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PubMed1993

Vowel and diphthong production by young users of cochlear implants and the relationship between the phonetic level evaluation and spontaneous speech.

This investigation assessed how the vowel and diphthong production of young users of cochlear implants varied over time and how performance on the Phonetic Level Evaluation (PLE, Ling, 1976) corresponded with vowel and diphthong production during spontaneous speech. Eight children with prelingual deafness were tested with the PLE on five occasions: before receiving a Cochlear Corporation Nucleus cochlear implant and at the following points after receiving a cochlear implant: 6 months, 12 months, 18 months, and 24 or 36 months. An audiovideo recording of spontaneous speech was obtained at each test session. Performance on the PLE was scored with the scoring system designed by Kirk and Hill-Brown (1985). Performance during spontaneous speaking was scored by referencing a transcription of the spoken message to a transcription of the signed message. The correlations between the PLE and the spontaneous speech measures were weak, suggesting that performance on the PLE has low predictive value for vowel and diphthong production during spontaneous speaking. The results from the spontaneous speech samples collected over time suggest that two changes occurred: (a) vowel and diphthong production became more diverse and (b) production became more accurate. It is suggested that increased access to formant information enables subjects to enlarge their system of phonological performance and refine their motoric ability to establish vowel and diphthong targets.

Child↗
PubMed1995

Intelligibility and phonetic contrast errors in highly intelligible speakers with amyotrophic lateral sclerosis.

Intelligibility data, phonetic contrast errors, and information regarding subsystem involvement were examined in 29 highly intelligible subjects (18 women and 11 men) with amyotrophic lateral sclerosis. Results are discussed in terms of data for individual subjects, the group as a whole, and for subgroups based on dysarthric status and gender. Of particular interest are findings that suggest early laryngeal involvement as well as gender-related differences for several contrasts.

Adult↗
PubMed1998

Velopharyngeal closure force and levator veli palatini activation levels in varying phonetic contexts.

The purpose of this study was to measure velopharyngeal closure force in varying phonetic contexts for normal men and women subjects. Levator veli palatini muscle activity was measured as well. Place and manner of articulation, voicing, and the effects of consonant sequencing were studied in different vowel contexts. When the data were grouped by sex of subject, no differences were found in absolute values of velopharyngeal closure force for the men versus women subjects. As expected, nonnasal consonants were produced with greater velopharyngeal closure force than nasal consonants. High vowels were produced with greater closure force than low vowels. Closure force was greater for voiceless than for voiced consonants but only for the men and only within /i/ and /u/ contexts. The lingua-dorsal consonant was associated with greater closure force than the lingua-apical consonant but only for the men and only in the high-back vowel environment. Significant differences in closure force were not found between fricatives or stops. A tendency for greater closure force for the fricative consonant was observed when the fricative followed rather than preceded the nasal consonant. Vowel identity had an effect on closure force during consonant production in the men in that closure force was greater for /s/ and /n/ in high versus low vowel contexts. Men exhibited a larger number of significant differences in closure force than did the women. The results suggest that velopharyngeal closure force is not controlled by a single muscle (the levator veli palatini) but that other muscles and mechanical factors are likely contributors.

Adult↗
PubMedDate not supplied

Electronic publishing: opportunities and challenges for clinical linguistics and phonetics.

This paper discusses the contributions of informatics technology to the field of clinical linguistics and phonetics. The electronic publication of research reports and books has facilitated both the dissemination and the retrieval of scientific information. Electronic archives of speech and language corpora, too, stimulate research efforts. Although technology provides many opportunities, there remain significant challenges. Establishment and maintenance of scientific archives is largely dependent upon volunteer efforts, and there are few standards to ensure long-term access. Coordinated efforts and peer review are necessary to ensure utility and quality.

Humans↗
PubMedDate not supplied

The contribution of clinical phonetics to the investigation of oracy problems in the classroom.

