The Role of Nonadjacent Phonotactic Dependencies in the Perception of Spoken Language

2004 ◽  
Author(s):  
Conor T. McLennan ◽  
Paul A. Luce ◽  
Robert La Vigne
Keyword(s):  
Spoken Language

scholarly journals A-49 Visual Memory Errors and Intelligence: The Role of Verbal Mediation

2019 ◽  
Vol 34 (6) ◽  
pp. 908-909
Author(s):  
K Hakinson ◽  
J Moses ◽  
J RIvera ◽  
A Guerra ◽  
M Davis ◽  
...  
Keyword(s):  
Principal Component Analysis ◽  
Perceptual Organization ◽  
Visual Memory ◽  
Principal Component ◽  
Component Analysis ◽  
Spoken Language ◽  
Verbal Mediation ◽  
Memory Errors ◽  
Shared Variance

Abstract Objective Examine the relationship of verbal mediation with visual memory errors and intelligence to understand the role of spoken language on other assessment measures. Method Assessment records were obtained from a Veteran Affairs clinic for veterans (n=100) with diverse neuropsychiatric conditions who completed the Wechsler Adult Intelligence Scale, third edition (WAIS-III), Multilingual Aphasia Examination (MAE), and Benton Visual Retention Test (BVRT). A Principal Component Analysis (PCA) was used to examine the interrelationship among these assessments. The components of spoken language, types of errors on the BVRT, and the four factors of the WAIS-III were factored using the PCA to identify common sources of variance. Results A principal component analysis revealed a six-factor model explaining 68.16% of the shared variance among the WAIS-III factors, MAE components, and BVRT Errors. Omission errors loaded with Processing Speed and Controlled Word Association. Distortions and size errors loaded with Perceptual Organization. Size errors also loaded with Verbal Comprehension and Visual Naming. Misplacements loaded with Working Memory and Sentence Repetition. Misplacements, perseverations, and omissions loaded with the Token Test (a measure associated with auditory comprehension). Rotation errors loaded with Perceptual Organization. Conclusions Results indicated significant shared variance between visual memory errors, spoken language, and intelligence factors. This suggests that spoken language is involved in the process of visual memory, and deficits in spoken language may result in increased errors on visual memory tasks. Therefore, treatment recommendations for visual memory difficulties should take into consideration verbal capabilities and intelligence factors to better individualize treatment.

Listening, Language, and Literacy Development and Children With Hearing Loss Who are Learning Spoken Language

2020 ◽  
pp. 36-51
Author(s):  
Lyn Robertson
Keyword(s):  
Hearing Loss ◽  
Literary Criticism ◽  
Meaning Making ◽  
Spoken Language ◽  
Language And Literacy ◽  
Symbol Systems ◽  
Thinking Processes ◽  
Children With Hearing Loss ◽  
The Individual

This chapter explores the acquisition of spoken language and literacy in children with hearing loss whose auditory access through the use of hearing technology enables them to listen, and it examines the relationships among language, thought, and print that offer explanation of the role of spoken language as the foundation for literacy. It defines reading and writing as thinking processes that make use of symbol systems representative of spoken language and gives attention to the numerous cueing systems and conventions comprising representations of meaning. Drawing from cognitive psychology, linguistics, psycholinguistics, sociolinguistics, literary criticism, and critical traditions developed over time through study of people with typical hearing, this chapter argues that meaning making resides in the individual in the presence of symbols both heard and seen and for maximizing spoken language acquisition in children with hearing loss so as to prepare them for lifelong literacy and language use.

scholarly journals Revisiting the language factor in Zionism: The Hebrew Language Council from 1904 to 1914

2010 ◽  
Vol 73 (1) ◽  
pp. 45-64 ◽  
Author(s):  
İlker Aytürk
Keyword(s):  
Nineteenth Century ◽  
Subject Matter ◽  
Unusual Case ◽  
Spoken Language ◽  
Comparative Perspective ◽  
Scarce Resources ◽  
The World ◽  
Hebrew Language ◽  
The Prestige

