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1
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.
2
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).
4
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.
6
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.
9
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.
10
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.
11
Hussain, Rubina. "Study of the correlation of LSP and LPC frequencies for vowel phonemes." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26390.
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The objective of this thesis is to provide an analysis of Linear Predictive Coding (LPC) frequencies and Line Spectrum Pair (LSP) frequencies. While it is generally known that LSP frequencies congregate about LPC formants, this study will deal with how LSP and LPC frequencies correlate. The work done in this study is intended to enhance the recognition of vowel phonemes by providing observations on the similarities between LPC and LSP frequency distribution. New information regarding exact LSP and formant relationships for different vowel phonemes is provided. Specifically, this study divides vowel and diphthong phonemes into categories, or types. These types pertain to specific patterns in the way LSP frequencies relate to the closest corresponding formant, F1, F2, or F3. In drawing relationships between formants and their corresponding LSPs, another indicator is made possible such that, when incorporated within other statistical or knowledge based techniques, it may serve to enhance the effectiveness of recognition systems.The results of this thesis indicate that it is possible to divide the sixteen vowel phonemes into nine types. The experiment produced a 75% success rate when the test set was applied.
The first part of this thesis provides the theoretical background for the basic understanding of line spectrum pairs and the acoustic-phonetics related to the formation of vowel sounds. The second part of this thesis provides details on how the experiment was conducted and the results of the analysis. Explanations are also provided for these results.
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Durst, Elizabeth Ann. "Scaffolding Preschoolers' Acquisition, Maintenance, and Generalization of Phoneme Segmentation Skills Using Sound Boxes." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1368707491.
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Osborne, Aidan Lee. "Presence of Late 8 Phonemes among Adolescents and Young Adults with Down syndrome." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/theses/2699.
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The purpose of this study was to describe the phonetic repertoire of late 8 phonemes among adolescents and young adults with Down syndrome and then determine the relationship between age and presence of the latest developing phonemes as well as their impact on intelligibility. This study also described the stimulability profile for those late 8 phonemes that were produced in error. The Arizona Articulation and Phonology Scale was administered to individuals with Down syndrome between the ages of 12 – 21;11 to obtain a phonetic profile. Among those participants included in the study, on average, 87.5% of the late 8 phonemes were present. Seven of eight participants were stimulable for all phonemes that were misarticulated. Results did not indicate a significant correlation between either age or intelligibility and the presence of late 8 phonemes.
14
Thomas, Kathy Wright. "Voice Onset Time Characteristics of Selected Phonemes in Young and Old Male Speakers." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc500707/.
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The purpose of the investigation was to compare mean voice onset time in young and old male subjects, as well as to examine variability of VOT productions with age for prevocalic bilabial, alveolar, and velar voiced and voiceless stop consonants. Forty-five Caucasion.males were divided equally into three.age groups. Ten tokens of six stimulus words were recorded and wide band spectrograms were made. Results of an analysis of variance revealed no significant differences in VOT with age when averages of the phonemes were used for analysis; however, a significant interaction between age and voiced phonemes was found when individual trials of phoneme productions were used for analysis.
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Bhullar, Naureen. "Gender of Speaker Influences Infants' Discrimination of Non-Native Phonemes in a Multimodal Context." Thesis, Virginia Tech, 2004. http://hdl.handle.net/10919/31214.
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Previous research has shown that infants can discriminate both native and non-native speech contrasts before the age of 10-12 months. After this age, infants' phoneme discrimination starts resembling adults', as they are able to discriminate native contrasts, but lose their sensitivity to non-native ones. However, the majority of these studies have been carried out in a testing context, which is dissimilar to the natural language-learning context experienced by infants. This study was designed to see the influence of speaker-gender and visual speech information on the ability of 11 month-old infants to discriminate the non-native contrasts. Previous research in our laboratory revealed that 11 month-old infants were able to discriminate retroflex and dental Hindi contrasts when the speech was infant-directed, the speaker was a female and visual speech information was available (i.e., infant watched digital movies of female speakers). A follow-up study showed that with an adult-directed male voice and absence of visual speech information, 11 month-old infants did not discriminate the same non-native contrasts. Hence the aim of the present study was to address the questions posed by these two studies. Does the gender of the speaker matter alone? Also, to what extent is the visual speech information helpful for the discriminatory abilities of the infants? Would the manner of speech help infants discriminate the non-native contrasts? The result of the current study show that 11 month-old infants were unable to discriminate between the phonemic Hindi contrasts. Hence gender seems to matter as the presence of male face and voice did not seem to aid discrimination.Master of Science
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Scouller, Alastair MacNeill. "Gaelic dialect of Colonsay." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31514.
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This thesis provides a description of the Scottish Gaelic dialect spoken on the Inner Hebridean island of Colonsay. This dialect has not previously been the subject of any serious academic research. Gaelic was the dominant language on Colonsay until the 1970s, but the local dialect is now in terminal decline, with only a handful of fluent speakers still living on the island. The study focusses mainly on the phonology of the dialect, but other aspects such as morphology, syntax and lexis are also covered. Following a brief introduction, Chapter 1 seeks to situate the dialect in its wider geographical, historical and sociolinguistic context, highlighting the major changes that have taken place in the past forty years, and have led to its present endangered situation. Chapter 2, which comprises approximately half the thesis, examines the phonological structure of the dialect in detail, based on the results of the Survey of the Gaelic Dialects of Scotland (SGDS). Issues of phonetic and phonemic transcription are discussed. The phonemes identified are then listed, with their respective allophones and non-allophonic variants. Chapter 3 deals with prosodic and other non-segmental features which are of significance for the phonology of the dialect. Chapter 4 highlights those aspects of morphology and syntax where Colonsay usage differs from other varieties of Gaelic. Chapter 5 discusses lexical features which are particular to this dialect, or shared with neighbouring dialects in Argyll. An annotated Glossary lists words which are of particular interest in the study of this dialect, some of which are discussed in more detail in Chapter 5. This thesis will provide future students of Gaelic dialectology with an account of the Colonsay dialect, to complement the numerous monographs that have been written about other varieties of Gaelic. Because of the precarious position of this dialect, the timing of this study is critical: it represents the last opportunity to 'preserve by record' a distinctive variety of Gaelic which, sadly, is on the verge of extinction.