This paper explains how insights from clinical linguistics can be applied to the investigation of oracy problems in the classroom. While the importance of oracy skills at school and beyond is undisputed, there is often a lack of conveniently manageable frameworks for assessing these skills. It is suggested here that methods from phonetics and phonology can be easily and profitably adopted into routine language profiling in schools and that they offer one means of uncovering potential speech difficulties in children. Two main areas are addressed: speech acquisition and speech production skills. The main focus is on the assessment of oracy in the UK, although the role of assessment in US Curriculum Framework is also considered.

Competency-Based Education↗
PubMedDate not supplied

Phonetic and phonological analysis of progressive speech degeneration: a case study.

In this paper we report on an adult male participant with a rare form of progressive speech degeneration. We present acoustic phonetic data on his vowel and consonant production, and describe his prosody and syllable structure. We suggest possible phonological analyses of his speech, concluding that a gestural approach to phonology best characterizes his speech production and its degeneration.

Articulation Disorders↗
PubMedDate not supplied

The interface between phonetic and lexical abilities in early Cantonese language development.

Data from the Cantonese Communicative Development Inventory (CCDI) is used to review the phonological preferences of younger (16-22 months) and older (23-30 month) groups of children in the lexical items they are reported to be able to say. Analogous results to those found for English emerge from the Cantonese data: the younger group display selectivity in the initial consonants of words they say, and their preferences accord with developmental tendencies in Cantonese phonology. From children whose scores fell below the tenth percentile of the CCDI, a subset were followed up 1 year later and their linguistic progress evaluated. Only a proportion of these children were below still below the tenth percentile for vocabulary at follow-up. Their lexical immaturities were accompanied by limited phonetic abilities. The implications of the findings are discussed.

Age Factors↗
PubMed1992

The phonetic integration of speech and non-speech sounds: effects of perceived location.

The third-formant (F3) transition of a three-formant /da/ or /ga/ syllable was extracted and replaced by sine-wave transitions that followed the F3 centre frequency. The syllable without the F3 transition (base) was always presented at the left ear, and a /da/ (falling) or /ga/ (rising) sine-wave transition could be presented at either the left, the right, or both ears. The listeners perceived the base as a syllable, and the sine-wave transition as a non-speech whistle, which was lateralized near the left ear, the right ear, or the middle of the head, respectively. In Experiment 1, the sine-wave transition strongly influenced the identity of the syllable only when it was lateralized at the same ear as the base (left ear). Phonetic integration between the base and the transitions became weak, but was not completely eliminated, when the latter was perceived near the middle of the head or at the opposite ear as the base (right ear). The second experiment replicated these findings by using duplex stimuli in which the level of the sine-wave transitions was such that the subjects could not reliably tell whether a /da/ or a /ga/ transition was present at the same ear as the base. This condition was introduced in order to control for the possibility that the subjects could have identified the syallables by associating a rising or falling transition presented at the left ear with a /da/ or /ga/ percept. Alternative suggestions about the relation between speech and non-speech perceptual processes are discussed on the basis of these results.

Acoustic Stimulation↗
PubMed1977

Perceptual, semantic and phonetic aspects of elementary language processes in split-brain patients.

Patients with total forebrain commissurotomy were examined on three tests of elementary linguistic ability. We found that the right hemisphere was dominant for the visual recognition of words when no semantic or phonetic decoding was required. The left hemisphere assumed control of behaviour when written words had to be matched semantically to pictures, though the right hemisphere was also competent at this task. On a test of rhyming, the left hemisphere was not only dominant, but was vastly superior to the right which displayed little, if any, ability. We suggest that the two hemispheres are basically differentiated with respect to their generative, constructive capacities in language, as in other functions of intelligence.

Adolescent↗
PubMed1993

Phonetic invariance in the human auditory cortex.

Neuromagnetic signals evoked by synthesized syllables (/bae/ and /gae/) were recorded over the left auditory cortex of healthy humans. The fundamental frequencies of the syllables varied as if the same speaker had pronounced them at 16 different pitches. Specific mismatch responses to infrequent syllables among frequent syllables of the other type indicated that phonetically invariant information had been extracted at the level of the auditory cortex from the extensive irrelevant pitch variation. Such a detection mechanism is necessary for perceiving speech sounds in natural situations with a great deal of acoustic variation present.

