Thematische Bibliographien / Phonesia

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Auswahl der wissenschaftlichen Literatur zum Thema „Phonesia“

Autor: Grafiati

Veröffentlicht am 18. Mai 2024

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Zeitschriftenartikel zum Thema "Phonesia"

Lecours, André Roch, und Jean–Luc Nespoulous. „The phonetic—phonemic dichotomy in aphasiology“. Aphasiology 2, Nr. 3-4 (Mai 1988): 329–36. http://dx.doi.org/10.1080/02687038808248933.

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Adelaar, K. A., und Otto Christian Dahl. „Early Phonetic and Phonemic Changes in Austronesian“. Oceanic Linguistics 28, Nr. 1 (1989): 106. http://dx.doi.org/10.2307/3622978.

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Abraham, Suzanne. „Differential Treatment of Phonological Disability in Children With Impaired Hearing Who Were Trained Orally“. American Journal of Speech-Language Pathology 2, Nr. 3 (September 1993): 23–30. http://dx.doi.org/10.1044/1058-0360.0203.23.

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The efficacy of differential treatment of phonological disability was studied in children with moderate to severe sensorineural hearing impairments who presented with both phonetic and phonemic error types. Two treatments were administered to four subjects aged 5:0 to 10:5 with prelinguistic hearing impairment who had been trained orally. Phonetic treatment was modeled in accord with an articulation approach using syllable imitation. Phonemic treatment was modeled in accord with a phonological approach using meaningful minimal contrasts. Phonetic targets were consonant singletons; phonemic targets were phonological processes. Within each treatment, one target was trained; the other served as a control. Results indicated a tendency toward improved target production in training and generalization with phonemic treatment. Individual subject differences in training and in generalization were evident for the phonetic treatment. No between-treatment differences in training were found. However, between-treatment differences in generalization were significant. Clinical issues and implications of the findings are discussed.

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Haruna, Sule. „A Phonological Study of Consonants and Vowels Phonemic Merger in Hausa“. British Journal of Multidisciplinary and Advanced Studies 4, Nr. 3 (18.05.2023): 45–59. http://dx.doi.org/10.37745/bjmas.2022.0196.

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This paper examined a phonological study of consonants and vowels phonemic merger in Hausa. The main objective of this research is to examine how phonological and morphological rules trigger phonemic merger of certain consonants and vowels phonemes in particular phonetic environments of a word as phonetic and phonemic entity, on the assumption that, phonological and morphological rules relate an underlying structure to its phonetic representation. The study employed generative phonological framework in the analysis of the data so that we can establish the set of rules that describe the changes of the underlying structure when they occur in speech. Also, for the data collection an ethnographic communication method is adopted. The findings of the research discovered three phonological processes that motivate consonants and vowels phonemic merger in Hausa. The identified phonological processes are: palatalization, rhotacization and deletion motivating phonemic merger. In addition, it is noted that phonemic merger is a rule-governed process because, we have clearly seen how a series of cumulative Hausa phonological and morphological rules operate on the underlying forms, and transform them into surface forms in realizing a phonemic merger in Hausa.

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Bielova, Olena. „Outline of the problem of developing the phonetic level of speech in older preschool children with logopathology“. Actual problems of the correctional education (pedagogical sciences) 21 (03.07.2023): 5–14. http://dx.doi.org/10.32626/2413-2578.2023-21.5-14.