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Larsson, Johan P. "Modelling neuronal mechanisms of the processing of tones and phonemes in the higher auditory system." Doctoral thesis, Universitat Pompeu Fabra, 2012. http://hdl.handle.net/10803/97293.
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S'ha investigat molt tant els mecanismes neuronals bàsics de l'audició
com l'organització psicològica de la percepció de la parla. Tanmateix,
en ambdós temes n'hi ha una relativa escassetat en quant a modelització.
Aquí describim dos treballs de modelització.
Un d'ells proposa un nou mecanisme de millora de selectivitat de freqüències
que explica resultats de experiments neurofisiològics investigant
manifestacions de forward masking y sobretot auditory streaming en
l'escorça auditiva principal (A1). El mecanisme funciona en una xarxa
feed-forward amb depressió sináptica entre el tàlem y l'escorça, però
mostrem que és robust a l'introducció d'una organització realista
del circuit de A1, que per la seva banda explica cantitat de dades neurofisiològics.
L'altre treball descriu un mecanisme candidat d'explicar la trobada
en estudis psicofísics de diferències en la percepció de paraules entre
bilinguës primerencs y simultànis. Simulant tasques de decisió lèxica
y discriminació de fonemes, fortifiquem l'hipòtesi de que persones
sovint exposades a variacions dialectals de paraules poden guardar
aquestes en el seu lèxic, sense alterar representacions fonemàtiques .Though much experimental research exists on both basic neural mechanisms of hearing and the psychological organization of language perception, there is a relative paucity of modelling work on these subjects. Here we describe two modelling efforts. One proposes a novel mechanism of frequency selectivity improvement that accounts for results of neurophysiological experiments investigating manifestations of forward masking and above all auditory streaming in the primary auditory cortex (A1). The mechanism works in a feed-forward network with depressing thalamocortical synapses, but is further showed to be robust to a realistic organization of the neural circuitry in A1, which accounts for a wealth of neurophysiological data. The other effort describes a candidate mechanism for explaining differences in word/non-word perception between early and simultaneous bilinguals found in psychophysical studies. By simulating lexical decision and phoneme discrimination tasks in an attractor neural network model, we strengthen the hypothesis that people often exposed to dialectal word variations can store these in their lexicons, without altering their phoneme representations.
Se ha investigado mucho tanto los mecanismos neuronales básicos de la audición como la organización psicológica de la percepción del habla. Sin embargo, en ambos temas hay una relativa escasez en cuanto a modelización. Aquí describimos dos trabajos de modelización. Uno propone un nuevo mecanismo de mejora de selectividad de frecuencias que explica resultados de experimentos neurofisiológicos investigando manifestaciones de forward masking y sobre todo auditory streaming en la corteza auditiva principal (A1). El mecanismo funciona en una red feed-forward con depresión sináptica entre el tálamo y la corteza, pero mostramos que es robusto a la introducción de una organización realista del circuito de A1, que a su vez explica cantidad de datos neurofisiológicos. El otro trabajo describe un mecanismo candidato de explicar el hallazgo en estudios psicofísicos de diferencias en la percepción de palabras entre bilinguës tempranos y simultáneos. Simulando tareas de decisión léxica y discriminación de fonemas, fortalecemos la hipótesis de que personas expuestas a menudo a variaciones dialectales de palabras pueden guardar éstas en su léxico, sin alterar representaciones fonémicas.
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Smith, Jean Louise Mercier. "Spanish-speaking kindergarteners' detection of initial syllables or phonemes : selecting an indicator of phonological awareness /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181129.
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Thesis (Ph. D.)--University of Oregon, 2005.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 133-139). Also available for download via the World Wide Web; free to University of Oregon users.
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Smith, Lyndsy Marie. "Brain Mapping of the Mismatch Negativity Response to Vowel Variances of Natural and Synthetic Phonemes." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3890.
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The mismatch negativity (MMN) is a specific event-related potential (ERP) component used frequently in the observation of auditory processing. The MMN is elicited by a deviant stimulus randomly presented in the presence of repeating stimuli. The current study utilized the MMN response in order to determine the temporal (timing) and linguistic processing of natural and synthetic vowel stimuli. It was hypothesized that a significant MMN response would be elicited by natural and synthetic vowel stimuli. Brain mapping of the MMN response was hypothesized to yield temporal resolution information, which would provide detail regarding the sequential processing differences between natural and synthetic vowel stimuli. It was also hypothesized that the location of dipoles within the cortex would provide information pertaining to differences in cortical localization of processing for natural and synthetic stimuli. Vowel stimuli were presented to twenty participants (10 females and 10 males between the ages of 18 and 26 years) in a three-forced-choice response paradigm. Data from behavioral responses, reaction times, and ERPs were recorded for each participant. Results demonstrated that there were differences in the behavioral and electrophysiological responses between natural and synthesized vowels presented to young, normal hearing adults. In addition, significant MMN responses were evoked by both natural and synthetic vowel stimuli. Greater reaction times existed for the synthetic vowel phonemes compared to the natural vowel phonemes. Electrophysiological differences were primarily seen in the processing of the synthetic /u/ stimuli. Scalp distribution of cognitive processing was essentially the same for naturally produced phonemes. Processing of synthetic phonemes also had similar scalp distributions; however, the synthetic /u/ phoneme required more complex processing compared to the synthetic /æ/ phoneme. The most significant processing localizations were located in the superior temporal gyrus, which is known for its role in linguistic processing. Continued processing in the frontal lobe was observed, suggesting continual evaluation of natural and synthetic phonemes throughout processing.
