Phonetics and Speech Sciences (말소리와 음성과학)

Korean Society of Speech Sciences (한국음성학회)
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Acousitc analyses in the imitation of emotional speech in children with typical development

일반 아동의 감정 발화 모방 능력: 음향학적 분석을 중심으로

  • Subeen Kim (Department of Communication Disorders, Ewha Womans University) ;
  • Jungeun Kim (Department of Communication Disorders, Ewha Womans University) ;
  • Soohyoung Cho (Department of Communication Disorders, Ewha Womans University) ;
  • Hyosun Lee (Department of Communication Disorders, Ewha Womans University) ;
  • Seongyun Moon (Department of Communication Disorders, Ewha Womans University) ;
  • Youngmee Lee (Department of Communication Disorders, Ewha Womans University)
  • 김수빈 (이화여자대학교 언어병리학과) ;
  • 김정은 (이화여자대학교 언어병리학과) ;
  • 조수형 (이화여자대학교 언어병리학과) ;
  • 이효선 (이화여자대학교 언어병리학과) ;
  • 문성윤 (이화여자대학교 언어병리학과) ;
  • 이영미 (이화여자대학교 언어병리학과)
  • Received : 2024.08.05
  • Accepted : 2024.08.26
  • Published : 2024.09.30
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Abstract

This study aimed to investigate the acoustic characteristics of emotional speech in typically developing children. Thirteen preschoolers (4-5.9 years old) and 22 school-aged children (6-9.9 years old) participated in the study. The children were asked to imitate 15 utterances based on emotional utterances representing three different emotional expressions (happy, sad, and angry). Basic measures of the frequency, intensity, and duration of emotional expressions in the children's utterances were obtained as averages. We found that both preschoolers and school-aged children differentially imitated the emotional utterances in terms of basic frequency, intensity, and duration depending on the type of emotion (happy, sad, angry). In particular, we found that school-aged children spoke more slowly than preschoolers when expressing sadness. These results suggest that preschoolers and school-aged children can express emotions by modulating vocal pitch, intensity, and duration. In addition, school-aged children tended to modulate the duration parameter of prosodic elements to express different emotions compared to preschoolers. In general, differences in duration between developing children may be influenced by the maturity of the child's speech and language development.

본 연구의 목적은 감정 발화 음성 녹음을 통해 대상 아동의 나이(전학령기-학령기)에 따른 음도, 강도, 발화 속도에 차이가 존재하는지 분석하기 위해서이다. 또한, 감정과 음도-강도-발화 속도 간 연관성을 확인하고자 한다. 만 4-9세의 정상 발달기 아동 35명이 본 연구에 참여하였다. 한국형 감정 발화 데이터베이스(KAV DB)에 속한 문장 발화를 통한 세 가지 감정(기쁨, 슬픔, 분노)의 음도-강도-발화 속도가 측정되었다. 최대/최소 음도, 최대/최소 강도, 발화속도가 이원혼합분석을 이용해 측정되었다. 전학령기-학령기 학령기 아동 사이에 유의한 음도 차이가 관찰되었다. 분노의 음도가 가장 높았으며 기쁨-슬픔이 뒤를 이었다. 평균 강도 측정 결과, 학령기 아동들이 감정 발화 시 더욱 높은 강도로 발화했다. 감정 별 강도 측정 시, 기쁨의 강도가 슬픔보다 높았으며, 분노의 강도가 슬픔보다 높았다. 발화 속도에 있어서 집단 간 높은 유의도가 확인되었다. 발화 속도 측정 시, 기쁨의 발화 속도가 슬픔과 비교해 빨랐으며, 분노의 발화 속도가 기쁨-슬픔과 비교해 빨랐다. 기쁨-슬픔의 이차 상호 작용 효과에서 유의도가 높았다. 상호 작용 효과를 기반으로 발화 속도에서 집단 간 차이를 확인할 수 있었다. 본 연구는 음도-강도-발화 속도 간 감정 별 차이가 존재함을 시사한다. 또한, 결론을 통해 연령 별 감정 발화의 차이를 확인할 수 있다.

Keywords

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