Relations among subglottal resonances, vowel formants, and speaker height, gender, and native language.

Harish Arsikere; Yi‐Hui Lee; Steven M. Lulich; John R. Morton; Mitchell S. Sommers; Abeer Alwan

doi:10.1121/1.3508029

Context and speaker dependency in the relation of vowel formants and subglottal resonances - evidence from Hungarian

10.21437/interspeech.2011-516 ◽

2011 ◽

Author(s):

Tekla Etelka Gráczi ◽

Steven M. Lulich ◽

Tamás Gábor Csapó ◽

András Beke

Keyword(s):

Vowel Formants ◽

Subglottal Resonances

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Letter Verbal Fluency in Spanish-, Basque-, and Catalan-Speaking Individuals: Does the Selection of the Letters Influence the Outcome?

Journal of Speech Language and Hearing Research ◽

10.1044/2019_jslhr-l-18-0365 ◽

2019 ◽

Vol 62 (7) ◽

pp. 2400-2410

Author(s):

Laiene Olabarrieta-Landa ◽

Itziar Benito-Sánchez ◽

Montserrat Alegret ◽

Anna Gailhajanet ◽

Esther Landa Torre ◽

...

Keyword(s):

Frontal Lobe ◽

Verbal Fluency ◽

Native Language ◽

Spanish Speakers ◽

Crucial Step ◽

Verbal Fluency Test ◽

Performance Differences ◽

Frontal Lobe Functioning ◽

Selection Of ◽

Fluency Test

Purpose The aim of this study was to compare Basque and Catalan bilinguals' performance on the letter verbal fluency test and determine whether significant differences are present depending on the letters used and the language of administration. Method The sample consisted of 87 Spanish monolinguals, 139 Basque bilinguals, and 130 Catalan bilinguals from Spain. Participants completed the letter verbal fluency test using the letters F, A, S, M, R, P, and E. Results Bilinguals scored higher on the letter verbal fluency test when they were tested in Spanish than in Basque or Catalan. No performance differences were found according to native language or dialects within Basque participants. Catalans with Spanish as their native language scored lower on the letter F compared to those who grew up speaking Catalan and Spanish. The suggested letters to use with Basque speakers are A, E, and B; the suggested letters to use with Catalan speakers are P, F, and M; and the suggested letters to use with Spanish speakers are M, R, and P. Conclusion Selecting appropriate stimuli depending on the language of testing is the first crucial step to assess verbal fluency and thus possible frontal lobe functioning impairment.

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Distinctiveness and Assimilation in Vowel Perception in a Second Language

Journal of Speech Language and Hearing Research ◽

10.1044/2019_jslhr-h-19-0074 ◽

2019 ◽

Vol 62 (12) ◽

pp. 4534-4543

Author(s):

Wei Hu ◽

Sha Tao ◽

Mingshuang Li ◽

Chang Liu

Keyword(s):

Second Language ◽

Native Language ◽

Vowel Identification ◽

Vowel Perception ◽

Perceptual Distance ◽

Vowel Space ◽

English Vowels ◽

Chinese Counterpart ◽

Vowel Categories

Purpose The purpose of this study was to investigate how the distinctive establishment of 2nd language (L2) vowel categories (e.g., how distinctively an L2 vowel is established from nearby L2 vowels and from the native language counterpart in the 1st formant [F1] × 2nd formant [F2] vowel space) affected L2 vowel perception. Method Identification of 12 natural English monophthongs, and categorization and rating of synthetic English vowels /i/ and /ɪ/ in the F1 × F2 space were measured for Chinese-native (CN) and English-native (EN) listeners. CN listeners were also examined with categorization and rating of Chinese vowels in the F1 × F2 space. Results As expected, EN listeners significantly outperformed CN listeners in English vowel identification. Whereas EN listeners showed distinctive establishment of 2 English vowels, CN listeners had multiple patterns of L2 vowel establishment: both, 1, or neither established. Moreover, CN listeners' English vowel perception was significantly related to the perceptual distance between the English vowel and its Chinese counterpart, and the perceptual distance between the adjacent English vowels. Conclusions L2 vowel perception relied on listeners' capacity to distinctively establish L2 vowel categories that were distant from the nearby L2 vowels.

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The Impact of Anglicizing Former German-Language Psychology Journals on Authorship and Citation Frequencies

European Psychologist ◽

10.1027/1016-9040/a000074 ◽

2012 ◽

Vol 17 (3) ◽

pp. 190-198 ◽

Cited By ~ 2

Author(s):

Günter Krampen ◽

Thomas Huckert ◽

Gabriel Schui

Keyword(s):

Side Effects ◽

English Language ◽

General Trend ◽

Native Language ◽

Impact Factors ◽

German Language ◽

Journal Articles ◽

Number Of Citations ◽

The Impact ◽

Number Of Authors

Exemplary for other than English-language psychology journals, the impact of recent Anglicization of five former German-language psychology journals on (1) authorship (nationality, i.e., native language, and number of authors, i.e., single or multiple authorships), (2) formal characteristics of the journal (number of articles per volume and length of articles), and (3) number of citations of the articles in other journal articles, the language of the citing publications, and the impact factors (IF) is analyzed. Scientometric data on these variables are gathered for all articles published in the four years before anglicizing and in the four years after anglicizing the same journal. Results reveal rather quick changes: Citations per year since original articles’ publication increase significantly, and the IF of the journals go up markedly. Frequencies of citing in German-language journals decrease, citing in English-language journals increase significantly after the Anglicization of former German-language psychology journals, and there is a general trend of increasing citations in other languages as well. Side effects of anglicizing former German-language psychology journals include the publication of shorter papers, their availability to a more international authorship, and a slight, but significant increase in multiple authorships.

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Eye Movements of Children and Adults While Reading Television Subtitles

European Psychologist ◽

10.1027/1016-9040.12.3.196 ◽

2007 ◽

Vol 12 (3) ◽

pp. 196-205 ◽

Cited By ~ 57

Author(s):

Géry d'Ydewalle ◽

Wim De Bruycker

Keyword(s):

Eye Movements ◽

Foreign Language ◽

Age Differences ◽

Information Sources ◽

Native Language ◽

Verbal Information ◽

Single Text ◽

Grade 5 ◽

Reading Patterns ◽

Attentional System

Abstract. Eye movements of children (Grade 5-6) and adults were monitored while they were watching a foreign language movie with either standard (foreign language soundtrack and native language subtitling) or reversed (foreign language subtitles and native language soundtrack) subtitling. With standard subtitling, reading behavior in the subtitle was observed, but there was a difference between one- and two-line subtitles. As two lines of text contain verbal information that cannot easily be inferred from the pictures on the screen, more regular reading occurred; a single text line is often redundant to the information in the picture, and accordingly less reading of one-line text was apparent. Reversed subtitling showed even more irregular reading patterns (e.g., more subtitles skipped, fewer fixations, longer latencies). No substantial age differences emerged, except that children took longer to shift attention to the subtitle at its onset, and showed longer fixations and shorter saccades in the text. On the whole, the results demonstrated the flexibility of the attentional system and its tuning to the several information sources available (image, soundtrack, and subtitles).

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