20
Giannakopoulou, Anastasia. "Plasticity in second language (L2) learning : perception of L2 phonemes by native Greek speakers of English." Thesis, Brunel University, 2012. http://bura.brunel.ac.uk/handle/2438/6592.
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Understanding the process of language acquisition is a challenge that many researchers spanning different disciplines (e.g. linguistics, psychology, neuroscience) have grappled with for centuries. One which has in recent years attracted a lot of attention has been in the area of non-native phoneme acquisition. Speech sounds that contain multiple phonetic cues are often difficult for foreign-language learners, especially if certain cues are weighted differently in the foreign and native languages. Greek adult and child speakers of English were studied to determine which cues (duration or spectral) they were using to make discrimination and identification judgments for an English vowel contrast pair. To this end, two forms of identification and discrimination tasks were used: natural (unedited) stimuli and another ‘modified’ vowel duration stimuli which were edited so that there were no duration differences between the vowels. Results show the Greek speakers were particularly impaired when they were unable to use the duration cue as compared to the native English speakers. Similar results were also obtained in control experiments where there was no orthographic representation or where the stimuli were cross-spliced to modify the phonetic neighborhood. Further experiments used high-variability training sessions to enhance vowel perception. Following training, performance improved for both Greek adult and child groups as revealed by post training tests. However the improvements were most pronounced for the child Greek speaker group. A further study examined the effect of different orthographic cues that might affect rhyme and homophony judgment. The results of that study showed that Greek speakers were in general more affected by orthography and regularity (particularly of the vowel) in making these judgments. This would suggest that Greek speakers were more sensitive to irrelevant orthographic cues, mirroring the results in the auditory modality where they focused on irrelevant acoustic cues. The results are discussed in terms of current theories of language acquisition, with particular reference to acquisition of non-native phonemes.
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Reinholdsson, Tommy. "Learning non-Swedish speech sounds : A study of Swedish students’ pronunciation and ability to learn English phonemes." Thesis, Karlstads universitet, Centrum för språk- och litteraturdidaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31658.
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Previous research has shown that L2 students have difficulties producing and even recognising sounds that do not exist in their mother tongue. It has also been concluded that accented speech not only compromises intelligibility but also makes the listener negatively biased towards the speaker. The present study explores how proficient Swedish students are in producing the speech sounds /dʒ/, /j/, /v/, /w/, /ʃ/and /tʃ/, of which /dʒ/, /w/ and /tʃ/do not exist in Swedish. In addition, it explores whether their pronunciation of these sounds improves after a brief pronunciation lesson, if this improvement is lasting and whether they tend to learn the pronunciation of words as separate units or are able to generalise the rules of pronunciation and appropriately apply them. It also investigates whether a difference in the structure of the pronunciation lesson affects the students’ results. The study revealed that the students do have difficulties with correctly producing in particular /tʃ/, /dʒ/ and /j/. More specifically, they tended to confuse /dʒ/ and /j/ whereas many students appeared to have been unaware that /tʃ/ exists and used the /ʃ/-sound instead, which exists in Swedish. After the pronunciation lesson, however, the students significantly improved their pronunciation. This improvement was shown to be lasting and the students were generalising rules rather than learning words as separate units. What the study failed to show was a significant difference in results caused by a difference in the structure of the pronunciation lesson.
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Axelsson, Andreas, and Erik Björhäll. "Real Time Speech Driven Face Animation." Thesis, Linköping University, Department of Electrical Engineering, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2015.
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The goal of this project is to implement a system to analyse an audio signal containing speech, and produce a classifcation of lip shape categories (visemes) in order to synchronize the lips of a computer generated face with the speech.
The thesis describes the work to derive a method that maps speech to lip move- ments, on an animated face model, in real time. The method is implemented in C++ on the PC/Windows platform. The program reads speech from pre-recorded audio files and continuously performs spectral analysis of the speech. Neural networks are used to classify the speech into a sequence of phonemes, and the corresponding visemes are shown on the screen.
Some time delay between input speech and the visualization could not be avoided, but the overall visual impression is that sound and animation are synchronized.
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Haines, Katia Marie. "Using discrete trial training with progressive time delay prompting to teach children with autism spectrum disorder to tact phonemes." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/2077.
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Discrete trial training (DTT) and progressive time delay prompting (PTD) are effective techniques for teaching new skills to children with autism spectrum disorder (ASD). However, these methods have not yet been applied to systematic teaching of phonemes to children with ASD. As phoneme recognition (i.e. recognising the sounds the letters of the alphabet make when spoken) is an essential foundational literacy skill, and as there currently exists a large gap in reading ability between children with ASD and their neurotypical same age peers, further investigation was warranted. As phoneme recognition is one small subskill of reading competency, it was also investigated whether phoneme recognition transferred to the ability to sound out and blend consonant-vowel-consonant (CVC) words (i.e. cat, tip, pat).
A single subject research design with multiple baseline was implemented to investigate whether DTT and PTD were effective methods of teaching children with ASD to tact (or label) phonemes or numerals. Numerals were included as a second target stimuli in order to a) comprehensively test the efficacy of DTT and PTD to different foundational education skills and b) clearly attribute any CVC words mastered to being taught tacting of phonemes using DTT and PTD rather than an extraneous variable (i.e. classroom teaching). It was hypothesised that all participants would master, retain and generalise some stimuli, but only participants taught tacting of phonemes would go on to master sounding out and blending of CVC words. Participants (n = 10) were children aged 5-12 with an ASD diagnosis enrolled in full time primary schooling who were randomly assigned to one of three cohorts; literacy cohort ( n = 4), numeracy cohort (n = 4) or control cohort (n = 2). Control cohort participants engaged in pre and post testing, with treatment as usual (exposure to typical class curricula) for the remainder of the data collection period. Participants in the literacy and numeracy cohorts underwent four phases of experimental analysis: Baseline, Intervention (where DTT and PTD were used to systematically teach tacting of phonemes or numerals to mastery), CVC probe (probing for transfer of learned stimuli to the ability to sound out and blend CVC words) and Generalisation (probing for transfer of learned stimuli to people, place and materials).