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The scientific article presents the theoretical position of modern research on the content of the phonetic level of speech. Attention has been focused on the problem of studying the components of the phonetic level of speech in older preschool children with normotypical psychophysical development and speech disorders. The phonetic level of speech in children with logopathology was experimentally investigated and a comparative analysis was carried out with peers with normotypical psychophysical development. The purpose of the study is to study the current state of formation of the phonetic level of speech in older preschool children with speech pathology. The task of the research: scientific and theoretical substantiation of scientific positions regarding the development of the phonemic level of speech in children with normotypical psychophysical development and outlining the features of its development in children with logopathology; definition of tasks and evaluation criteria for studying the phonemic level of speech; carrying out a comparative analysis of the results of the study of the state of formation on the development of the phonemic level of speech in children of older preschool age with normotypical psychophysical development and with logopathology. The methods of research are tasks aimed at researching the components of the phonetic level of speech, namely phonetic perception (the ability to differentiate phonemes that are similar in sound, distinguish a sound from a group of sounds, determine the sound in a word), phonetic analysis (the ability to determine the first and last sounds in a word, as well as the number of sounds in a word) and phonetic representation (the ability to correlate sounds with the name of an object) in older preschool children with normotypical psychophysical development and speech disorders. The results of the ascertainment experiment indicate that there are significant differences in the formation of the phonemic level of speech between the groups of the studied older preschool children with logopathology and those with normotypical psychophysical development. Phonemic processes in preschoolers with logopathology, as compared with normotypical indicators, develop with a delay, which leads to a number of errors: during phonemic perception, children do not recognize close-sounding sounds; do not know how to distinguish a sound from a group of sounds or in a word; during phonetic analysis – they incorrectly detect the first and last sounds in a word (name the first syllable or part of a word), make a mistake in determining the number of sounds in a word; during phonemic representation - cannot find the sound in the name of the object.

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Jerotijević Tišma, Danica. „CAN AUDIO-VISUAL TRAINING EQUALLY AFFECT PHONEMIC AND PHONETIC CONTRASTS? AN EXAMPLE OF L2 FRICATIVE PRODUCTION“. Nasledje Kragujevac 18, Nr. 48 (2021): 317–35. http://dx.doi.org/10.46793/naskg2148.317jt.

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The paper explores the eﬀect of audio-visual perceptual training on Serbian EFL learners’ production of novel phonemic and phonetic contrasts in L2, specifically focused on fricatives. Hence, the paper aims at discovering whether audio-visual training has equal eﬀects at phonemic and phonetic levels, and also, whether the eﬀect is the same at two diﬀerent age/proficiency levels, 6th grade primary and 4th grade secondary school. In order to explore the phonemic level we concentrated on interdental fricatives, and for the phonetic level diﬀerences sibilant contrasts were included, following the predictions of the Perceptual Assimilation Model (Best 1994) and Speech Learning Model (Flege 1995). The testing for relevant acoustic information was per- formed prior to and immediately following the experimental period, when all the participants were recorded pronouncing a prepared sentence list containing target sounds. It consisted of measuring spectral moments, frication duration and comparison of spectrograms. The results of the audio-visual phonetic training proved especially beneficial for phonemic contrasts, i.e. interdental fricatives for both levels of age/proficiency, while sibilant contrasts showed insignificant progress. The age/proficiency level did not appear to be a significant predictor of the eﬀect of audio-visual training. Along with the empirical results, the paper likewise presents pedagogical implications important for pronunciation teaching and highlights the significance of phonetic training in the Serbian EFL context in particular.

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Larson-Hall, Jenifer. „Predicting perceptual success with segments: a test of Japanese speakers of Russian“. Second Language Research 20, Nr. 1 (Januar 2004): 33–76. http://dx.doi.org/10.1191/0267658304sr230oa.

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A perception experiment involving a novel language pairing, that of Japanese as a first language (L1) and Russian as a second language (L2), was conducted with 33 Japanese learners of Russian to determine whether two phonological models could successfully predict patterns of perceptual difficulty with eight Russian segments.The Featural Model of L2 Perception (based on Brown, 1997) predicts that learners will only be able to accurately perceive those segments that are composed of features which are used in the (underspecified) L1 featural pool. Flege’s (1995) Speech Learning Model predicts that ‘new’ phones will eventually be acquired, but ‘similar’ phones will remain problematic. The former more adequately explained the data than the latter, and was also shown to more successfully predict difficulties than phonetic or phonemic status of the segments. Thus, this experiment further clarifies what factors affect the segmental perception of an L2 and why learners from the same L1 background often have similar perceptual ‘accents’. The success of the Featural Model in explaining perceptual success indicates that adult language learners are restricted by universal constraints and processes of natural language systems.

