Relevant bibliographies by topics / Phonemes

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Phonemes'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 June 2024

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Journal articles on the topic "Phonemes"

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SAIEGH-HADDAD, ELINOR. "Linguistic constraints on children's ability to isolate phonemes in Arabic." Applied Psycholinguistics 28, no. 4 (September 28, 2007): 607–25. http://dx.doi.org/10.1017/s0142716407070336.

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The study tested the effect of three factors on Arab children's (N=256) phoneme isolation: phoneme's linguistic affiliation (standard phonemes vs. spoken phonemes), phoneme position (initial vs. final), and linguistic context (singleton vs. cluster). Two groups of children speaking two different vernaculars were tested. The two vernaculars differed with respect to whether they included four critical Standard Arabic phonemes. Using a repeated-measure design, we tested children's phonemic sensitivity toward these four phonemes versus other phonemes. The results showed that the linguistic affiliation of the phoneme was reliable in explaining phoneme isolation reaffirming, hence the external validity of the linguistic affiliation constraint in explaining phoneme awareness in diglossic Arabic. The results also showed that initial phonemes and initial singleton phonemes were particularly difficult for children to isolate. These findings were discussed in light of a stipulated unique phonological and orthographic cohesion of the consonant–vowel unit in Arabic.
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Dini Mutia Havid, Iren Adina Rahmadani Tarigan, and Yani Lubis. "Student's Perspective On Learning English Phonemes." Jurnal Riset Rumpun Ilmu Bahasa 2, no. 2 (July 10, 2023): 113–17. http://dx.doi.org/10.55606/jurribah.v2i2.1497.

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Studying phonemes is a part of phonology, so writing this article is about learning basic phonemes. Phonemes are the basic level of phonological learning because phonemes are the smallest basic units that form the elements that make up speech sounds. Therefore, in this article we will study the basic phoneme which is the smallest functional unit of language. a phoneme cannot stand alone because a phoneme has no meaning, but its role is very important because a phoneme can distinguish meaning. For example, the phonemes [l] and [r]. If we separate these two phonemes, we will definitely not understand their meaning. A phoneme has an identity basis which is called the meaning distinguishing function of the sound units of language. The method used in this article is a method that collects information through questionnaires to analyze students' understanding of phonemic learning and draw conclusions about basic phonemic learning, whether learning is important and easy to understand.
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Khitam, Achmad Khusnul. "PERILAKU FONEM DALAM BAHASA ARAB DAN IMPLIKASINYA TERHADAP MAKNA." Adabiyyāt: Jurnal Bahasa dan Sastra 14, no. 1 (June 30, 2015): 147. http://dx.doi.org/10.14421/ajbs.2015.14106.

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This research aims to study phoneme’s behaviour on Arabic words and to discover the relation between voice and its meaning. Phoneme, as the smallest contrastive linguistic unit, has a huge influence on bringing a change of meaning. The preference of certain phoneme on a word may produce certain meaning inside it. Therefore, a singel word with different phonemes produces different meaning. This research based on library research, a research proceed by gathering some facts from various books, articles, and other literatures related to the subject. This research combines semantical approach and phonological approach with analytic description method. This research finds that Arabic words use certain phoneme to express certain meaning; phonemes with heavy articulations are often used to express serious meanings, and phonemss with light articulations are often used to express trivial meanings. It is also found that phoneme articulation has many patterns, such as plosive articulation, nasal articulation, fricative articulation, trill, lateral, etc.
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Inayah, Arin, and Nur Dina. "A COMPARATIVE ANALYSIS BETWEEN ENGLISH AND ARABIC PHONEMIC SYSTEM IN "JUST MISSING YOU" SONG LYRICS." Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 4, no. 2 (October 1, 2021): 149. http://dx.doi.org/10.20527/jetall.v4i2.10284.