Results demonstrated that DTT and PTD are effective methods of teaching tacting of phonemes and numerals, with participants mastering, retaining and generalising an average of 8.7 phonemes and 9.5 numerals over a 16 week period. The control cohort acquired an iv AUTISM, ABA, AND LITERACY average of 2 phonemes or numerals over a 24 week period as a function of being engaged in typical classroom instruction. As hypothesised, only participants from the literacy cohort demonstrated an ability to sound out and blend CVC words during the second phase of the study.
The current research adds support to the effectiveness of DTT and PTD in teaching children with ASD to acquire new skills. Further, the research extends this efficacy into a new domain of skill acquisition, the ability to tact phonemes and numerals. This research then provides a discussion in relation to the educational and social significance and implications of the results, and the implications for clinical practice in Western Australia, where the research was conducted. Lastly, limitations of the current research and directions for future research are discussed.
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Larson, Kevin. "The phoneme hammer : using blocks to teach phonemic awareness /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004314.
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Beddes, Sarah Rose. "An investigation of teaching methods for phonemic awareness first phoneme skill versus multiple phoneme skills /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1654491981&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Hyde-Simon, Caroline Victoria. "Predicting relative difficulty through the acquisition of 'new' and 'similar' phonemes in second language phonology : a case study of L2 Zurich German phonology." Thesis, University of Southampton, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582663.
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The aim of this thesis is to investigate second language phonology through the question of phonological relatedness. Specifically, the study will examine whether phonological proximity between the mother tongue (Ll) and language to be acquired (L2) results in a more target-like pronunciation, or whether phonological similarity is detrimental to the acquisition process. Previous studies in L2 phonology have explored only the effect on acquisition when certain individual sounds are phonologically similar between the Ll and L2, and have concluded, in concordance with the Speech Learning Model (SLM) and Feature Assembly Model (FAH), that similarity is detrimental to the acquisition process. Ll transfer theory, however, hypothesises that similarities between whole language systems (that is, not only individual elements of those languages) will be a positive factor in second language acquisition (SLA). No previous SLA study has examined the consequences for acquisition when the Ll and L2 themselves, not only the certain individual sounds, are phonologically related (that is, the sound patterns of the Ll/L2 are related). The study described in this thesis aims to fill this gap in an investigation of the acquisition of L2 Zurich German consonants by Ll German speakers (phonologically close languages) and by Ll English speakers (phonologically distinct languages). Against a theoretical background of Ll transfer, two constraints on transfer are investigated empirically, namely language distance and markedness. L2 sounds are examined which are classified as similar/dissimilar, and marked/less marked for each Ll/L2 pair. An experimental approach is adopted, through the elicitation and recording of L2 speech, and the subsequent acoustic analysis of the phonemes. The thesis will argue that while an analysis of the individual sound level is certainly important in L2 phonological acquisition studies, it is the culmination of this level of analysis which makes an important contribution to the role of the Ll system in L2 phonological acquisition, and that this role cannot be abstracted from any such discussion. That is, the phonological proximity ofthe Ll and L2 sound systems is a significant part of successful acquisition, regardless of the similar/marked status of individual sounds.
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Hutton, Pamela June. "An expert systems approach to conversion of phonemes to orthographic forms : a rule based approach utilising partial phonetic information to generate orthographic forms." Thesis, University of Bradford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327988.
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Ekanayake, Dulika. "Non-native perception of the English phonemes /w/ and /v/ by native Sinhalese speakers : a study exploring perceptual difficulties associated with L2 acquisition." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/1444640/.
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The aim of this study was to test the abilities of native Sinhalese speakers to perceive and produce the English phonemes /w/ and Nl. It is well known that people who speak Sinhalese as their first language have difficulty in acquiring the English (L2) phoneme contrast w-v. This is commonly seen among these speakers in their L2 speech production, Experiment 1 involved native Sinhalese speakers completing language background questionnaires and carrying out an English phoneme identification task of natural speech for assessment of their L2 perception. Experiment 1 also consisted of a voice recording of the Sinhalese subjects in order to assess their L2 speech production. Experiment 2 required the native Sinhalese speakers to carry out an identification/goodness task of synthesised English phonemes and to state whether the stimuli could be assimilated to the native Sinhalese phoneme A)/. Experiment 2 also involved an identification/goodness task in which native Sinhalese bilinguals and English monolinguals assessed the synthesised stimuli for assimilations to the English phonemes /w/ and Nl. Experiment 3 was carried out by both Sinhalese and English speakers and involved a discrimination task and similarity task. The results showed that the Sinhalese bilinguals generally had a low sensitivity to perception of the English phonemes. The Sinhalese Bilinguals who had more proficient use of their second language L2 showed a high sensitivity for acoustical changes in the dimension of manner of articulation wile the English speakers were sensitive to both manner and place of articulation.
