scholarly journals Good phonetic errors in poor spellers are associated with right-handedness and possible weak utilisation of visuospatial abilities

Cortex ◽  
2008 ◽  
Vol 44 (6) ◽  
pp. 737-745 ◽  
Author(s):  
Elizabeth Eglinton ◽  
Marian Annett
Keyword(s):  
Visuospatial Abilities ◽  
Phonetic Errors ◽  
Poor Spellers

scholarly journals Frequency of Recent Binge Drinking Is Associated With Sex-Specific Cognitive Deficits: Evidence for Condition-Dependent Trait Expression in Humans

2020 ◽  
Vol 18 (4) ◽  
pp. 147470492095444
Author(s):  
Liana S. E. Hone ◽  
John E. Scofield ◽  
Bruce D. Bartholow ◽  
David C. Geary
Keyword(s):  
Binge Drinking ◽  
Cognitive Abilities ◽  
Social Cognitive ◽  
Multilevel Models ◽  
Cognitive Task ◽  
A Priori ◽  
Visuospatial Abilities ◽  
The Social ◽  
Binge Drinkers ◽  
Visuospatial Tasks

Evolutionary theory suggests that commonly found sex differences are largest in healthy populations and smaller in populations that have been exposed to stressors. We tested this idea in the context of men’s typical advantage (vs. women) in visuospatial abilities (e.g., mental rotation) and women’s typical advantage (vs. men) in social-cognitive (e.g., facial-expression decoding) abilities, as related to frequent binge drinking. Four hundred nineteen undergraduates classified as frequent or infrequent binge drinkers were assessed in these domains. Trial-level multilevel models were used to test a priori Sex × Group (binge drinking) interactions for visuospatial and social-cognitive tasks. Among infrequent binge drinkers, men’s typical advantage in visuospatial abilities and women’s typical advantage in social-cognitive abilities was confirmed. Among frequent binge drinkers, men’s advantage was reduced for one visuospatial task (Δ d = 0.29) and eliminated for another (Δ d = 0.75), and women’s advantage on the social-cognitive task was eliminated (Δ d = 0.12). Males who frequently engaged in extreme binges had exaggerated deficits on one of the visuospatial tasks, as did their female counterparts on the social-cognitive task. The results suggest sex-specific vulnerabilities associated with recent, frequent binge drinking, and support an evolutionary approach to the study of these vulnerabilities.

scholarly journals From Focus on Sounds to Focus on Words in English Pronunciation Instruction

2010 ◽  
Vol 8 ◽  
pp. 1-12 ◽  
Author(s):  
Jolanta Szpyra-Kozłowska ◽  
Sławomir Stasiak
Keyword(s):  
Secondary School ◽  
Major Goal ◽  
Special Training ◽  
Pronunciation Instruction ◽  
Successful Communication ◽  
Language Classroom ◽  
Phonetic Errors ◽  
Accented English ◽  
Designed Materials ◽  
Phonetic Instruction

The paper addresses a very important aspect of Polish-accented English, namely the issue of frequent phonetic errors made by Polish learners which do not result from their inability to produce foreign sounds correctly, but which stem from various interference factors (e.g foreign pronounced as [fo’rejn]). Following Szpyra-Kozłowska’s (in press a) claims that such errors hinder successful communication far more than other segmental and suprasegmental inaccuracies and should thus be treated as a top pedagogical priority, what is suggested is a shift in phonetic instruction from the focus on the production of sounds and prosodies to the focus on the pronunciation of problematic words. Our major goal is to demonstrate how this proposal can be implemented in the language classroom. The authors present a report on the experiment in which a group of 25 Polish secondary school pupils has undergone a special training in the pronunciation of 50 commonly mispronounced words with the use of special, teacher-designed materials. The effectiveness of the employed procedure as well as the pupils’ reactions to it are examined and pedagogical conclusions are drawn.

