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Why Um Helps Auditory Word Recognition: The Temporal Delay Hypothesis

Overview of attention for article published in PLOS ONE, May 2011
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Title
Why Um Helps Auditory Word Recognition: The Temporal Delay Hypothesis
Published in
PLOS ONE, May 2011
DOI 10.1371/journal.pone.0019792
Pubmed ID
Authors

Martin Corley, Robert J. Hartsuiker

Abstract

Several studies suggest that speech understanding can sometimes benefit from the presence of filled pauses (uh, um, and the like), and that words following such filled pauses are recognised more quickly. Three experiments examined whether this is because filled pauses serve to delay the onset of upcoming words and these delays facilitate auditory word recognition, or whether the fillers themselves serve to signal upcoming delays in a way which informs listeners' reactions. Participants viewed pairs of images on a computer screen, and followed recorded instructions to press buttons corresponding to either an easy (unmanipulated, with a high-frequency name) or a difficult (visually blurred, low-frequency) image. In all three experiments, participants were faster to respond to easy images. In 50% of trials in each experiment, the name of the image was directly preceded by a delay; in the remaining trials an equivalent delay was included earlier in the instruction. Participants were quicker to respond when a name was directly preceded by a delay, regardless of whether this delay was filled with a spoken um, was silent, or contained an artificial tone. This effect did not interact with the effect of image difficulty, nor did it change over the course of each experiment. Taken together, our consistent finding that delays of any kind help word recognition indicates that natural delays such as fillers need not be seen as 'signals' to explain the benefits they have to listeners' ability to recognise and respond to the words which follow them.

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The data shown below were compiled from readership statistics for 71 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Germany 1 1%
Netherlands 1 1%
Brazil 1 1%
Sweden 1 1%
Finland 1 1%
Canada 1 1%
Argentina 1 1%
Japan 1 1%
United States 1 1%
Other 0 0%
Unknown 62 87%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 20 28%
Student > Master 10 14%
Researcher 9 13%
Student > Bachelor 8 11%
Professor 5 7%
Other 17 24%
Unknown 2 3%
Readers by discipline Count As %
Linguistics 23 32%
Psychology 22 31%
Arts and Humanities 5 7%
Neuroscience 4 6%
Agricultural and Biological Sciences 4 6%
Other 6 8%
Unknown 7 10%