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Teixeira, Nataly Santos do Nascimento. "O efeito do ensino do emparelhamento auditivo-visual de fonemas e grafemas e do ditado de sílabas na aquisição de leitura recombinativa." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21476.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
Studies have evaluated which conditions may facilitate the emergence of recombinative readings. Among the researches, the effect of teaching different units (phonemes or syllables) has been verified. The present study aimed to verify the effect of teaching auditory-visual relation involving phonemes and graphemes (AfCl), and dictation of syllables preceding the teaching of the relation between spoken word – printed word (AC) in the acquisition of recombinative reading. The participants were six pre-literacy children, exposed to the Teaching Phase. A multiple baseline design was adopted, in which three participants started the Teaching Phase concomitantly (P1, P2 and P3), and the others started at different moments considering the P3’s performance. Both the teaching words and test words were elaborated from a matrix that aimed to use four syllables in different positions and repeat them equal number of times. Eight words were taught, divided into four sets of teaching, which consisted of: (a) pre-test of the set; (b) teaching the AfCl relation (phoneme – grapheme); (c) constructed-response matching-to-sample (dictation); (d) intermediate test; (e) teaching the AC relation; and (f) post-test of the set. The tests included recombination words composed of the units of the taught words. Another evaluation with words from all sets and the Phonological Awareness Test by Oral Production (Prova de Consciência Fonológica por Produção Oral, PCFO) were applied at the beginning and at the end of the procedure. The results showed that the majority of the participants presented improvement in the performance related to both the taught and recombination words in the AC and A’C’ relations. Only two participants (P2 and P3) did not present textual behavior in the CD relation, and all of them named at least one of the recombination words (C’D’). Tests of textual behavior indicated that even in the wrong answers, there was partial control by some unit of the word. The PCFO results showed improvement in the tests involving syllabic manipulation, rhyme and alliteration
Estudos têm avaliado quais condições podem facilitar a emergência de leitura recombinativa. Dentre as investigações, tem sido verificado o efeito do ensino de diferentes unidades (fonemas ou sílabas). O presente estudo teve como objetivo verificar o efeito do ensino da relação auditivo-visual envolvendo fonemas e grafemas (AfCl) e do ditado de sílabas antecedendo o ensino da relação entre palavra falada – palavra escrita (AC) na aquisição de leitura recombinativa. Os participantes foram seis crianças da pré-alfabetização, expostas à Fase de Ensino. Um delineamento de linha de base múltipla foi adotado, no qual três participantes iniciaram a Fase de Ensino concomitantemente (P1, P2 e P3), e os demais, em momentos distintos, considerando o desempenho de P3. As palavras de ensino e de teste foram elaboradas a partir de uma matriz que visou utilizar quatro sílabas em diferentes posições e repetí-las igual número de vezes. Foram ensinadas oito palavras, divididas em quatro conjuntos de ensino, que consistiram em: (a) pré-teste do conjunto; (b) ensino da relação AfCl (fonema – grafema); (c) matching-to-sample de resposta construída (ditado); (d) teste intermediário; (e) ensino da relação AC; e (f) pós-teste do conjunto. Os testes incluíam palavras de recombinação compostas pelas unidades das palavras ensinadas. Outra avaliação com as palavras de todos os conjuntos e a Prova de Consciência Fonológica por Produção Oral (PCFO) foram aplicadas no início e no final do procedimento. Os resultados demonstraram que a maioria dos participantes apresentou melhora no desempenho em relação às palavras ensinadas e palavras de recombinação nas relações AC e A’C’. Apenas dois participantes (P2 e P3) não apresentaram comportamento textual na relação CD, e todos nomearam ao menos uma das palavras de recombinação (C’D’). Os testes do comportamento textual indicaram que, mesmo nas respostas incorretas, houve controle parcial por alguma unidade da palavra. Os resultados da PCFO revelaram melhora nas provas envolvendo manipulação silábica, rima e aliteração
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Paschoal, Larissa Aparecida [UNESP]. "Características fonético-fonológicas e ortográficas de fonemas fricativos na escrita infantil." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/150622.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Objetivos: descrever o desempenho ortográfico de crianças no registro dos grafemas que remetem aos fonemas fricativos do Português Brasileiro; verificar a influência do acento na ocorrência de possíveis erros; categorizar a tipologia dos erros encontrados; verificar em que medida os erros mobilizam elementos da classe fonológica das fricativas; e verificar quais traços distintivos se mostrariam como mais, ou como menos, conflitantes no registro dos fonemas fricativos. Método: foram selecionadas 762 produções textuais de crianças que cursaram a 1ª série do Ensino Fundamental em duas escolas públicas do interior paulista. Nessas produções, foram verificadas todas as ocorrências de grafemas que remetiam a fonemas fricativos do Português Brasileiro, na posição silábica de ataque simples. Na sequência, essas ocorrências foram organizadas conforme ocorressem em sílabas pré-tônicas, tônicas, pós-tônicas, monossílabos átonos e monossílabos tônicos. As ocorrências foram classificadas em acertos e erros, e estes últimos foram ainda classificados em: omissões e substituições. Resultados: (1) maior ocorrência de erros em fonemas que apresentavam escrita irregular e de acertos em fonemas com escrita regular; (2) não interferência do acento lexical na ocorrência de erros; (3) maior número de erros que envolveram substituição de grafemas; (4) preponderância de erros que envolveram a substituição de grafemas que remetiam à classe das fricativas; (5) não influência de traços fonológicos na ocorrência de erros. Conclusão: a escrita das crianças estudadas não foi somente influenciada por aspectos fonético-fonológicos, mas, também, por aspectos de outras práticas relacionadas à aquisição da ortografia, como as de letramento.
Objectives: describe the orthographic performance of children in the record of graphemes that refer to Brazilian Portuguese fricative phonemes; verify the influence of the accent on the occurrence of possible errors; categorize typology of the errors found; verify to what extent the errors mobilize elements of the phonological class of fricatives; and verify which distinctive features would appear to be more or less conflicting in the register of fricative phonemes. Methods: 762 textual productions of children who attended the first grade of Elementary School were selected in two public schools in the interior of São Paulo. In these productions, all occurrences of graphemes that refer to fricative phonemes of Brazilian Portuguese were verified in the syllabic position of simple onset. These occurrences were then organized as they occurred in pre-tonic syllables, tonic syllables, post-tonic syllables, atonic monosyllables and tonic monosyllables. The occurrences were classified in hits and errors, and these errors were further classified in omissions and substitutions. Results: (1) greater occurrence of errors in phonemes that presented irregular writing and correct answers in phonemes with regular writing; (2) no lexical accent interference in the occurrence of errors; (3) greater number of errors involving substitution of graphemes; (4) preponderance of errors involving the substitution of graphemes that refer to the class of fricatives; (5) no influence of phonological traits on the occurrence of errors. Conclusion: the writing of the children in this study was influenced not only by phonetic and phonological aspects, but also by aspects of other practices related to the acquisition of spelling, such as literacy.