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This research is a contrastive analysis of phonemic system between English and Arabic in “Just Missing You” song lyrics. The objectives of the research are finding similarities and differences of phonemes in song lyrics to help students learn to pronounce English with Arabic phonemes. This research focus on 24 consonant and 20 vowel phonemes in English and 28 consonant and 6 vowel phonemes in Arabic. The research method is descriptive contrastive with qualitative approach. The method design contrast the phoneme between English and Arabic in song lyrics based on the type of phonemes, they are articulatory phonetic for consonant and height, part of tongue, and shape of lips for vowel. The result of the research found the similarities between English and Arabic phonemic system in “Just missing you” song lyrics which consist of 18 consonant and 6 vowel phonemes. The differences between English and Arabic phonemic system in “Just Missing You” song lyrics consist of 8 consonants and one vowel.
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Li, Xinjian, Siddharth Dalmia, David Mortensen, Juncheng Li, Alan Black, and Florian Metze. "Towards Zero-Shot Learning for Automatic Phonemic Transcription." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 05 (April 3, 2020): 8261–68. http://dx.doi.org/10.1609/aaai.v34i05.6341.

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Automatic phonemic transcription tools are useful for low-resource language documentation. However, due to the lack of training sets, only a tiny fraction of languages have phonemic transcription tools. Fortunately, multilingual acoustic modeling provides a solution given limited audio training data. A more challenging problem is to build phonemic transcribers for languages with zero training data. The difficulty of this task is that phoneme inventories often differ between the training languages and the target language, making it infeasible to recognize unseen phonemes. In this work, we address this problem by adopting the idea of zero-shot learning. Our model is able to recognize unseen phonemes in the target language without any training data. In our model, we decompose phonemes into corresponding articulatory attributes such as vowel and consonant. Instead of predicting phonemes directly, we first predict distributions over articulatory attributes, and then compute phoneme distributions with a customized acoustic model. We evaluate our model by training it using 13 languages and testing it using 7 unseen languages. We find that it achieves 7.7% better phoneme error rate on average over a standard multilingual model.
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Munro, John. "Phoneme awareness span: A neglected dimension of phonemic awareness." Australian Educational and Developmental Psychologist 17, no. 1 (2000): 76–89. http://dx.doi.org/10.1017/s0816512200028042.

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AbstractThe importance of phonemic awareness knowledge in learning to be literate his wellestablished. One dimension of its acquisition, the developmental trend from an implicit awareness of rimes to an explicit awareness of phonemes, has attracted substantial interest.A second dimension, a trend in the amount of phonemic knowledge that can be manipulated, or phonemic awareness span, is examined in the present study. One hundred and sixty children from Preparatory (Prep) to Grade 3 completed five phonological tasks: rhyming, onset-rime segmentation, initial sound recognition, phoneme segmentation, and phoneme substitution. Each task involved words ranging in length from three to five phonemes. Phoneme segmentation and substitution tasks involved words with six phonemes. Over this grade range, phonemic length influenced performance for each task. The nature of the influence varied with grade level; performance for the developmentally simpler tasks was affected at the lower grade levels, whereas the more complex tasks were affected at the higher grades. These trends supported gradual differentiation of phonological knowledge into a network of phonemic units. There are implications for dyslexia subtyping, for reading disabilities diagnosis, and for instructional design.
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Setyadi, Ary. "“Pasangan Minimal” Fonem Alat “Permainan Bahasa”." Nusa: Jurnal Ilmu Bahasa dan Sastra 13, no. 3 (August 28, 2018): 405. http://dx.doi.org/10.14710/nusa.13.3.405-417.

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The phoneme “minimal pair” data can be used as a “language games” tool, because the notion of “language games” is: the efforts made by language speakers in “playing with” language, especially words, for specific purposes/interests. Based on existing references, the problem of the “minimal pair” phoneme as a “language game” tool has never been used as a separate research object, so it is interesting to study. The data is obtained by listening and different/contrasting meaning with the method of recording/recording. The type of data is secondary, because more data is found in several references that discuss Indonesian phonology. Data analysis based on the application of phonology linguistic theory, phonemic subfields. The final results of the study found five kinds of “language gamesing” patterns, namely: 1) patterned: one vowel phoneme vs. one vowel phoneme, 2) patterned: two vowel phonemes vs. two vowel phonemes, 3) patterned: one vowel phoneme vs. one diphthong phoneme, 4) patterned: one consonant phoneme vs. one consonant phoneme, and 5) patterned: two consonant phonemes vs. two consonant phonemes.
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SAIEGH–HADDAD, ELINOR. "The impact of phonemic and lexical distance on the phonological analysis of words and pseudowords in a diglossic context." Applied Psycholinguistics 25, no. 4 (October 2004): 495–512. http://dx.doi.org/10.1017/s0142716404001249.

