scholarly journals Synthesizing Directed Lighting Videos Using Acoustic Similarity

2022 ◽  
Vol 76 (1) ◽  
pp. 150-155
Author(s):  
Naho Sakao ◽  
Yoshinori Dobashi
Keyword(s):  
Acoustic Similarity

Phonetic feature size in second language acquisition: Examining VOT in voiceless and voiced stops

2021 ◽  
pp. 026765832110089
Author(s):  
Daniel J Olson
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Voice Onset Time ◽  
Onset Time ◽  
Stop Consonant ◽  
Acoustic Similarity ◽  
Stop Consonants ◽  
Voiceless Stop ◽  
English Speaking ◽  
Underlying Mechanisms

Featural approaches to second language phonetic acquisition posit that the development of new phonetic norms relies on sub-phonemic features, expressed through a constellation of articulatory gestures and their corresponding acoustic cues, which may be shared across multiple phonemes. Within featural approaches, largely supported by research in speech perception, debate remains as to the fundamental scope or ‘size’ of featural units. The current study examines potential featural relationships between voiceless and voiced stop consonants, as expressed through the voice onset time cue. Native English-speaking learners of Spanish received targeted training on Spanish voiceless stop consonant production through a visual feedback paradigm. Analysis focused on the change in voice onset time, for both voiceless (i.e. trained) and voiced (i.e. non-trained) phonemes, across the pretest, posttest, and delayed posttest. The results demonstrated a significant improvement (i.e. reduction) in voice onset time for voiceless stops, which were subject to the training paradigm. In contrast, there was no significant change in the non-trained voiced stop consonants. These results suggest a limited featural relationship, with independent voice onset time (VOT) cues for voiceless and voices phonemes. Possible underlying mechanisms that limit feature generalization in second language (L2) phonetic production, including gestural considerations and acoustic similarity, are discussed.

Vocal learning in Savannah sparrows: acoustic similarity to neighbours shapes song development and territorial aggression

2021 ◽  
Vol 176 ◽  
pp. 77-86
Author(s):  
Ian P. Thomas ◽  
Stéphanie M. Doucet ◽  
D. Ryan Norris ◽  
Amy E.M. Newman ◽  
Heather Williams ◽  
...  
Keyword(s):  
Vocal Learning ◽  
Acoustic Similarity ◽  
Territorial Aggression ◽  
Song Development ◽  
Savannah Sparrows

Acoustic similarity elicits responses to heterospecific distress calls in bats (Mammalia: Chiroptera)

2018 ◽  
Vol 146 ◽  
pp. 143-154 ◽  
Author(s):  
Xiaobin Huang ◽  
Walter Metzner ◽  
Kangkang Zhang ◽  
Yujuan Wang ◽  
Bo Luo ◽  
...  
Keyword(s):  
Acoustic Similarity ◽  
Distress Calls

scholarly journals Vocal convergence in a multi-level primate society: insights into the evolution of vocal learning

2020 ◽  
Vol 287 (1941) ◽  
pp. 20202531
Author(s):  
Julia Fischer ◽  
Franziska Wegdell ◽  
Franziska Trede ◽  
Federica Dal Pesco ◽  
Kurt Hammerschmidt
Keyword(s):  
Social Interactions ◽  
Genetic Relatedness ◽  
Vocal Learning ◽  
Acoustic Similarity ◽  
Speech Acquisition ◽  
Human Speech ◽  
Vocal Behaviour ◽  
Vocal Convergence ◽  
Multi Level ◽  
Papio Papio

The extent to which nonhuman primate vocalizations are amenable to modification through experience is relevant for understanding the substrate from which human speech evolved. We examined the vocal behaviour of Guinea baboons, Papio papio , ranging in the Niokolo Koba National Park in Senegal. Guinea baboons live in a multi-level society, with units nested within parties nested within gangs. We investigated whether the acoustic structure of grunts of 27 male baboons of two gangs varied with party/gang membership and genetic relatedness. Males in this species are philopatric, resulting in increased male relatedness within gangs and parties. Grunts of males that were members of the same social levels were more similar than those of males in different social levels ( N = 351 dyads for comparison within and between gangs, and N = 169 dyads within and between parties), but the effect sizes were small. Yet, acoustic similarity did not correlate with genetic relatedness, suggesting that higher amounts of social interactions rather than genetic relatedness promote the observed vocal convergence. We consider this convergence a result of sensory–motor integration and suggest this to be an implicit form of vocal learning shared with humans, in contrast to the goal-directed and intentional explicit form of vocal learning unique to human speech acquisition.

scholarly journals Articulatory and acoustic inter-speaker variability in the production of German vowels

2010 ◽  
Vol 52 ◽  
pp. 19-42
Author(s):  
Melanie Weirich
Keyword(s):  
Genetic Similarity ◽  
Strong Influence ◽  
Monozygotic Twins ◽  
Monozygotic Twin ◽  
Shared Environment ◽  
Acoustic Similarity ◽  
Speaker Variability ◽  
Electromagnetic Articulography ◽  
Shared Time ◽  
The Impact

This study examines articulatory and acoustic inter-speaker variability in the production of the German vowels /i/, /u/ and /a/. Our subjects are 3 monozygotic twin pairs (2 female and 1 male pair) and 2 dizygotic female twin pairs. All of them were born, raised and are still living in Berlin and see their twin brother or sister regularly. We assume that monozygotic twins that are genetically identical and share the same physiology should be more similar in their articulation than dizygotic twins but that the shared time and social environment of twins, regardless of their genetic similarity, also plays a crucial role in the acoustic similarity of twins. Articulatory measurements were made with EMA (Electromagnetic Articulography) and the target positions of the produced vowels were analyzed. Additionally, the formants F1-F4 of each vowel were measured and compared within the twin pairs. Our data seems to point out the importance of a shared environment and the strong influence of learning over the anatomical identity of the monozygotic twins regarding the production of vowels. But, additional results suggest (1) the impact of physiology on the production of a vowel following a velar consonant and (2) the interaction of physiology and stress in inter-speaker variability.  

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