Phonemic category formation and suppressed sensitivity to extraneous acoustic cues

The ability to attract prey has long been considered a universal trait of carnivorous plants. We review studies from the past 25 years that have investigated the mechanisms by which carnivorous plants attract prey to their traps. Potential attractants include nectar, visual, olfactory, and acoustic cues. Each of these has been well documented to be effective in various species, but prey attraction is not ubiquitous among carnivorous plants. Directions for future research, especially in native habitats in the field, include: the qualitative and quantitative analysis of visual cues, volatiles, and nectar; temporal changes in attractants; synergistic action of combinations of attractants; the cost of attractants; and responses to putative attractants in electroantennograms and insect behavioral tests.

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Enhancing the Perceived Emotional Intelligence of Conversational Agents through Acoustic Cues

Extended Abstracts of the 2021 CHI Conference on Human Factors in Computing Systems ◽

10.1145/3411763.3451660 ◽

2021 ◽

Author(s):

Jiaxiong Hu ◽

Yun Huang ◽

Xiaozhu Hu ◽

Yingqing Xu

Keyword(s):

Emotional Intelligence ◽

Acoustic Cues ◽

Conversational Agents ◽

Perceived Emotional Intelligence

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The role of adult fiddler crab environmental acoustic cues and chemical cues in stimulating molting of field-caught megalopae

Journal of Experimental Marine Biology and Ecology ◽

10.1016/j.jembe.2021.151516 ◽

2021 ◽

Vol 537 ◽

pp. 151516

Author(s):

Emily E. Waddell ◽

Wendy E.D. Piniak ◽

Kathleen A. Reinsel ◽

James M. Welch

Keyword(s):

Chemical Cues ◽

Fiddler Crab ◽

Acoustic Cues

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Acoustic cues to coda stop voicing contrasts in Australian English-speaking children

Journal of Child Language ◽

10.1017/s0305000920000781 ◽

2021 ◽

pp. 1-19

Author(s):

Julien MILLASSEAU ◽

Ivan YUEN ◽

Laurence BRUGGEMAN ◽

Katherine DEMUTH

Keyword(s):

Hearing Loss ◽

Vowel Duration ◽

Acoustic Cues ◽

Word Onset ◽

English Speaking ◽

Australian English ◽

Children With Hearing Loss ◽

Phonological Contrasts

Abstract While voicing contrasts in word-onset position are acquired relatively early, much less is known about how and when they are acquired in word-coda position, where accurate production of these contrasts is also critical for distinguishing words (e.g., do g vs. do ck ). This study examined how the acoustic cues to coda voicing contrasts are realized in the speech of 4-year-old Australian English-speaking children. The results showed that children used similar acoustic cues to those of adults, including longer vowel duration and more frequent voice bar for voiced stops, and longer closure and burst durations for voiceless stops along with more frequent irregular pitch periods. This suggests that 4-year-olds have acquired productive use of the acoustic cues to coda voicing contrasts, though implementations are not yet fully adult-like. The findings have implications for understanding the development of phonological contrasts in populations for whom these may be challenging, such as children with hearing loss.

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From Acoustic Cues to Distinctive Features

Phonetica ◽

10.1159/000258610 ◽

1968 ◽

Vol 18 (4) ◽

pp. 198-230 ◽

Cited By ~ 30

Author(s):

P. Delattre

Keyword(s):

Acoustic Cues ◽

Distinctive Features

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Speech Perception in Adult Subjects With Familial Dyslexia

Journal of Speech Language and Hearing Research ◽

10.1044/jshr.3501.192 ◽

1992 ◽

Vol 35 (1) ◽

pp. 192-200 ◽

Cited By ~ 54

Author(s):

Michele L. Steffens ◽

Rebecca E. Eilers ◽

Karen Gross-Glenn ◽

Bonnie Jallad

Keyword(s):

Steady State ◽

Speech Perception ◽

Synthetic Speech ◽

Acoustic Cues ◽

State Dynamic ◽

Spectral Cues ◽

Temporal Cues ◽

Familial Dyslexia ◽

Overall Performance

Speech perception was investigated in a carefully selected group of adult subjects with familial dyslexia. Perception of three synthetic speech continua was studied: /a/-//, in which steady-state spectral cues distinguished the vowel stimuli; /ba/-/da/, in which rapidly changing spectral cues were varied; and /sta/-/sa/, in which a temporal cue, silence duration, was systematically varied. These three continua, which differed with respect to the nature of the acoustic cues discriminating between pairs, were used to assess subjects’ abilities to use steady state, dynamic, and temporal cues. Dyslexic and normal readers participated in one identification and two discrimination tasks for each continuum. Results suggest that dyslexic readers required greater silence duration than normal readers to shift their perception from /sa/ to /sta/. In addition, although the dyslexic subjects were able to label and discriminate the synthetic speech continua, they did not necessarily use the acoustic cues in the same manner as normal readers, and their overall performance was generally less accurate.

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Second Formant Transitions of Selected Consonant-Vowel Combinations in the Speech of Deaf and Normal-Hearing Children

Journal of Speech and Hearing Research ◽

10.1044/jshr.1902.279 ◽

1976 ◽

Vol 19 (2) ◽

pp. 279-289 ◽

Cited By ~ 27

Author(s):

Randall B. Monsen

Keyword(s):

Speech Intelligibility ◽

Normal Subjects ◽

Normal Hearing ◽

Hearing Impaired ◽

Acoustic Cues ◽

Target Frequency ◽

Second Formant ◽

Hearing Children

Although it is well known that the speech produced by the deaf is generally of low intelligibility, the sources of this low speech intelligibility have generally been ascribed either to aberrant articulation of phonemes or inappropriate prosody. This study was designed to determine to what extent a nonsegmental aspect of speech, formant transitions, may differ in the speech of the deaf and of the normal hearing. The initial second formant transitions of the vowels /i/ and /u/ after labial and alveolar consonants (/b, d, f/) were compared in the speech of six normal-hearing and six hearing-impaired adolescents. In the speech of the hearing-impaired subjects, the second formant transitions may be reduced both in time and in frequency. At its onset, the second formant may be nearer to its eventual target frequency than in the speech of the normal subjects. Since formant transitions are important acoustic cues for the adjacent consonants, reduced F 2 transitions may be an important factor in the low intelligibility of the speech of the deaf.

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