Effects of syllable onset length in determining word‐likeness

2004 ◽  
Vol 115 (5) ◽  
pp. 2396-2396
Author(s):  
Jordan Brewer ◽  
Benjamin V. Tucker ◽  
Michael Hammond
Keyword(s):  
Syllable Onset

The impact of language on the relationships between phonological awareness and word reading in different orthographies: A test of the psycholinguistic grain size theory in bilinguals

2015 ◽  
Vol 37 (5) ◽  
pp. 1083-1115 ◽  
Author(s):  
ALEXANDRA GOTTARDO ◽  
ADRIAN PASQUARELLA ◽  
XI CHEN ◽  
GLORIA RAMIREZ
Keyword(s):  
Grain Size ◽  
Phonological Awareness ◽  
Reading Skills ◽  
Word Reading ◽  
First Language ◽  
Phonological Sensitivity ◽  
English Reading ◽  
Syllable Onset ◽  
Different Orthographies ◽  
The Impact

ABSTRACTThe relationships among first language (L1) and second language (L2) phonological awareness and reading skills were examined in English L2 learners with a variety of L1s, specifically Spanish, Portuguese, and Chinese (maximum N = 252). Longitudinal and concurrent relations between word reading and subcomponents of phonological awareness (i.e., syllable, onset-rime, phoneme, and, where applicable, tone awareness) were examined in kindergarten and first and second grades. The relationships between reading and specific subcomponents of phonological awareness were associated with the orthography being read, English or the L1. Phonological awareness subcomponents related to English reading were generally similar for the three English L2 groups, despite differences in the orthographies of learners’ native language. The findings support the psycholinguistic grain size theory with regard to links between phonological sensitivity and the sound–symbol correspondences used to read the specific languages.

scholarly journals The role of consolidation in learning context-dependent phonotactic patterns in speech and digital sequence production

2018 ◽  
Vol 115 (14) ◽  
pp. 3617-3622 ◽  
Author(s):  
Nathaniel D. Anderson ◽  
Gary S. Dell
Keyword(s):  
Second Order ◽  
Speech Errors ◽  
Experimental Session ◽  
Learning Context ◽  
Speech Error ◽  
First Order ◽  
Sequence Production ◽  
Syllable Onset ◽  
Single Experimental Session

Speakers implicitly learn novel phonotactic patterns by producing strings of syllables. The learning is revealed in their speech errors. First-order patterns, such as “/f/ must be a syllable onset,” can be distinguished from contingent, or second-order, patterns, such as “/f/ must be an onset if the vowel is /a/, but a coda if the vowel is /o/.” A metaanalysis of 19 experiments clearly demonstrated that first-order patterns affect speech errors to a very great extent in a single experimental session, but second-order vowel-contingent patterns only affect errors on the second day of testing, suggesting the need for a consolidation period. Two experiments tested an analogue to these studies involving sequences of button pushes, with fingers as “consonants” and thumbs as “vowels.” The button-push errors revealed two of the key speech-error findings: first-order patterns are learned quickly, but second-order thumb-contingent patterns are only strongly revealed in the errors on the second day of testing. The influence of computational complexity on the implicit learning of phonotactic patterns in speech production may be a general feature of sequence production.

The influence of syllable onset complexity and syllable frequency on speech motor control

2008 ◽  
Vol 107 (2) ◽  
pp. 102-113 ◽  
Author(s):  
Axel Riecker ◽  
Bettina Brendel ◽  
Wolfram Ziegler ◽  
Michael Erb ◽  
Hermann Ackermann
Keyword(s):  
Motor Control ◽  
Speech Motor Control ◽  
Syllable Frequency ◽  
Syllable Onset ◽  
Speech Motor

Tashlhiyt's ban of complex syllable onsets: phonetic and perceptual evidence

2014 ◽  
Vol 67 (1) ◽  
Author(s):  
Rachid Ridouane ◽  
Anne Hermes ◽  
Pierre Hallé
Keyword(s):  
Syllable Structure ◽  
Fundamental Aspect ◽  
Consonant Clusters ◽  
World Languages ◽  
Syllable Onset ◽  
Perceptual Evidence

AbstractTashlhiyt is famous for its particularly marked syllable structure. Unlike the majority of world languages, including some related Berber varieties, Tashlhiyt allows not only vowels but all consonants – including voiceless stops /t/, /k/ or /q/ – to be nuclei of a syllable (e.g., [tkmi] `she smoked' is analyzed as bisyllabic where the sequence [tk] stands for a syllable of its own with /k/ as the nucleus). A fundamental aspect of this analysis concerns constraints on the syllable onset constituent: complex onsets are prohibited. A consequence of this is that prevocalic consonant clusters are systematically parsed as heterosyllabic, regardless of the sonority profile of the consonants and the position of the cluster within a word or a phrase. This study provides phonetic and metalinguistic data to test this phonological account on experimental grounds. The analysis of these data provides clear evidence that Tashlhiyt disallows complex syllable onsets.