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Burkova, T. A. „FOREIGN LANGUAGE TEACHING PRESCHOOL WITH PHONETIC AND PHONEMIC DISORDERS“. Pedagogicheskiy Zhurnal Bashkortostana, Nr. 2 (2016): 84–92. http://dx.doi.org/10.21510/1817-3292-2016-2-84-92.

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Dissertationen zum Thema "Phonesia"

Mak, Yuet-sum. „Phonetic and phonemic inventories in developmental Cantonese relationship among complex features /“. Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/hkuto/record/B36208371.

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Thesis (B.Sc)--University of Hong Kong, 2002.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, 10 May, 2002." Also available in print.

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Liles, T., und A. Lynn Williams. „A Multiple Oppositions Approach with a Mixed Phonetic-phonemic Speech Disorder“. Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/2078.

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Ngonyani, Deogratias. „Mgullu, Richard S. 1999. Mtalaa wa isimu: fonetiki, fonolojia na mofolojia ya kiswahili. Nairobi: Longhorn Publishers. Kurasa xv, 247“. Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-98142.

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Vlassov, Anatoli. „Phonésie : création-recherche d’une technique performative articulant danse et parole : ou Comment le sensible rencontre l'intelligible“. Electronic Thesis or Diss., Paris 1, 2022. http://www.theses.fr/2022PA01H320.

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La danse est a priori muette. Toutefois les danseurs contemporains utilisent de plus en plus la parole sur scène. Or, ils le font comme les comédiens et non en tant que danseurs dans le sens où la parole n’est pas influencée par la danse et inversement. C’est-à-dire que la structure linguistique n’est pas modifiée par le geste dansé ni dans sa phonétique, ni dans sa grammaire ; la structure chorégraphique n’est pas non plus transformée par les mots dits, ni dans sa motricité, ni dans sa composition. Nous verrons comment ce constat que la langue parlée n’est pas agie par le corps en mouvement et réciproquement pourrait être éclairée par les réflexions des certains philosophes : depuis Platon le corps a été soumis à l’esprit et aujourd’hui c’est l’esprit qui est soumis au corps. Cette problématique d’une relation figée et quelque peu oppressive entre danse et parole m’a motivé à chercher à fluidifier ce rapport dichotomique. Depuis 2012 je développe donc la Phonésie, une technique performative qui désautomatise et réagence les liens structurels entre geste et oralité. La Phonésie met à disposition des danseurs parlants une boîte à outils à la fois pratique et théorique : les outils pratiques proposent d’opérer un montage performatif permettant au geste dansé d’agir sur le mot dit et inversement ; les outils spéculatifs constituant des concepts inventés aidant à expérimenter différents agencements soma-linguistiques. Ces néologismes parfois plus évocateurs qu’explicites participent d’une nouvelle langue hybride, volontairement conçue comme sémantiquement plurielle et performative. La présente thèse expose un cheminement de création-recherche qui, partant des œuvres phonésiques, dévoile les processus de création de ces outils pratiques et théoriques ; ceux-ci, à leur tour, sont réinjectés dans de nouveaux projets phonésiques, remettant ainsi ce gain cognitif au défi de la création. Cette poïétique s’inscrit notamment dans la continuation d’artistes venus non seulement du milieu chorégraphique, mais aussi du théâtre, de la poésie sonore et du cinéma. Au travers d’œuvres phonésiques de formes très variées (spectacle immersif, performance participative, conférence-performance, film-action, spectacle en réalité mixte, streaming interactif) le lecteur est amené à suivre les évolutions de la Phonésie en quête d’enrichissement du champ chorégraphique, voire d’une forme nouvelle d’expression qui tente d’ouvrir un terrain inédit où le sensible et l’intelligible peuvent rencontrer de multiples intrications
Dances are a priori silent. However, contemporary dancers increasingly use the spoken word on stage. The problem is that they do it like actors and notas dancers in the sense that the word is not influenced by the dance and vice versa. This issue of a fixed and somewhat oppressive relationship betweendance and speech motivated me to seek to streamline this dichotomous relationship. Since 2012 I have therefore been developing Phonesia, aperformative technique that deautomates and rearranges the structural links between gesture and orality.Phonesia provides speaking dancers with a toolbox that is both practical (performative montage between gestures and speech) and theoretical (inventedconcepts of different soma-linguistic arrangements). This thesis exposes a creation-research path which, starting from phonesic works, reveals theprocesses of creation of these practical and theoretical tools; these, in turn, are reinjected into new phonesic projects, thus putting this cognitive gainback to the challenge of creation. This poïetics is part of the continuation of artists who come not only from the choreographic milieu, but also fromtheatre, sound poetry and cinema.Through phonesic works of very varied forms (immersive show, participatory performance, conference-performance, film-action, mixed reality show,interactive streaming) the reader is led to follow the evolutions of Phonesia in search of enrichment of the choreographic field, even of a new form ofexpression which tries to open up a new terrain where the sensitive and the intelligible can meet multiple entanglements