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The study examined the impact of the phonemic and lexical distance between Modern Standard Arabic (MSA) and a spoken Arabic vernacular (SAV) on phonological analysis among kindergarten (N=24) and first grade (N=42) native Arabic-speaking children. We tested the effect of the lexical status of the word (SAV, MSA, and pseudoword), as well as the linguistic affiliation of the target phoneme (SAV vs. MSA), on initial and final phoneme isolation. Results showed that, when words were composed of SAV phonemes only, the lexical status of the word did not affect phoneme isolation. However, when MSA and pseudowords encoded both SAV and MSA phonemes, kindergarteners found MSA words significantly more difficult to analyze. Comparing children's ability to isolate SAV versus MSA phonemes revealed that all children found MSA phonemes significantly more difficult to isolate. Kindergarteners found MSA phonemes that were embedded within MSA words even more difficult to isolate. Results underscore the role of the lexical status of the stimulus word, as well as the linguistic affiliation of the target phoneme in phonological analysis in a diglossic context.
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Meigh, Kimberly M., Emily Cobun, and Yana Yunusova. "Phoneme and Stress Programming Interact During Nonword Repetition Learning." Journal of Speech, Language, and Hearing Research 63, no. 7 (July 17, 2020): 2219–28. http://dx.doi.org/10.1044/2020_jslhr-19-00262.

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Purpose Lexical stress and phoneme processes converge during phonological encoding, but the nature of the convergence has been debated. Stress patterns and phonemes may be integrated automatically and rigidly, resulting in a unified representation. Alternatively, stress and phoneme may be processed interactively based on sublexical contexts. The purpose of this study was to evaluate the extent to which the lexical stress and phoneme processing interact in a novel nonword learning paradigm. Method Twenty-seven adults with typical speech skills were trained to produce nonwords with specific phonemes, syllables, and stress patterns (Set 1) to an accuracy criterion. Then, participants repeated nonwords that varied from Set 1 in syllable position (Set 2), phoneme sequence (Set 3), included new phonemes (Set 4), or had new phonemes and stress patterns (Set 5). Nonword productions were perceptually analyzed, and phoneme and stress errors were counted. Results Participants' produced Set 1 nonwords with few phonemic or stress errors after training; a similar number of both types of errors were produced when comparing Sets 2 and 3. Greater phoneme and stress errors were produced on nonwords from Sets 4 and 5 compared to Sets 1–3. The highest number of phonemic errors occurred in Set 4 nonwords. There was no difference in the number of stress errors produced on nonwords in Sets 4 and 5. Conclusion The results of this study suggested that lexical stress and phoneme processing co-occurred and interacted during nonword productions. Trained stress patterns were learned during training; however, no evidence for a unified representation was observed. Negative interference was observed in nonwords with new phonemes and trained stress patterns, suggesting online phoneme processing may have dominated and interfered with the retrieval of stored metrical frames.
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Creanza, Nicole, Merritt Ruhlen, Trevor J. Pemberton, Noah A. Rosenberg, Marcus W. Feldman, and Sohini Ramachandran. "A comparison of worldwide phonemic and genetic variation in human populations." Proceedings of the National Academy of Sciences 112, no. 5 (January 20, 2015): 1265–72. http://dx.doi.org/10.1073/pnas.1424033112.

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Worldwide patterns of genetic variation are driven by human demographic history. Here, we test whether this demographic history has left similar signatures on phonemes—sound units that distinguish meaning between words in languages—to those it has left on genes. We analyze, jointly and in parallel, phoneme inventories from 2,082 worldwide languages and microsatellite polymorphisms from 246 worldwide populations. On a global scale, both genetic distance and phonemic distance between populations are significantly correlated with geographic distance. Geographically close language pairs share significantly more phonemes than distant language pairs, whether or not the languages are closely related. The regional geographic axes of greatest phonemic differentiation correspond to axes of genetic differentiation, suggesting that there is a relationship between human dispersal and linguistic variation. However, the geographic distribution of phoneme inventory sizes does not follow the predictions of a serial founder effect during human expansion out of Africa. Furthermore, although geographically isolated populations lose genetic diversity via genetic drift, phonemes are not subject to drift in the same way: within a given geographic radius, languages that are relatively isolated exhibit more variance in number of phonemes than languages with many neighbors. This finding suggests that relatively isolated languages are more susceptible to phonemic change than languages with many neighbors. Within a language family, phoneme evolution along genetic, geographic, or cognate-based linguistic trees predicts similar ancestral phoneme states to those predicted from ancient sources. More genetic sampling could further elucidate the relative roles of vertical and horizontal transmission in phoneme evolution.
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Dissertations / Theses on the topic "Phonemes"