Acoustic Stimulation↗
PubMedDate not supplied

When half a word is enough: infants can recognize spoken words using partial phonetic information.

Adults process speech incrementally, rapidly identifying spoken words on the basis of initial phonetic information sufficient to distinguish them from alternatives. In this study, infants in the second year also made use of word-initial information to understand fluent speech. The time course of comprehension was examined by tracking infants' eye movements as they looked at pictures in response to familiar spoken words, presented both as whole words in intact form and as partial words in which only the first 300 ms of the word was heard. In Experiment 1, 21-month-old infants (N = 32) recognized partial words as quickly and reliably as they recognized whole words; in Experiment 2, these findings were replicated with 18-month-old infants (N = 32). Combining the data from both experiments, efficiency in spoken word recognition was examined in relation to level of lexical development. Infants with more than 100 words in their productive vocabulary were more accurate in identifying familiar words than were infants with less than 60 words. Grouped by response speed, infants with faster mean reaction times were more accurate in word recognition and also had larger productive vocabularies than infants with slower response latencies. These results show that infants in the second year are capable of incremental speech processing even before entering the vocabulary spurt, and that lexical growth is associated with increased speed and efficiency in understanding spoken language.

Eye Movements↗
PubMed1985

Orthographic and phonetic coding in developmental dyslexia.

Memory coding in dyslexic readers and reading-age-matched controls was investigated using cued recall. In the first phase of the experiment subjects made rhyme judgements about pairs of words. In the second phase one member of each pair (the cue) was used to cue recall of the other member of the pair (the target). Cues and targets were either rhyming and orthographically similar, rhyming and orthographically distinct, orthographically similar and not rhyming, or unrelated. Dyslexics were as accurate at detecting rhyme compared to the reading-age-matched controls; however, they were slower and were subject to a greater orthography effect (Seidenberg & Tanenhaus, 1979). Overall memory performance did not differ between the two groups. However, dyslexics were found to make more use of an orthographic code with both visual and auditory presentation. They made less use of a phonetic code in the visual but not the auditory condition. The results support the view that dyslexics have less easy access to a phonological code in memory, but they are able to compensate for this by increased use of a visual/orthographic code.

Child↗
PubMed2001

Phonetically trained models for speaker recognition.

In this paper, a speaker recognition system that introduces acoustic information into a Gaussian mixture model (GMM)-based recognizer is presented. This is achieved by using a phonetic classifier during the training phase. The experimental results show that, while maintaining the recognition rate, the decrease in the computational load is between 65% and 80% depending on the number of mixtures of the models.

Adult↗
PubMed2003

Unfolding of phonetic information over time: a database of Dutch diphone perception.

We present the results of a large-scale study on speech perception, assessing the number and type of perceptual hypotheses which listeners entertain about possible phoneme sequences in their language. Dutch listeners were asked to identify gated fragments of all 1179 diphones of Dutch, providing a total of 488,520 phoneme categorizations. The results manifest orderly uptake of acoustic information in the signal. Differences across phonemes in the rate at which fully correct recognition was achieved arose as a result of whether or not potential confusions could occur with other phonemes of the language (long with short vowels, affricates with their initial components, etc.). These data can be used to improve models of how acoustic-phonetic information is mapped onto the mental lexicon during speech comprehension.

Adult↗
PubMed2005

Acoustic-phonetics of coronal stops: a cross-language study of Canadian English and Canadian French.