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McGuire, Grant Leese. „Phonetic category learning“. Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1190065715.

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McGuire, Grant L. „Phonetic category learning“. The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1190065715.

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Solomon, Matthew Joseph. „Do readers access featural phonetic information when reading silently or out loud? an examination of the use of vowel length as a pre-phonemic featural property /“. Diss., Online access via UMI:, 2009.

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Garner, Joshua. „Resurgence of Phonetic Responding“. The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437733053.

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Kempton, Timothy. „Machine-assisted phonemic analysis“. Thesis, University of Sheffield, 2012. http://etheses.whiterose.ac.uk/3122/.

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There is a consensus between many linguists that half of all languages risk disappearing by the end of the century. Documentation is agreed to be a priority. This includes the process of phonemic analysis to discover the contrastive sounds of a language with the resulting benefits of further linguistic analysis, literacy, and access to speech technology. A machine-assisted approach to phonemic analysis has the potential to greatly speed up the process and make the analysis more objective. Good computer tools are already available to help in a phonemic analysis, but these primarily provide search and sort database functionality, rather than automated analysis. In computational phonology there have been very few studies on the automated discovery of phonological patterns from surface level data such as narrow phonetic transcriptions or acoustics. This thesis addresses the lack of research in this area. The key scientific question underpinning the work in this thesis is "To what extent can a machine algorithm contribute to the procedures needed for a phonemic analysis?". A secondary question is "What insights does such a quantitative evaluation give about the contribution of each of these procedures to a phonemic analysis?" It is demonstrated that a machine-assisted approach can make a measurable contribution to a phonemic analysis for all the procedures investigated; phonetic similarity, phone recognition & alignment, complementary distribution, and minimal pairs. The evaluation measures introduced in this thesis allows a comprehensive quantitative comparison between these phonemic analysis procedures. Given the best available data and the machine-assisted procedures described, there is a strong indication that phonetic similarity is the most important piece of evidence in a phonemic analysis. The tools and techniques developed in this thesis have resulted in tangible benefits to the analysis of two under-resourced languages and it is expected that many more languages will follow.

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Flemming, Edward. „Phonetic Detail in Phonology“. Department of Linguistics, University of Arizona (Tucson, AZ), 1995. http://hdl.handle.net/10150/227274.

