multi-talker speech than in the standard-speed single-talker speech in the speech comprehension and, in the sentence recognition task. Results: The obtained results suggest that a reduced speech rate, leading to an expansion in the speech time, in addition to increased pause duration in both the target and background speeches can lead to statistically significant improvement in both sentence recognition, and speech comprehension of participants. Sentence recognition, speech comprehension, and subjective evaluation tasks were implemented in the study. Methods: To improve speech comprehension and consequently, user experience in the intended bilingual robot, the effect of time expansion on speech comprehension in a multi-talker speech scenario was investigated. Hence, the presence of speech as the background noise in a simultaneously speaking bilingual robot can be fatal for the speech comprehension of each person listening to the robot. This deteriorating effect is more highlighted when the background noise has speech-like properties. However, the negative effect of background noise on speech comprehension is well-documented in previous works. Cross-validation is planned.Introduction: In this study, the development of a social robot, capable of giving speech simultaneously in more than one language was in mind. This study strongly supports consideration of WISC-R subtest differences, along with correlated factors, neurophysiological and perceptual evidence, when diagnosing dyslexic children. Findings appear to confirm the phonological encoding deficiencies displayed by dyslexics on the Digit Span subtest. Unexpectedly, Coding emerged with Digit Span as a third factor in a principal component analysis statistically significant sex differences appeared on the Coding task. In particular, the Digit Span subtest, which is not routinely administered by psychologists or included in computing Verbal IQ, can be considered an important component of a diagnostic battery. ![]() Well-defined subtest scatter can differentiate dyslexics from proficient readers. Contrary to much current research, in the present study specific WISC-R profiles are identified within a stringently defined subgroup of 57 9- to 12-yr.-old dyslexic children. The current study supports Levinson's contention (1988) that the diagnosis of dyslexia cannot be based solely on neurophysiological evidence but must be made in conjunction with reading and educational test scores. All subjects Allied Health Cardiology & Cardiovascular Medicine Dentistry Emergency Medicine & Critical Care Endocrinology & Metabolism Environmental Science General Medicine Geriatrics Infectious Diseases Medico-legal Neurology Nursing Nutrition Obstetrics & Gynecology Oncology Orthopaedics & Sports Medicine Otolaryngology Palliative Medicine & Chronic Care Pediatrics Pharmacology & Toxicology Psychiatry & Psychology Public Health Pulmonary & Respiratory Medicine Radiology Research Methods & Evaluation Rheumatology Surgery Tropical Medicine Veterinary Medicine Cell Biology Clinical Biochemistry Environmental Science Life Sciences Neuroscience Pharmacology & Toxicology Biomedical Engineering Engineering & Computing Environmental Engineering Materials Science Anthropology & Archaeology Communication & Media Studies Criminology & Criminal Justice Cultural Studies Economics & Development Education Environmental Studies Ethnic Studies Family Studies Gender Studies Geography Gerontology & Aging Group Studies History Information Science Interpersonal Violence Language & Linguistics Law Management & Organization Studies Marketing & Hospitality Music Peace Studies & Conflict Resolution Philosophy Politics & International Relations Psychoanalysis Psychology & Counseling Public Administration Regional Studies Religion Research Methods & Evaluation Science & Society Studies Social Work & Social Policy Sociology Special Education Urban Studies & Planning BROWSE JOURNALS ![]()
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