scholarly journals /l/ variation in american english

2021 ◽  
Vol 1 (2) ◽  
pp. 35-46 ◽  
Author(s):  
Jiahong Yuan ◽  
Mark Liberman
Keyword(s):  
American English ◽  
Syllable Structure ◽  
Speech Corpus ◽  
Syllable Onset

We investigated the variation of /l/ in a large speech corpus through forced alignment. The results demonstrated that there is a categorical distinction between dark and light /l/ in American English. /l/ in syllable onset is light, and /l/ in syllable coda is dark. Intervocalic /l/ can be either light or dark, depending on the stress of the vowels. There is a correlation between duration (the rime duration and the duration of /l/) and /l/-darkness for dark /l/, but not for light /l/. Intervocalic dark /l/ is less dark than canonical syllable-coda /l/, but it is always dark, even in very short rimes. Intervocalic light /l/ is less light than canonical syllable-onset /l/, but it is always light. We argue that there are two levels of contrast in /l/ variation. The first level is determined by its affiliation to a single position in the syllable structure, and the second level is determined by its phonetic contexto.

scholarly journals Syllable is a synchronization mechanism that makes human speech possible

2020 ◽  
Author(s):  
Yi Xu
Keyword(s):  
Degrees Of Freedom ◽  
Vocal Learning ◽  
Speech Disorders ◽  
Tactile Feedback ◽  
Resistance Locus ◽  
Nervous Control ◽  
Synchronization Mechanism ◽  
Locus Equation ◽  
Complex Motor ◽  
Syllable Onset

Speech is a highly skilled motor activity that shares a core problem with other motor skills: how to reduce the massive degrees of freedom (DOF) to the extent that the central nervous control and learning of complex motor movements become possible. It is hypothesized in this paper that a key solution to the DOF problem is to eliminate most of the temporal degrees of freedom by synchronizing concurrent movements, and that this is done in speech through the syllable—a mechanism that synchronizes consonantal, vocalic and laryngeal gestures. Under this hypothesis, gestures are articulatory movements toward underlying targets; the onsets and offsets of the gestures are synchronized at the syllable edges, although more so at syllable onset than at the offset; and the realization of the synchronization is facilitated by sensorimotor feedback, especially tactile feedback, during consonant closures. This synchronization theory of the syllable also offers a comprehensive account of coarticulation, as it explicates how various coarticulation-related phenomena, including coarticulation resistance, locus, locus equation, diphone etc., are byproducts of syllable formation. It also provides a theoretical basis for understanding how suprasegmental events such as tone, intonation, phonation, etc. are aligned to segmental events in speech. It may also have implications for understanding vocal learning, speech disorders and motor control in general.

scholarly journals Analysis of error type and frequency in apraxia of speech among Portuguese speakers

2010 ◽  
Vol 4 (2) ◽  
pp. 98-103 ◽  
Author(s):  
Maysa Luchesi Cera ◽  
Thaís Soares Cianciarullo Minett ◽  
Karin Zazo Ortiz
Keyword(s):  
English Language ◽  
Mother Tongue ◽  
Apraxia Of Speech ◽  
Error Type ◽  
Syllable Onset ◽  
Language Objectives ◽  
English Speaking ◽  
The Difference ◽  
Error Repetition ◽  
Analysis Of Error

Abstract Most studies characterizing errors in the speech of patients with apraxia involve English language. Objectives: To analyze the types and frequency of errors produced by patients with apraxia of speech whose mother tongue was Brazilian Portuguese. Methods: 20 adults with apraxia of speech caused by stroke were assessed. The types of error committed by patients were analyzed both quantitatively and qualitatively, and frequencies compared. Results: We observed the presence of substitution, omission, trial-and-error, repetition, self-correction, anticipation, addition, reiteration and metathesis, in descending order of frequency, respectively. Omission type errors were one of the most commonly occurring whereas addition errors were infrequent. These findings differed to those reported in English speaking patients, probably owing to differences in the methodologies used for classifying error types; the inclusion of speakers with apraxia secondary to aphasia; and the difference in the structure of Portuguese language to English in terms of syllable onset complexity and effect on motor control. Conclusions: The frequency of omission and addition errors observed differed to the frequency reported for speakers of English.

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