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Assimilation and coarticulation both involve extending the duration of some property or feature. The similarities between these phenomena can be seen by comparing Basque vowel raising with vowel -to -vowel coarticulation in a language like English. In Basque the low vowel /a/ is raised to [el following a high vowel. This gives rise to alternations in the form of the definite suffix, /-a/ (de Rijk 1970): (1) sagar –a; 'apple (def.)'; mutil-e 'boy (def.)'. In an English sequence containing a low vowel preceded by a high vowel, like [-ilæ-] in 'relapse', the high vowel also conditions raising of the low vowel. But in spite of the parallels between these cases, standard analyses regard Basque vowel raising as phonological whereas the English vowel raising is regarded as non-phonological, being attributed to a phonetic process of coarticulation. In this paper, we will argue that this distinction is untenable. We will see that coarticulation can affect the distribution of contrasts, and therefore must be specified in the phonology. This opens up the possibility of giving a unified analysis of assimilation and coarticulation. Analyzing coarticulation as phonological implies that phonological representations contain far more phonetic detail than is usually assumed to be the case. Vowel-to-vowel coarticulation involves fine degrees of partial assimilation in that vowels assimilate only partially in quality, and the effects may extend through only part of the duration of a segment (e.g. Ohman 1966). This conclusion thus flies in the face of the standard assumption that the richness of phonological representations should be severely restricted in order to avoid over-predicting the range of possible phonological contrasts. So before we turn to evidence that coarticulation is phonological, we will lay the groundwork by examining the arguments for limiting the detail in phonological representations and show that they are based on very questionable assumptions.

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Bücher zum Thema "Phonesia"

Shashkina, Gul'nara, Viktoriya Agaeva, Elena Krasnoperova, Ol'ga Pokrovskaya, Tat'yana Terent'eva und Tat'yana Uvarova. Diagnosis and correction of phonetic and phonemic underdevelopment in preschoolers. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1679988.

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The teaching manual examines modern ideas about phonetic and phonemic underdevelopment (FFN): clinical typology and psychological and pedagogical characteristics of preschoolers with FFN are given; speech examination, structure and content of correctional work of a speech therapist with children with FFN in accordance with the training and upbringing program are presented; issues of interaction between teachers of a preschool educational organization and the work of a speech therapist with parents are revealed. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions, graduate students, teachers, speech therapists, teachers of preschool educational organizations.

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Šuštaršič, Rastislav. English-Slovene contrastive phonetic and phonemic analysis and its application in teaching English phonetics and phonology. Ljubljana: Znanstveni inštitut Filozofske fakultete, 2005.

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Sue, Dickson, Dickson Sue, Dickson Sue, Dickson Sue und Daly Vida, Hrsg. Phonetic storybook. Parsippany, NJ: Modern Curriculum Press, 2004.

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Lyn, Fara J., MacDonald Lynda, MacDonald Lynda, Arvay Margaret und MacDonald Lynda, Hrsg. Phonetic storybook. Parsippany, NJ: Modern Curriculum Press, 2004.

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Sue, Dickson, Dickson Sue, Dickson Sue, Dickson Sue und Fara J. Lyn, Hrsg. Phonetic storybook. Parsippany, NJ: Modern Curriculum Press, 2004.

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John, Local, Ogden Richard D. Phil und Temple R. A. M, Hrsg. Phonetic interpretation. Cambridge: Cambridge University Press, 2003.

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Sue, Dickson, Hubbard Hetty, MacDonald Lynda, Dickson Sue, Hubbard Hetty und Hubbard Hetty, Hrsg. Phonetic storybook. Parsippany, NJ: Modern Curriculum Press, 2004.

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1938-, Dahl Karin L., Hrsg. Rethinking phonics: Making the best teaching decisions. Portsmouth, NH: Heinemann, 2001.

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Guo ji yin biao yu kuai su tu po yu yin: International phonetic symbols and phones beyond. Bei jing: Zhong guo guo ji guang bo chu ban she, 2000.

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A, Maidment John, Hrsg. Introducing phonetic science. Cambridge: Cambridge University Press, 2005.

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Buchteile zum Thema "Phonesia"

Falaschi, Alessandro. „Phonetic Structure Inference of Phonemic HMM“. In Speech Recognition and Understanding, 71–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-76626-8_5.