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Pezarini, Isabela de Oliveira [UNESP]. "Caracterização do desempenho ortográfico de fonemas oclusivos na escrita de crianças em início de alfabetização." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/150737.
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Submitted by ISABELA DE OLIVEIRA PEZARINI null (isabela.pezarini@gmail.com) on 2017-05-24T01:09:26Z
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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
Objetivos: descrever o desempenho ortográfico de crianças quanto ao registro de fonemas oclusivos do PB; verificar se a ausência do acento fonológico influencia a ocorrência de possíveis erros na ortografia desses fonemas; classificar o padrão de distribuição desses possíveis erros; classificar a distribuição dos possíveis erros em traços de ponto ou vozeamento; e verificar qual a direção dos traços envolvidos nesses possíveis erros. Métodos: foram analisados 21.049 registros ortográficos de fonemas oclusivos extraídos de 1.064 produções textuais de 76 crianças da 1ª série do Ensino Fundamental em duas escolas públicas do interior paulista. Relativos ao primeiro objetivo: os dados foram divididos em acertos e erros; relativos ao segundo objetivo, os erros foram classificados conforme ocorressem em sílabas acentuadas – tônicas e monossílabos tônicos – e não-acentuadas – pretônicas, postônicas e monossílabos átonos; relativos ao terceiro objetivo, os erros foram classificados, em um primeiro momento, em substituições e omissões, as substituições, por sua vez, foram subclassificados em ortográficas não fonológicas, ortográficas fonológicas e híbridas. As ortográficas fonológicas foram subdivididas, ainda, conforme envolvessem fonemas dentro e fora da classe das oclusivas; relativos ao quarto objetivo, as substituições fonológicas dentro da classe foram classificadas conforme envolvessem traços de ponto ou de vozeamento; e, finalmente, relativo ao quinto objetivo, os traços foram analisados de acordo com a direção da substituição envolvendo tanto ponto quanto vozeamento. Resultados: observou-se, quanto ao primeiro objetivo, maior número de acertos (20.318) quando comparado ao número de erros (729), resultado que sugere significativa estabilidade das crianças (já no primeiro ano de alfabetização) no registro de grafemas que correspondem a fonemas oclusivos; quanto ao segundo objetivo, maior concentração dos erros no interior das sílabas não-acentuadas (440) quando comparado àqueles em sílabas acentuadas (289), que se dá pelo fato de as sílabas não-acentuadas apresentarem características acústicas menos favoráveis à percepção auditiva do escrevente; quanto ao terceiro objetivo, observou-se distribuição dos erros em substituições (523) e omissões (206); nas substituições foram observados erros ortográficos fonológicos (298), híbridos (132) e ortográficos não-fonológicos (93). Extraídas as omissões, que se explicam por variação linguística do tipo *correno, para “correndo”, grande parte das substituições justifica-se pelo fenômeno da transparência ortográfica; ainda quanto ao terceiro objetivo, em relação à distribuição dos erros ortográficos fonológicos, maior ocorrência deles envolvendo fonemas da própria classe das oclusivas (258) quando comparado aos fonemas fora dessa classe (40), que se justifica pelo fato de as crianças já se mostrarem capazes de perceber características fonético-fonológicos que tornam possível a distinção entre fonemas de diferentes classes; quanto ao quarto objetivo, observou-se maior número de erros fonológicos DC que envolveram vozeamento (222) quando comparado aos erros envolvendo ponto (47), resultado que sugere que a aquisição das oclusivas na escrita infantil segue, de certa forma, a trajetória de sua aquisição na fala; por fim, quanto ao quinto objetivo, observou-se, em relação aos erros de ponto, que a maioria envolvia o traço coronal, resultado que vai contramão da literatura, uma vez que se esperava maior instabilidade no traço dorsal; por fim, ainda quanto ao quinto objetivo, em relação aos erros de vozeamento, apesar da diferença numérica, não houve diferença estatística entre as direções das substituições. Conclusão: A análise do desempenho ortográfico global permite entender, quanto à especificidade dos erros, que, além de características fonético-fonológicas relacionadas à classe das oclusivas, a escrita inicial sofre influência de outros fatores, como a transparência/opacidade da escrita desses fonemas e a variação linguística.
