The challenges of developing articulatory synthesis models of early vocal production in humans

2018 ◽  
Vol 143 (3) ◽  
pp. 1787-1787 ◽  
Author(s):  
Andrew R. Plummer
Keyword(s):  
Vocal Production ◽  
Articulatory Synthesis

Articulatory Synthesis Based on Real-Time Magnetic Resonance Imaging Data

2016 ◽  
Author(s):  
Asterios Toutios ◽  
Tanner Sorensen ◽  
Krishna Somandepalli ◽  
Rachel Alexander ◽  
Shrikanth S. Narayanan
Keyword(s):  
Magnetic Resonance Imaging ◽  
Magnetic Resonance ◽  
Real Time ◽  
Imaging Data ◽  
Resonance Imaging ◽  
Magnetic Resonance Imaging Data ◽  
Articulatory Synthesis

A Study for Development of Vocal Production in Korean Normal Hearing Infants

1970 ◽  
Vol 11 (4) ◽  
pp. 348-365
Author(s):  
Jin Sook Kim ◽  
Eun Bith Cho ◽  
Sun Mi Ma ◽  
Yeon Kyoung Vark ◽  
Ji Eun Yoon
Keyword(s):  
Normal Hearing ◽  
Vocal Production

Extraordinary voices: Helen Keller, music and the limits of oralism

2019 ◽  
Vol 4 (2) ◽  
pp. 139-156
Author(s):  
Michael Accinno
Keyword(s):  
World View ◽  
Musical Culture ◽  
Vocal Production ◽  
Cultural Logic ◽  
Human Voice ◽  
Shared Identity ◽  
Helen Keller ◽  
Voice Teacher ◽  
Musical Practices ◽  
Opera Singers

Abstract This article examines iconic American deafblind writer Helen Keller's entræ#169;e into musical culture, culminating in her studies with voice teacher Charles A. White. In 1909, Keller began weekly lessons with White, who deepened her understanding of breathing and vocal production. Keller routinely made the acquaintance of opera singers in the 1910s and the 1920s, including sopranos Georgette Leblanc and Minnie Saltzman-Stevens, and tenor Enrico Caruso. Guided by the cultural logic of oralism, Keller nurtured a lively interest in music throughout her life. Although a voice-centred world-view enhanced Keller's cultural standing among hearing Americans, it did little to promote the growth of a shared identity rooted in deaf or deafblind experience. The subsequent growth of Deaf culture challenges us to reconsider the limits of Keller's musical practices and to question anew her belief in the extraordinary power of the human voice.

Two organizing principles of vocal production: Implications for nonhuman and human primates

2010 ◽  
Vol 73 (6) ◽  
pp. 530-544 ◽  
Author(s):  
Michael J. Owren ◽  
R. Toby Amoss ◽  
Drew Rendall
Keyword(s):  
Vocal Production ◽  
Organizing Principles

scholarly journals Peripheral androgen action helps modulate vocal production in a suboscine passerine

The Auk ◽  
2014 ◽  
Vol 131 (3) ◽  
pp. 327-334 ◽  
Author(s):  
Matthew J. Fuxjager ◽  
Jonathan B. Heston ◽  
Barney A. Schlinger
Keyword(s):  
Vocal Production ◽  
Androgen Action

The Effect of Learning Modality and Auditory Feedback on Word Memory: Cochlear-Implanted versus Normal-Hearing Adults

2017 ◽  
Vol 28 (03) ◽  
pp. 222-231 ◽  
Author(s):  
Riki Taitelbaum-Swead ◽  
Michal Icht ◽  
Yaniv Mama
Keyword(s):  
Young Adults ◽  
Auditory Feedback ◽  
Silent Reading ◽  
Normal Hearing ◽  
Visual Modality ◽  
Auditory Modality ◽  
No Production ◽  
Vocal Production ◽  
Word Memory ◽  
Open Set

AbstractIn recent years, the effect of cognitive abilities on the achievements of cochlear implant (CI) users has been evaluated. Some studies have suggested that gaps between CI users and normal-hearing (NH) peers in cognitive tasks are modality specific, and occur only in auditory tasks.The present study focused on the effect of learning modality (auditory, visual) and auditory feedback on word memory in young adults who were prelingually deafened and received CIs before the age of 5 yr, and their NH peers.A production effect (PE) paradigm was used, in which participants learned familiar study words by vocal production (saying aloud) or by no-production (silent reading or listening). Words were presented (1) in the visual modality (written) and (2) in the auditory modality (heard). CI users performed the visual condition twice—once with the implant ON and once with it OFF. All conditions were followed by free recall tests.Twelve young adults, long-term CI users, implanted between ages 1.7 and 4.5 yr, and who showed ≥50% in monosyllabic consonant-vowel-consonant open-set test with their implants were enrolled. A group of 14 age-matched NH young adults served as the comparison group.For each condition, we calculated the proportion of study words recalled. Mixed-measures analysis of variances were carried out with group (NH, CI) as a between-subjects variable, and learning condition (aloud or silent reading) as a within-subject variable. Following this, paired sample t tests were used to evaluate the PE size (differences between aloud and silent words) and overall recall ratios (aloud and silent words combined) in each of the learning conditions.With visual word presentation, young adults with CIs (regardless of implant status CI-ON or CI-OFF), showed comparable memory performance (and a similar PE) to NH peers. However, with auditory presentation, young adults with CIs showed poorer memory for nonproduced words (hence a larger PE) relative to their NH peers.The results support the construct that young adults with CIs will benefit more from learning via the visual modality (reading), rather than the auditory modality (listening). Importantly, vocal production can largely improve auditory word memory, especially for the CI group.

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