AbstractThe role of language and linguistic-philological studies in the nationalist movements of the nineteenth century received much attention. The aim of this article is to focus on the language factor in Zionism and the revival of Hebrew as a spoken language in the Yishuv between 1904 and 1914. Founded in 1904, the Hebrew Language Council was expected to enhance the process of revival and, from the very beginning, an unmistakably nationalist attitude to its subject matter marked the Council's agenda. However, the authority of the Council to make binding decisions on linguistic matters was contested by a number of other Zionist institutions, a development which ruined the prestige and effectiveness of the Council. The controversy resulted less from a turf war or quarrels over scarce resources than a deeper question of which institution represented the “true” Hebraic spirit. The World Zionist Organization's decision to de-align from cultural matters, including the revival of Hebrew, worsened the conditions under which the Council operated. From a comparative perspective, thus, the Hebrew case provides an unusual case of linguistic nationalism, which should be of interest to students of both nationalism and sociolinguistics.

scholarly journals Top-down information is more important in noisy situations: Exploring the role of pragmatic, semantic, and syntactic information in language processing

2019 ◽  
Author(s):  
Fabio Trecca ◽  
Kristian Tylén ◽  
Riccardo Fusaroli ◽  
Christer Johansson ◽  
Morten H. Christiansen
Keyword(s):  
Language Processing ◽  
Spoken Language ◽  
Top Down ◽  
Speech Input ◽  
Processing Strategies ◽  
Syntactic Information ◽  
Noisy Conditions ◽  
Relative Weighting ◽  
Different Sources

Language processing depends on the integration of bottom-up information with top-down cues from several different sources—primarily our knowledge of the real world, of discourse contexts, and of how language works. Previous studies have shown that factors pertaining to both the sender and the receiver of the message affect the relative weighting of such information. Here, we suggest another factor that may change our processing strategies: perceptual noise in the environment. We hypothesize that listeners weight different sources of top-down information more in situations of perceptual noise than in noise-free situations. Using a sentence-picture matching experiment with four forced-choice alternatives, we show that degrading the speech input with noise compels the listeners to rely more on top-down information in processing. We discuss our results in light of previous findings in the literature, highlighting the need for a unified model of spoken language comprehension in different ecologically valid situations, including under noisy conditions.

scholarly journals Spoken Language Teaching: What Do Teachers Believe in?

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Salmiza bt Abdul Rahim ◽  
Hamidah Yamat ◽  
Parilah bt Mohd Shah
Keyword(s):  
Content Knowledge ◽  
Teaching Practices ◽  
Language Teaching ◽  
Spoken Language ◽  
Development Programs ◽  
Beliefs And Practices ◽  
Focal Attention ◽  
English Subject

This paper is a qualitative case study that aims to explore beliefs and practices of four English lecturers, by focusing on two components related to content knowledge of spoken language teaching, namely spoken forms (grammar and vocabulary), and interactional skills. It also aims to see how their held beliefs influence their teaching practices. To fulfil this purpose, four English lecturers teaching communicative English subject, contextualized in one polytechnic in Malaysia, were purposively selected as participants of the study. The data were gathered through interviews, non-participant classroom observation, as well as collection of relevant documents. The Atlas t.i. program was used to manage the data and thematic analysis was applied in data analysis. Generally, the findings indicate that the participants viewed the knowledge about spoken form as a relevant exposure to students, but it should not be the focal attention of the lesson. They also believed that interactional skills could be acquired through frequent speaking practices, and these beliefs are consistent with their teaching practices. The data also revealed some misconceptions about certain concepts in spoken language, and the teaching of the components in focus is found to be limited. This indicates a lack of depth content knowledge among the lecturers in these specific areas, hence recommendations for appropriate trainings and professional development programs are made to facilitate teachers to be more well-informed with their pedagogical decisions in classroom. In conclusion, this study illuminates the salient role of content knowledge among practicing teachers, as it potentially affects their teaching practices.

scholarly journals Task-Specific Iconic Gesturing During Spoken Discourse in Aphasia

2021 ◽  
pp. 1-18
Author(s):  
Brielle C. Stark ◽  
Caroline Cofoid
Keyword(s):  
Multimodal Treatment ◽  
Spoken Language ◽  
Preliminary Evidence ◽  
Demographic Information ◽  
Iconic Gesture ◽  
Spoken Discourse ◽  
Task Differences ◽  
The Relationship ◽  
Gesture Production