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Caban, Andrea, Julie Foh und Jeffrey Parker. „Experiencing Phones, Phonemes, and Phonetic Symbols (Oh My!)“. In Experiencing Speech: A Skills-Based, Panlingual Approach to Actor Training, 105–11. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429325373-13.

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Becker, Martin. „Phonetik“. In Einführung in die spanische Sprachwissenschaft, 41–50. Stuttgart: J.B. Metzler, 2013. http://dx.doi.org/10.1007/978-3-476-05275-9_3.

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Satterwhite, Macy, und Heather M. Kelley. „Phonemic“. In Encyclopedia of Child Behavior and Development, 1085–86. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2139.

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Hoffmann-Erz, Ruth. „Phonetik“. In Deutsch in der Grundschule, 33–51. Berlin, Heidelberg: Springer Berlin Heidelberg, 2023. http://dx.doi.org/10.1007/978-3-662-66653-1_3.

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Hallahan, Katherine, Alexandra Perrault und Carolyn Sotto. „Phonemic Cue“. In Encyclopedia of Clinical Neuropsychology, 2677. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_909.

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Witsken, Deborah. „Phonemic Awareness“. In Encyclopedia of Clinical Neuropsychology, 1937. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1472.

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Witsken, Deborah, und Dan Koonce. „Phonemic Awareness“. In Encyclopedia of Clinical Neuropsychology, 1. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1472-2.

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Hallahan, Katherine, Alexandra Perrault und Carolyn Sotto. „Phonemic Cue“. In Encyclopedia of Clinical Neuropsychology, 1. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_909-2.

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Witsken, Deborah, und Dan Koonce. „Phonemic Awareness“. In Encyclopedia of Clinical Neuropsychology, 2676–77. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1472.

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Konferenzberichte zum Thema "Phonesia"

Abdurahmanova, N. G. „Work on intonation while teaching word order in Russian sentences children - foreigners“. In SCIENCE OF RUSSIA: GOALS AND OBJECTIVES. L-Journal, 2020. http://dx.doi.org/10.18411/sr-10-12-2020-01.

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The article discusses the work on intonation in the process of teaching word order in the Russian sentence of children - foreign phones. Learning a foreign language involves mastering the phonetic, lexical, grammatical, phraseological structure of the language. But the success of practical mastery of the language depends on mastering the syntactic structure of the language. The correct intonation design provides the correct understanding of the sounding speech and its work.

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Guan, Yihan, und Bin Li. „Usability And Practicality of Speech Recording by Mobile Phones for Phonetic Analysis“. In 2021 12th International Symposium on Chinese Spoken Language Processing (ISCSLP). IEEE, 2021. http://dx.doi.org/10.1109/iscslp49672.2021.9362082.

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Chen, Gang, Shengyu He, Haitao Meng und Kai Huang. „PhoneBit: Efficient GPU-Accelerated Binary Neural Network Inference Engine for Mobile Phones“. In 2020 Design, Automation & Test in Europe Conference & Exhibition (DATE). IEEE, 2020. http://dx.doi.org/10.23919/date48585.2020.9116236.

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Sizova, Iuliia Anatolevna. „Teaching and upbringing of children with phonetic-phonemic underdevelopment in a general education school“. In All-Russian scientific and practical conference with international participation. Publishing house Sreda, 2023. http://dx.doi.org/10.31483/r-108901.

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Дифференциация фонем имеет решающее значение для полноценного усвоения звуковых аспектов речи. У детей с нарушением как произношения, так и восприятия фонем, неполноценны процессы формирования артикуляции и восприятия звуков. Таким образом, значимость данного исследования заключается в том, что дети с недоразвитием произношения и восприятия фонем нуждаются не только в формировании слуха на фонемы, но и в коррекции звукопроизношения

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Chang, Chin-Chen, Chi-Shiang Chan und Kai-Jung Shih. „Placing Chinese phonetic symbols on mobile phones keyboard using branch-and-bound strategy“. In Informatics (ICOCI). IEEE, 2006. http://dx.doi.org/10.1109/icoci.2006.5276651.