Objectives: describe the orthographic performance of children regarding the recording of Brazilian Portuguese occlusive phonemes; verify if the absence of the phonological accent influences the occurrence of possible errors in the orthography of these phonemes; classify the distribution pattern of these possible errors; classify the distribution of possible errors in traits of point or voicing; and check the direction of the traits involved in these possible errors. Methods: 21,049 orthographic records of occlusive phonemes extracted from 1,064 textual productions of 76 children from the first grade of Elementary School were analyzed in two public schools in the interior of São Paulo State. Regarding the first objective: the data were divided into hits and errors; for the second objective, the errors were classified as accentuated syllables - tonics and tonic monosyllables - and unstressed – pre tonic, post tonic and unstressed monosyllables; for the third objective, the errors were initially classified in substitutions and omissions; the substitutions were sub-classified in non-phonological orthographic, phonological orthographic and hybrid. The phonological orthographic was further subdivided as they involved phonemes within and outside the class of occlusives; concerning the fourth objective, phonological substitutions within the class were classified as involving traits of point or voicing; and finally, regarding the fifth objective, the traits were analyzed according to the direction of the substitution involving both point and voicing. Results: a higher number of correct answers (20,318) was observed when compared to the number of errors (729), which suggests a significant stability of children (earlier in the first year of literacy) in the registry of graphemes corresponding to occlusive phonemes; as for the second objective, there was a greater concentration of errors within the unaccented syllables (440) when compared to those in accented syllables (289), which is due to the fact that unaccented syllables present acoustic characteristics less favorable to the auditory perception of the scribe; for the third objective, we observed a distribution of errors in substitutions (523) and omissions (206); in the substitutions, orthographic phonological (298), hybrids (132) and non-phonological orthographic (93) errors were observed. Extracting the omissions which are explained by linguistic variation like “correno” for "correndo" , most of the substitutions are justified by the phenomenon of orthographic transparency; still on the third objective, regarding the distribution of phonological orthographic errors, there was a higher occurrence involving the occlusive phonemes (258) when compared to phonemes outside this class (40), which is justified by the fact that the children already show up able to perceive phonetic-phonological characteristics that make possible the distinction between phonemes of different classes; as to the fourth objective, a greater number of phonological errors within the class involving voicing (222) was observed when compared to errors involving point (47), a result that suggests that the acquisition of occlusives in children's writing follows, to a certain extent, the trajectory of their acquisition in speech; finally, regarding the fifth objective, in relation to the point errors, it was observed that the majority involved the coronal trait, a result that goes against the literature, since greater instability was expected in the dorsal trait; still regarding the fifth objective, in relation to voicing errors, there was no statistical difference between the directions of the substitutions despite the numerical difference. Conclusion: The analysis of the global orthographic performance, regarding the specificity of the errors, allows us to understand that in addition to phonetic-phonological characteristics related to the class of occlusives, the initial writing is influenced by other factors, such as the transparency/opacity of the writing of these phonemes and the linguistic variation.
FAPESP: 2015/03208-7
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Gale, Deanne. "The Effect of Computer-Delivered Phonological Awareness Training on the Early Literacy Skills of Students Identified as At-Risk for Reading Failure." Scholar Commons, 2006. http://scholarcommons.usf.edu/etd/3860.
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The current study examined the effects of two computer-delivered phonological awareness training programs (Earobics Step 1 and Lexia Early Reading) on the early literacy skills of kindergarten and first grade students at risk for reading failure. The study utilized a multi-group pretest-treatment-posttest design. Student participants, who were identified for the study through a school-wide screening, were randomly assigned to one of three groups (i.e., Earobics, Lexia Early Reading, or control), and their progress was monitored throughout a five-week intervention period. Results using an analysis of covariance (ANCOVA) to examine differences in adjusted mean post-test scores indicated that the Earobics program produced better outcomes than the Lexia and control groups as measured by the Dynamic Indicators of Basic Early Literacy Skills. Results of a hierarchical linear modeling (HLM) analysis examining initial status and rates of growth also indicated greater rates of change among the Earobics group when compared with the Lexia and control groups. The Earobics program was shown to be an effective intervention for improving early literacy skills for students at risk for reading failure. Implications of the study for working with early elementary students who show deficits in phonological awareness are discussed.
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Лавренчук, Я. Ю. "Англійські щілинні фонеми у спонтанному мовленні дикторів-британців, американців і канадійців." Thesis, Сумський державний університет, 2017. http://essuir.sumdu.edu.ua/handle/123456789/67131.
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Найбільш вживаними серед національних варіантів (НВ) англійської мови на сучасному етапі є британський, американський і канадський.Озвучене мовлення носіїв цих НВ англійської мови дещо різниться між собою, однак мовці здатні розуміти одне одного майже без зайвих зусиль, можливо, навіть і не усвідомлюючи того, що їх мовлення підпорядковується чітким правилам вимовляння алофонів голосних і приголосних фонем.
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Gisslén, Ida. "Mandarin L1 speakers’ difficulty with phonetic perception in English as an L2." Thesis, Högskolan i Gävle, Engelska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35993.
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The study focuses on three research questions. The first question addresses whether it is possible to improve phonetic perception in English as an L2 for Chinese primary school children speaking Mandarin as an L1, through the didactic methods High Variability Phonetic Training and Onset Rhyme Detection Test. The second question addresses if it is possible to improve phonetic perception over a short period of time, using didactic methods focused on improving phonetic perception during two sessions for each method. The third and last question addresses, if it is one of the two didactic methods, High Variability Phonetic Training and Onset Rhyme Detection Test, is better than the other in a short-term learning situation. Forty-five students participated in the study, divided into three groups; one was a control group. Two groups received treatment, one with the Onset Rhyme Detection Test and the other High Variability Phonetic Training method. All groups conducted a pretest and posttest. The results revealed that the two methods used had some positive effect on the development of phonetic perception for Chinese primary school children. Through didactic methods, it is possible to improve phonetic perception to some extent, even during a short period of time.
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Edita, Klimenta. "Uticaj britanskih humorističkih serija na izgovor engleskog jezika kod učenika osnovne škole." Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2016. http://www.cris.uns.ac.rs/record.jsf?recordId=100982&source=NDLTD&language=en.
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Predmet istraživanja je utvrđivanje efikasnosti korišćenja britanskih humorističkih serija u nastavi engleskog kao stranog jezika, radi usavršavanja britanskog izgovora učenika osnovnoškolskog uzrasta. Cilj ove disertacije je sticanje naučnog saznanja o efikasnosti primene britanskih humorističkih serija u nastavi engleskog kao stranog jezika, prevashodno saznanja o mogućnostima usavršavanja izgovora onih engleskih fonema kojih nema u fonološkom sistemu srpskog jezika, kao i fonema koje su karakteristične za izgovorne razlike između britanske i američke varijante engleskog jezikaThe object of this research is to determine the efficiency of the use of British sitcoms in teaching English as a foreign language, in order to improve the British English pronunciation of primary school students. The aim of this thesis is to acquire scientific knowledge about the effectiveness of the implementation of British sitcoms in teaching English as a foreign language, primarily the knowledge about the potentials of improving the pronunciation of those English phonemes that are not in the phonological system of the Serbian language and those phonemes that represent the pronunciation differences between British and American varieties of the English language.