Purpose In persons living with aphasia, we will explore the relationship between iconic gesture production during spontaneous speech and discourse task, spoken language, and demographic information. Method Employing the AphasiaBank database, we coded iconic gestures in 75 speakers with aphasia during two spoken discourse tasks: a procedural narrative, which involved participants telling the experimenter how to make a sandwich (“Sandwich”), and a picture sequence narrative, which had participants describe the picture sequence to the experimenter (“Window”). Forty-three produced a gesture during both tasks, and we further evaluate data from this subgroup as a more direct comparison between tasks. Results More iconic gestures, at a higher rate, were produced during the procedural narrative. For both tasks, there was a relationship between iconic gesture rate, modeled as iconic gestures per word, and metrics of language dysfluency extracted from the discourse task as well as a metric of fluency extracted from a standardized battery. Iconic gesture production was correlated with aphasia duration, which was driven by performance during only a single task (Window), but not with other demographic metrics, such as aphasia severity or age. We also provide preliminary evidence for task differences shown through the lens of two types of iconic gestures. Conclusions While speech-language pathologists have utilized gesture in therapy for poststroke aphasia, due to its possible facilitatory role in spoken language, there has been considerably less work in understanding how gesture differs across naturalistic tasks and how we can best utilize this information to better assess gesture in aphasia and improve multimodal treatment for aphasia. Furthermore, our results contribute to gesture theory, particularly, about the role of gesture across naturalistic tasks and its relationship with spoken language. Supplemental Material https://doi.org/10.23641/asha.14614941

scholarly journals Perceiving and remembering speech depend on nonlinearity in movements producing and exploring speech

2021 ◽  
Author(s):  
Lauren Bloomfield ◽  
Elizabeth Lane ◽  
Madhur Mangalam ◽  
Damian Kelty-Stephen
Keyword(s):  
Speech Perception ◽  
Basic Research ◽  
Spoken Language ◽  
Narrative Comprehension ◽  
Nonlinear Interactions ◽  
Active Engagement ◽  
Common Currency ◽  
Text To Speech ◽  
Research Questions

Speech perception and memory for speech require active engagement. Gestural theories have emphasized mainly the effect of movements of the speaker on speech perception. They fail to address the effects of listener movement, focusing on communication as a boundary condition constraining movement among interlocutors. The present work attempts to break new ground by using multifractal geometry of physical action as a common currency for supporting both sides of the speaker-listener dyads. Participants self-paced their listening to a narrative, after which they completed a test of memory querying their narrative comprehension and the ability to recognize words from the story. The multifractal evidence of nonlinear interactions across timescales predicted the fluency of speech perception. Self-pacing movements that enabled listeners to control the presentation of speech sounds constituted a rich exploratory process. The multifractal nonlinearity of this exploration supported several aspects of memory for the perceived spoken language. These findings extend the role of multifractal geometry in the actions of the speaker to the narrative case of speech perception. In addition to posing novel basic research questions, these findings make a compelling case for imbuing multifractal structure in text-to-speech synthesizers for better perception and memory of speech.

scholarly journals The New Value of the Structural Attribute Section in the SYN v8 Corpus and its Possible Application in Linguistic Research

2021 ◽  
Vol 72 (2) ◽  
pp. 545-555
Author(s):  
Zuzana Laubeová ◽  
Michal Škrabal
Keyword(s):  
Case Studies ◽  
Spoken Language ◽  
Linguistic Research ◽  
Structural Attribute

Abstract The paper introduces a new section separated from journalistic texts in Czech corpora, namely interviews. This genre is highly specific; from among the texts that can be found in newspapers and magazines, it is probably the closest to spoken language. In two case studies, we present the possible application of the interviews subcorpus in linguistic research. The first one deals with the role of paralinguistic behaviour, especially laughter in written interviews vs. spoken dialogues. The second one investigates the specifics of the demonstrative ten in the function of a nominal attribute, again in both written and spoken data.

Sign in / Sign up

Export Citation Format

Share Document