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Martin, Kinan, Jon Gauthier, Canaan Breiss und Roger Levy. „Probing Self-supervised Speech Models for Phonetic and Phonemic Information: A Case Study in Aspiration“. In INTERSPEECH 2023. ISCA: ISCA, 2023. http://dx.doi.org/10.21437/interspeech.2023-2359.

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Koniukhova, T. A. „Case illustration, as a new form of collaboration with a speech therapist parents of children with phonetic-phonemic speech underdevelopment“. In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2019. http://dx.doi.org/10.18411/lj-02-2019-12.

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Silnova, Anna, Pavel Matejka, Ondrej Glembek, Oldrich Plchot, Ondrej Novotny, Frantisek Grezl, Petr Schwarz, Lukas Burget und Jan Cernocky. „BUT/Phonexia Bottleneck Feature Extractor“. In Odyssey 2018 The Speaker and Language Recognition Workshop. ISCA: ISCA, 2018. http://dx.doi.org/10.21437/odyssey.2018-40.

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Pietrowicz, Mary, und Karrie Karahalios. „Phonetic shapes“. In the 2012 ACM annual conference extended abstracts. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2212776.2223744.

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Sanderman, Angelien A., und Renè Collier. „Phonetic rules for a phonetic-to-speech system“. In 5th European Conference on Speech Communication and Technology (Eurospeech 1997). ISCA: ISCA, 1997. http://dx.doi.org/10.21437/eurospeech.1997-668.

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Berichte der Organisationen zum Thema "Phonesia"

Glass, James R. Finding Acoustic Regularities in Speech: Applications to Phonetic Recognition. Fort Belvoir, VA: Defense Technical Information Center, Dezember 1988. http://dx.doi.org/10.21236/ada207072.

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Phillips, Michael, James Glass und Victor Zue. Modelling Context Dependency in Acoustic-Phonetic and Lexical Representations. Fort Belvoir, VA: Defense Technical Information Center, Januar 1991. http://dx.doi.org/10.21236/ada460564.

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Tsai, Jillian. Teaching Phonetic-ideograph Rules to English Speaking Students of Chinese. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.7202.

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Zahorian, Stephen A. Detailed Phonetic Labeling of Multi-language Database for Spoken Language Processing Applications. Fort Belvoir, VA: Defense Technical Information Center, März 2015. http://dx.doi.org/10.21236/ada614725.

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STANDARD OBJECT SYSTEMS INC. Advanced Audio Interface for Phonetic Speech Recognition in a High Noise Environment. Fort Belvoir, VA: Defense Technical Information Center, Januar 2000. http://dx.doi.org/10.21236/ada373461.

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Asim, Minahil, und Thomas Dee. Mobile Phones, Civic Engagement, and School Performance in Pakistan. Cambridge, MA: National Bureau of Economic Research, Oktober 2016. http://dx.doi.org/10.3386/w22764.

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Dr. Ruiming Zhang. Powering Cell Phones with Fuel Cells Running on Renewable Fuels. US: Tekion, Inc., Januar 2007. http://dx.doi.org/10.2172/899684.

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McCune, Jonathan M., Adrian Perrig und Michael K. Reiter. Seeing-Is-Believing: Using Camera Phones for Human-Verifiable Authentication. Fort Belvoir, VA: Defense Technical Information Center, November 2004. http://dx.doi.org/10.21236/ada457868.

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Seybold, Patricia. Are You Tracking Your Customers’ Locations on Their Mobile Phones? Boston, MA: Patricia Seybold Group, Juli 2012. http://dx.doi.org/10.1571/psgp07-19-12cc.

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Kameshwara, Kalyan Kumar, Antonella Bancalari, Britta Augsburg und Alex Armand. Countering misinformation with targeted messages: Experimental evidence using mobile phones. The IFS, September 2021. http://dx.doi.org/10.1920/wp.ifs.2021.2721.

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