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Zacharaki, Konstantina Eirini 1993. "Before phonemes : Infants start building the native phoneme repertoire." Doctoral thesis, TDX (Tesis Doctorals en Xarxa), 2022. http://hdl.handle.net/10803/673675.

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Infants start their lives with a universal ability to perceive speech and during the first months of life they attune to the language(s) they are exposed to in their environment, i.e. perceptual narrowing. Research has focused on infants’ capacities to discriminate native and non-native speech contrasts as a sign of this tuning, starting at 6 months of age for vowels (Kuhl et al., 1992; Polka & Werker, 1994). We investigated whether infants before the first signs of perceptual narrowing have some segmental information in place. To do so we ran a series of experiments on the abilities of infants to discriminate languages that differ in their vowel distribution. We also tested infants’ preference to lists of nonwords that abide to the vowel distribution of their native language or not. We found that infants succeeded in both tasks suggesting that infants have in place an early representation of the native vowel space. Therefore, we provide compelling evidence that phonetic knowledge emerges earlier than proposed before.
Los infantes comienzan su vida con una habilidad universal para percibir el habla y durante los primeros meses de vida se especializan en la lengua o lenguas que escuchan en su entorno (estrechamiento perceptual). Las investigaciones previas se han centrado en la capacidad de los bebés para discriminar contrastes del habla nativos y no nativos como evidencia de este estrechamiento, a partir de los 6 meses de edad para las vocales (Kuhl et al., 1992; Polka & Werker, 1994). En esta tesis investigamos si los bebés poseen conocimiento segmental antes de los primeros signos del estrechamiento perceptual. Para ello, llevamos a cabo una serie de experimentos sobre su capacidad de discriminar entre lenguas con distribuciones vocálicas diferentes. También investigamos la preferencia de los bebés por unas listas de palabras inventadas que reflejan o no la distribución vocálica de su idioma nativo. Hallamos que los bebés realizaron con éxito ambas tareas, lo que sugiere que tienen una representación temprana del espacio vocal nativo. Por lo tanto, proporcionamos evidencia convincente de que el conocimiento fonético surge antes de lo propuesto anteriormente.
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Blount, Martha Marie. "Phonology and silent reading : beyond phonemes /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/9106.

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Aidinis, Athanasios. "Phonemes, morphemes and literacy development : evidence from Greek." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10018894/.

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It has been proposed that literacy development follows a sequence from simple to complex rules: children acquire simple phonological rules before they learn more complex orthographic rules such as conditional rules or morphological rules. I hypothesise that Greek children start reading and spelling by using a simple phonological strategy and later develop more complex phonological and morphological strategies. The hypothesis that young children fail to use complex phonological and morphological rules, the processes involved in reading words with complex phonological rules, the predictors of children's use of morphological strategies in spelling and the relations between different instances of morphological spellings were investigated in six studies. In the first three studies the hypothesis that young children fail to use complex phonological strategies in reading and the processes involved in reading words which involve complex rules were examined. Children (6-8 years) were asked to read words and non-words (analogous and not-analogous to real words) either in isolation or in the context of a sentence, assigned to three categories in tenns of the rules involved in reading them. The children - especially the younger ones - performed better in words and non-words that involve constant relations between graphemes and phonemes than in words and non-words that involve variant relations between graphemes and phonemes. All the age groups performed better in the analogous nonwords that involve complex phonological rules than in the not-analogous non-words. Children and adults read words that involve variant but predictable spelling patterns either by establishing connections to whole words or segments of known words. Younger children benefited more from context than the older ones and the effect was bigger for more difficult words. In the fourth study the hypothesis that younger children fail to use morphological strategies in spelling was tested. Children (7-10 years) were given a task involving three instances of spelling of the final morpheme. Young children spelled the final morpheme using phonological strategies while older children used morphological ones. In the last two studies, children (7-10 years) were given oral measures of grammatical awareness, a standardised verbal ability test, measures of grammatical spelling knowledge and a measure of their ability to interpret novel words. Significant correlations between grammatical awareness, different instances of morphological spelling and children's ability to interpret novel words were found even after age and verbal ability were partialled out. I conclude that even in a language that is transparent (at least from spelling to phonology) a stage model of simple rules first, complex rules later still holds. In reading, complex phonological strategies must be acquired for the reading of words that involve conditional rules. Morphological spelling strategies are important for correct spelling in Greek (which is not transparent from phonology to spelling).
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DeBar, Ruth M. "Teaching Learners with Multiple Disabilities to Isolate Phonemes." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218204142.