Analysis of 1500 phonetic errors in spontaneous speech

1975 ◽  
Vol 58 (S1) ◽  
pp. S62-S62 ◽  
Author(s):  
S. R. Shattuck‐Hufnagel ◽  
D. H. Klatt
Keyword(s):  
Spontaneous Speech ◽  
Phonetic Errors

Analysis and typology of phonetic errors in the vocal speech of Italian speaking students

2021 ◽  
pp. 98-106
Author(s):  
Anna A. Kachanova ◽  
Valerio Fabrizi
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Phonetic Errors ◽  
Vocal Speech ◽  
Level Student

The relevance of the undertaken research is explained by the fact that phonetic skills and the absence of the phenomenon of errors at this level are important when teaching Russian as a foreign language to Italian speaking students. Researchers M.N. Shutov and I.A. Orekhova paid attention to this importance in their in-depth studies and other scientists. The purpose of this re-search is to analyze and typology of the phenomenon of errors at the phonetic level of Italian speaking students when teaching Russian as a foreign language. We concluded that, in practice, a B1 level student in monologue and dialogical speech, faced with difficulty in placing stress in a word, tries to find an analogue in his native language in consciousness (uses pure interlingual in-terference at the phonetic level) or tries to stress a word (in Russian), taking into account familiar rules (depending on the level of proficiency in Russian as a foreign language).

Assessing the Role of Selective Fossilization Hypothesis in Determining Fossilizable Phonetic Errors in Tunisian EFL Learners’ Oral Output

2020 ◽  
Vol 2 ◽  
pp. 1-15
Author(s):  
Aicha Rahal ◽  
Chokri Smaoui
Keyword(s):  
Second Language ◽  
Longitudinal Study ◽  
Predictive Power ◽  
Rating Scale ◽  
First Language ◽  
Linguistic Features ◽  
Efl Learners ◽  
Phonetic Errors ◽  
Linguistic Phenomenon

Fossilization is said to be a distinctive characteristic of second language (L2) learning (Selinker, 1972, 1996; Han, 2004). It is the most pervasive among adult L2 learners (Han and Odlin, 2006). This linguistic phenomenon has been characterized by cessation of learning, even though the learner is exposed to frequent input. Based on the findings of the MA dissertation of the first researcher which is about ‘phonetic fossilization’ and where she conducted a longitudinal study, Han’s Selective Fossilization Hypothesis (SFL) is used to analyze the obtained fossilized phonetic errors in relation to L1 markedness and L2 robustness with a particular focus on fossilized vowel sounds. This is an analytical model for identifying both acquisitional and fossilizable linguistic features based on learners’ first language (L1) markedness and second language (L2) robustness. The article first gives an overview of the theory of Interlanguage and the phenomenon of fossilization. Then, it introduces SFL. This is an attempt to study fossilization scientifically. In other words, it tests the predictive power of a developed L1 Markedness and L2 Robustness rating scale based on Han’s (2009) model. The present study has pedagogic implications; it is an opportunity to raise teachers’ awareness on this common linguistic phenomenon.

An Audio-Visual Test for Evaluating the Ability to Recognize Phonetic Errors

1965 ◽  
Vol 8 (3) ◽  
pp. 281-290 ◽  
Author(s):  
Ruth Beckey Irwin ◽  
Ivan Paul Krafchick
Keyword(s):  
Motion Pictures ◽  
Answer Sheet ◽  
Experienced Teachers ◽  
Speech Pathology ◽  
Visual Test ◽  
Accurate Identification ◽  
Sound Track ◽  
Phonetic Errors ◽  
Consonant Sounds ◽  
Better Than

An audio-visual test was developed for ascertaining ability inrecognizing misarticulations. Two films, each with a different set of 23 words representing 23 initial and 20 final sounds, were produced. Each test included 138 consonant sounds in phrases, 276 in isolated words, and 144 in trios of words. An empirical “correct” answer sheet was prepared by two experienced clinicians after repeated viewings of the films. Six children with misarticulations presented stimuli in the films. One-hundred-fifty subjects included speech clinicians with five or more years of experience, graduating senior majors in speech pathology, and experienced teachers. Each subject took three tests: Film A (audio-visual), Film B (audio-visual), and the sound-track of Film A presented without motion pictures (audio only). Correctly identified misarticulations, falsely identified misarticulations, and total correct responses were tabulated. Both forms of the audio-visual test were considered valid since the clinicians and students were significantly better than the teachers in identifying misarticulations. Satisfactory reliability was also established, since Films A and B were not significantly different in the accurate identification of sounds in words. Performance was significantly better for audio-visual representation than for audio only; and identification of misarticulation was best with isolated words and worst with phrases. Experienced teachers did not identify 12 of the sounds as accurately as experienced clinicians.

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