The study was conducted to provide an acoustic description of coronal stops in Canadian English (CE) and Canadian French (CF). CE and CF stops differ in VOT and place of articulation. CE has a two-way voicing distinction (in syllable initial position) between simultaneous and aspirated release; coronal stops are articulated at alveolar place. CF, on the other hand, has a two-way voicing distinction between prevoiced and simultaneous release; coronal stops are articulated at dental place. Acoustic analyses of stop consonants produced by monolingual speakers of CE and of CF, for both VOT and alveolar/dental place of articulation, are reported. Results from the analysis of VOT replicate and confirm differences in phonetic implementation of VOT across the two languages. Analysis of coronal stops with respect to place differences indicates systematic differences across the two languages in relative burst intensity and measures of burst spectral shape, specifically mean frequency, standard deviation, and kurtosis. The majority of CE and CF talkers reliably and consistently produced tokens differing in the SD of burst frequency, a measure of the diffuseness of the burst. Results from the study are interpreted in the context of acoustic and articulatory data on coronal stops from several other languages.

Adult↗
PubMed2005

Phonetic training with acoustic cue manipulations: a comparison of methods for teaching English /r/-/l/ to Japanese adults.

Recent work [Iverson et al. (2003) Cognition, 87, B47-57] has suggested that Japanese adults have difficulty learning English /r/ and /l/ because they are overly sensitive to acoustic cues that are not reliable for /r/-/l/ categorization (e.g., F2 frequency). This study investigated whether cue weightings are altered by auditory training, and compared the effectiveness of different training techniques. Separate groups of subjects received High Variability Phonetic Training (natural words from multiple talkers), and 3 techniques in which the natural recordings were altered via signal processing (All Enhancement, with F3 contrast maximized and closure duration lengthened; Perceptual Fading, with F3 enhancement reduced during training; and Secondary Cue Variability, with variation in F2 and durations increased during training). The results demonstrated that all of the training techniques improved /r/-/l/ identification by Japanese listeners, but there were no differences between the techniques. Training also altered the use of secondary acoustic cues; listeners became biased to identify stimuli as English /l/ when the cues made them similar to the Japanese /r/ category, and reduced their use of secondary acoustic cues for stimuli that were dissimilar to Japanese /r/. The results suggest that both category assimilation and perceptual interference affect English /r/ and /l/ acquisition.

Adolescent↗
PubMed1978

Selective anchoring and adaptation of phonetic and nonphonetic continua.

A series of four experiments compared the effects of unequal probability anchoring and selective adaptation on phonetic and nonphonetic judgments. The basic stimulus series was a synthetic stop consonant continuum ranging from /b/ to /d/. On this continuum were superimposed covariations in fundamental frequency, intensity or vowel. In each experiment subjects listened to identical test tapes under two judgment conditions: place of articulation, and pitch or loudness or vowel judgments. The two types of judgment were significantly dissociated under both anchoring and adaptation paradigms, thus demonstrating that the former may be no less selective than the latter. From this and other evidence, it was concluded that the two paradigms are, in principle, equivalent, and that the main factors in speech adaptation effects are peripheral fatigue and central auditory contrast. If the selective processes of fatigue and contrast are taken to reflect functional channels of analysis rather than the operation of feature detectors, the same broad processes can be seen at work in both speech and nonspeech adaptation.

Adult↗
PubMed1987

Integral processing of phonemes: evidence for a phonetic mode of perception.

To investigate the extent and locus of integral processing in speech perception, a speeded classification task was utilized with a set of noise-tone analogs of the fricative-vowel syllables (fae), (integral of ae), (fu), and (integral of u). Unlike the stimuli used in previous studies of selective perception of syllables, these stimuli did not contain consonant-vowel transitions. Subjects were asked to classify on the basis of one of the two syllable components. Some subjects were told that the stimuli were computer generated noise-tone sequences. These subjects processed the noise and tone separably. Irrelevant variation of the noise did not affect reaction times (RTs) for the classification of the tone, and vice versa. Other subjects were instructed to treat the stimuli as speech. For these subjects, irrelevant variation of the fricative increased RTs for the classification of the vowel, and vice versa. A second experiment employed naturally spoken fricative-vowel syllables with the same task. Classification RTs showed a pattern of integrality in that irrelevant variation of either component increased RTs to the other. These results indicate that knowledge of coarticulation (or its acoustic consequences) is a basic element of speech perception. Furthermore, the use of this knowledge in phonetic coding is mandatory, even in situations where the stimuli do not contain coarticulatory information.

Adult↗