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Frey, Camille 1991. "Comparing monolingual and bilingual language acquisition : phonemes and lexicon." Doctoral thesis, Universitat Pompeu Fabra, 2020. http://hdl.handle.net/10803/668759.

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In the present dissertation we compared monolingual and bilingual language acquisition by exploring two main topics of the early bilingual language acquisition: the establishment of the phoneme system and the establishment of the lexico-semantic system. The first topic was addressed by assessing the possible influence of word-level information on phonetic learning in both monolinguals and bilinguals (both adults and infants). The development of the bilingual lexico-semantic semantic system has been approached by assessing the emergence of inhibitory semantic links in monolingual and bilingual toddlers. Our results showed an impact of bilingualism concerning the use of word-level information in adults but not in infants. For this latter group, our results suggested more an impact of bilingualism on the discrimination abilities. Unfortunately our results for the last study did not allow us to conclude on the emergence of inhibitory semantic effects in the bilingual lexicon.
En esta tesis doctoral comparamos la adquisición del lenguaje en monolingües y bilingües investigando dos temas centrales de la adquisición bilingüe temprana: el establecimiento del sistema fonético y el establecimiento del sistema léxico-semántico. El primer tema se ha abordado evaluando la posible influencia de información léxica (forma) sobre el aprendizaje fonético, la investigación ha estudiado tanto bebés y adultos monolingües y bilingües. Para el estudio del desarrollo del sistema léxico-semántico bilingüe se ha evaluado la aparición de conexiones semánticas inhibitorias en niños monolingües y bilingües. Los resultados sugieren un impacto del bilingüismo en el uso de información léxica (forma) en adultos, pero no en bebés. El estudio con bebés ha mostrado un impacto del bilingüismo en las capacidades discriminatorias. Los resultados del último estudio no permiten extraer conclusiones sobre la aparición de conexiones semánticas inhibitorias en el léxico bilingüe.
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Hosom, John-Paul. "Automatic time alignment of phonemes using acoustic-phonetic information /." Full text open access at:, 2000. http://content.ohsu.edu/u?/etd,282.

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Kindervater, Terry M. "A Case Study of Teaching Phonemic Awareness to Parents and Children: Scaffolded Preschool Tutoring with Kinesthetic Motions for Phonemes." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1330954122.

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Carandang, Alfonso B., and n/a. "Recognition of phonemes using shapes of speech waveforms in WAL." University of Canberra. Information Sciences & Engineering, 1994. http://erl.canberra.edu.au./public/adt-AUC20060626.144432.

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Generating a phonetic transcription of the speech waveform is one method which can be applied to continuous speech recognition. Current methods of labelling a speech wave involve the use of techniques based on spectrographic analysis. This paper presents a computationally simple method by which some phonemes can be identified primarily by their shapes. Three shapes which are regularly manifested by three phonemes were examined in utterances made by a number of speakers. Features were then devised to recognise their patterns using finite state automata combined with a checking mechanism. These were implemented in the Wave Analysis Language (WAL) system developed at the University of Canberra and the results showed that the phonemes can be recognised with high accuracy. The resulting shape features have also demonstrated a degree of speaker independence and context dependency.
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Kašpar, Ladislav. "Segmentace řeči." Master's thesis, Vysoké učení technické v Brně. Fakulta elektrotechniky a komunikačních technologií, 2015. http://www.nusl.cz/ntk/nusl-220414.

