Perceiving Southernness: Vowel categories and acoustic cues in Southernness ratings

2020 ◽  
Vol 147 (1) ◽  
pp. 643-656
Author(s):  
Kaylynn M. Gunter ◽  
Charlotte R. Vaughn ◽  
Tyler S. Kendall
Keyword(s):  
Acoustic Cues ◽  
Vowel Categories

Distinctiveness and Assimilation in Vowel Perception in a Second Language

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.

Competency Evaluation in Voice Mimicking Using Acoustic Cues

2020 ◽  
Author(s):  
Abhijith G. ◽  
Adharsh S. ◽  
Akshay P. L. ◽  
Rajeev Rajan
Keyword(s):  
Acoustic Cues ◽  
Competency Evaluation

Attraction of prey

2018 ◽  
Author(s):  
John D. Horner ◽  
Bartosz J. Płachno ◽  
Ulrike Bauer ◽  
Bruno Di Giusto
Keyword(s):  
Visual Cues ◽  
Synergistic Action ◽  
Carnivorous Plants ◽  
Future Research ◽  
Acoustic Cues ◽  
Qualitative And Quantitative Analysis ◽  
Qualitative And Quantitative ◽  
The Past ◽  
The Cost ◽  
Prey Attraction

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.

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

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

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

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.

From Acoustic Cues to Distinctive Features

Phonetica ◽  
1968 ◽  
Vol 18 (4) ◽  
pp. 198-230 ◽  
Author(s):  
P. Delattre
Keyword(s):  
Acoustic Cues ◽  
Distinctive Features

Speech Perception in Adult Subjects With Familial Dyslexia

1992 ◽  
Vol 35 (1) ◽  
pp. 192-200 ◽  
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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