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My diploma thesis is devoted to the problem of segmentation of speech. It includes the basic theory on this topic. The theory focuses on the calculation of parameters for seg- mentation of speech that are used in the practical part. An application for segmentation of speech has been written in Matlab. It uses techniques as segmentation of the signal, energy of the signal and zero crossing function. These parameters are used as input for the algorithm k–means.
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Uggla, Caroline. "Swedish Second Language Learners’ Ability to Pronounce English Contrastive Consonant Phonemes." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-30172.

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The purpose of this study is to investigate sixth form students’ pronunciation, and their exposure to English during their English lessons in school. The focus of the study is to investigate whether or not the students have problems with pronouncing the contrastive consonant phonemes that do not exist, or are rarely used in the Swedish language (i.e /z/). In order to investigate the students’ pronunciation, questionnaires were handed out, followed by a reading exercise that was recorded. Also, a questionnaire was handed out to the students’ teachers in order to investigate their thoughts about the importance of teaching pronunciation. The participating students and teachers in this essay were chosen from a school in the south-west part of Sweden. The results in this essay show that the majority of the students participating had difficulties pronouncing the English consonant phonemes which do not exist, or are rarely used, in Swedish i.e /z/, /tʃ/ and /dʒ/. Furthermore, the results in this essay show that the students are more likely to pronounce English words with consonant phonemes similar to those used in Swedish.
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Books on the topic "Phonemes"

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The Phonemes. Los Angeles, USA: Les Figues Press, 2011.

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Foglio, Helene. Approches de l'univers sonore: Mantras, sons, phonemes. Paris: le Courrier du livre, 1985.

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Kyla, McDonald, Sekkingstad Steinar, Noble Kathy, Glasgow Sculpture Studios, and Bergen kunsthall, eds. Haegue Yang: Dare to count phonemes and graphemes. Bergen: Bergen Kunsthall, 2013.

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Dib, Mohammed. Automatic Speech Recognition of Arabic Phonemes with Neural Networks. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-97710-2.

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Ngom, Fallou. Phonetic and phonological description of Mandinkakan phonemes as spoken in Kajor (Ziguinchor). München: LINCOM Europa, 2000.

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M, Frazer Joan, and Frazer Douglas H, eds. 40,000 selected words: Organized by letter, sound, and syllable. Tucson, Ariz: Communication Skill Builders, 1987.

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The KàSO English to Italian dictionary: With a proposed one-to-one relationship of Italian graphemes (letters) and phonemes (sounds). Boston: Branden Books, 2003.

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Sabourin, Conrad. Quantitative and statistical linguistics: Frequencies of characters, phonemes, words, grammatical categories, syntactic structures, lexical richness, word collocations, entropy, word length, sentence length : bibliography. Montréal: Infolingua, 1994.

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Mellon, Leanna S. Remediating Difficulties in Learning to Read and Spell by Teaching Kindergarten Students to Listen to Composite Words and Vocally Segment the Component Phonemes. [New York, N.Y.?]: [publisher not identified], 2019.

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Sabourin, Conrad F. Quantitative and statistical linguistics: Frequencies of characters, phonemes, words, grammatical categories, syntactic structures, lexical richness, word collocations, entropy, word length, sentence length : bibliography. Montreal: Infolingua, 1994.

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Book chapters on the topic "Phonemes"

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Valenzuela, Hannah. "Phonemes." In Linguistics for TESOL, 43–63. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40932-6_3.

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Chenausky, Karen. "Phonemes." In Encyclopedia of Autism Spectrum Disorders, 1–2. New York, NY: Springer New York, 2018. http://dx.doi.org/10.1007/978-1-4614-6435-8_532-3.

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Rudd, Loretta C., and Macy Satterwhite. "Phonemes." In Encyclopedia of Child Behavior and Development, 1084–85. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2138.

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Chenausky, Karen. "Phonemes." In Encyclopedia of Autism Spectrum Disorders, 2226. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_532.

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Chenausky, Karen. "Phonemes." In Encyclopedia of Autism Spectrum Disorders, 3460–61. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_532.

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Bowkett, Steve, and Tony Hitchman. "Describing phonemes." In Visualising Literacy and How to Teach It, 131–32. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003184003-43.

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Brown, Jason. "Phonemes and Symbols." In Encyclopedia of Evolutionary Psychological Science, 1–7. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-16999-6_3302-1.

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Valenzuela, Hannah. "Pronunciation Beyond Phonemes." In Linguistics for TESOL, 65–84. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40932-6_4.

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Ballard, Kim. "Phonetics and Phonemes." In The Frameworks of English, 221–47. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-06833-0_9.

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Schuller, Björn. "Prosody and phonemes." In Prosody and Iconicity, 233–50. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/ill.13.13sch.

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Conference papers on the topic "Phonemes"

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Riley, Michael D., and Andrej Ljolje. "Recognizing phonemes vs. recognizing phones: a comparison." In 2nd International Conference on Spoken Language Processing (ICSLP 1992). ISCA: ISCA, 1992. http://dx.doi.org/10.21437/icslp.1992-93.

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Annaz, F. Y., and M. H. Sadaghiani. "Phonemes interpolation." In 5th Brunei International Conference on Engineering and Technology (BICET 2014). Institution of Engineering and Technology, 2014. http://dx.doi.org/10.1049/cp.2014.1089.

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Enriquez, Mario, Karon MacLean, and Christian Chita. "Haptic phonemes." In the 8th international conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1180995.1181053.

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Nggawu, La. "Phonemes in muna language." In Proceedings of the First International Seminar on Languare, Literature, Culture and Education, ISLLCE, 15-16 November 2019, Kendari, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.15-11-2019.2296284.

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Li, Yonghong, and Han Wu. "Phonemes of Xi'an Dialect and Statistic Study of Phonemic Combination Frequency." In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.134.

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Port, Robert F. "All is prosody: phones and phonemes are the ghosts of letters." In Speech Prosody 2008. ISCA: ISCA, 2008. http://dx.doi.org/10.21437/speechprosody.2008-1.

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Bartlett, Susan, Grzegorz Kondrak, and Colin Cherry. "On the syllabification of phonemes." In Human Language Technologies: The 2009 Annual Conference of the North American Chapter of the Association for Computational Linguistics. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1620754.1620799.

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Parris, Eluned S., and Michael J. Carey. "Discriminative phonemes for speaker identification." In 3rd International Conference on Spoken Language Processing (ICSLP 1994). ISCA: ISCA, 1994. http://dx.doi.org/10.21437/icslp.1994-463.

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Schukat-Talamazzini, Ernst G., Heinrich Niemann, Wieland Eckert, T. Kuhn, and S. Rieck. "Automatic speech recognition without phonemes." In 3rd European Conference on Speech Communication and Technology (Eurospeech 1993). ISCA: ISCA, 1993. http://dx.doi.org/10.21437/eurospeech.1993-51.

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Breton, Thomas. "PHONEMES TO VIRUSES: AN AESTHETIC TRANSFORMATION." In SGEM 2014 Scientific SubConference on ARTS, PERFORMING ARTS, ARCHITECTURE AND DESIGN. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b41/s13.023.

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Reports on the topic "Phonemes"

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Schnelder, Vivian I., and Alice F. Healy. Detecting Phonemes and Letters in Text: Interactions Between Different Types and Levels of Processes. Fort Belvoir, VA: Defense Technical Information Center, June 1998. http://dx.doi.org/10.21236/ada347275.

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Hanna, Ingrid. A Spectrographic Analysis of Bahasa Indonesia Vowel Phonemes Under Primary Stress in CVC Words. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2136.

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Weybright, Glenn. An investigation of the development of the phonemes /t/and /k/ in the speech of preschool children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2305.

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Lin, Li-ching. Teaching English Grapheme-Phoneme Correspondences to Chinese Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6903.

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St. George, Brett A. Speech Coding and Phoneme Classification Using a Back-Propagation Neural Network. Fort Belvoir, VA: Defense Technical Information Center, May 1997. http://dx.doi.org/10.21236/ada418472.

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LeBlanc, Rosemary. The R-Stick Appliance as a Device to Facilitate the Phoneme /r/. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6677.

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Asim, Minahil, and Thomas Dee. Mobile Phones, Civic Engagement, and School Performance in Pakistan. Cambridge, MA: National Bureau of Economic Research, October 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., January 2007. http://dx.doi.org/10.2172/899684.

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McCune, Jonathan M., Adrian Perrig, and 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, July 2012. http://dx.doi.org/10.1571/psgp07-19-12cc.

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