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Awoonor-Aziaku, Lena [Verfasser], Henning [Gutachter] Reetz, and Reiner [Gutachter] Voßen. "Variation study of the Received Pronunciation (RP) vowel phonemes /e/, /ɜ:/ and /ə/, among Ewe Speakers of English in Ghana / Lena Awoonor-Aziaku ; Gutachter: Henning Reetz, Reiner Voßen." Frankfurt am Main : Universitätsbibliothek Johann Christian Senckenberg, 2018. http://d-nb.info/1172811288/34.
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Lidestam, Björn. "Semantic Framing of Speech : Emotional and Topical Cues in Perception of Poorly Specified Speech." Doctoral thesis, Linköpings universitet, Institutionen för beteendevetenskap, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-6344.
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The general aim of this thesis was to test the effects of paralinguistic (emotional) and prior contextual (topical) cues on perception of poorly specified visual, auditory, and audiovisual speech. The specific purposes were to (1) examine if facially displayed emotions can facilitate speechreading performance; (2) to study the mechanism for such facilitation; (3) to map information-processing factors that are involved in processing of poorly specified speech; and (4) to present a comprehensive conceptual framework for speech perception, with specification of the signal being considered. Experi¬mental and correlational designs were used, and 399 normal-hearing adults participated in seven experiments. The main conclusions are summarised as follows. (a) Speechreading can be facilitated by paralinguistic information as constituted by facial displayed emotions. (b) The facilitatory effect of emitted emotional cues is mediated by their degree of specification in transmission and ambiguity as percepts; and by how distinct the perceived emotions combined with topical cues are as cues for lexical access. (c) The facially displayed emotions affect speech perception by conveying semantic cues; no effect via enhanced articulatory distinctiveness, nor of emotion-related state in the perceiver is needed for facilitation. (d) The combined findings suggest that emotional and topical cues provide constraints for activation spreading in the lexicon. (e) Both bottom-up and top-down factors are associated with perception of poorly specified speech, indicating that variation in information-processing abilities is a crucial factor for perception if there is paucity in sensory input. A conceptual framework for speech perception, comprising specification of the linguistic and paralinguistic information, as well as distinctiveness of primes, is presented. Generalisations of the findings to other forms of paralanguage and language processing are discussed.
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Davel, Marelie Hattingh. "Pronunciation modelling and bootstrapping." Thesis, Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-10112005-150530.
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Burfin, Sabine. "L'apport des informations visuelles des gestes oro-faciaux dans le traitement phonologique des phonèmes natifs et non-natifs : approches comportementale, neurophysiologique." Thesis, Université Grenoble Alpes (ComUE), 2015. http://www.theses.fr/2015GRENS002/document.
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En situation de perception audiovisuelle de la parole, comme lors des conversations face-àface,nous pouvons tirer partie des informations visuelles fournies par les mouvements orofaciauxdu locuteur. Ceci améliore l’intelligibilité du discours. L'objectif de ce travail était dedéterminer si ce « bénéfice audiovisuel » permet de mieux identifier les phonèmes quin’existent pas dans notre langue. Nos résultats révèlent que l’utilisation de l’informationvisuelle permet de surmonter les difficultés posées par la surdité phonologique dont noussommes victimes lors d'une présentation auditive seule (Etude 1). Une étude EEG indique quel’apport des informations visuelles au processus d’identification de phonèmes non natifspourrait être dû à une modulation précoce des traitements effectués par le cortex auditifprimaire (Etude 2). En présentation audiovisuelle les phonèmes non natifs donnent lieu à uneP50, ce qui n’est pas observé pour les phonèmes natifs. Il semblerait également quel'expérience linguistique affecte l'utilisation des informations visuelles puisque des bilinguesprécoces semblent moins aptes à exploiter ces indices pour distinguer des phonèmes qui neleur sont pas familiers (Etude 3). Enfin, l’étude de l’identification de consonnes plosivesnatives avec une tâche de dévoilement progressif nous a permis d’évaluer la contributionconjointe et séparée des informations auditives et visuelles (Etude 4). Nous avons observé quel’apport de la modalité visuelle n’est pas systématique et que la prédictibilité de l’identité duphonème dépend de la saillance visuelle des mouvements articulatoires du locuteurDuring audiovisual speech perception, like in face-to-face conversations, we can takeadvantage of the visual information conveyed by the speaker's oro-facial gestures. Thisenhances the intelligibility of the utterance. The aim of this work was to determine whetherthis “audiovisual benefit” can improve the identification of phonemes that do not exist in ourmother tongue. Our results revealed that the visual information contributes to overcome thephonological deafness phenomenon we experience in an audio only situation (Study 1). AnERP study indicates that this benefit could be due to the modulation of early processing in theprimary auditory cortex (Study 2). The audiovisual presentation of non native phonemesgenerates a P50 that is not observed for native phonemes. The linguistic background affectsthe way we use visual information. Early bilinguals take less advantage of the visual cuesduring the processing of unfamiliar phonemes (Study 3). We examined the identificationprocesses of native plosive consonants with a gating paradigm to evaluate the differentialcontribution of auditory and visual cues across time (Study 4). We observed that theaudiovisual benefit is not systematic. Phoneme predictability depends on the visual saliencyof the articulatory movements of the speaker
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Santos, Vanessa Carrasco. "Uma pronúncia standar das vogais nasais do português brasileiro." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/14228.
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This dissertation is situated in the area of Portuguese Language Description and limited aspects of nasal vowels articulation pre, post and tonic in Brazilian Portuguese. There has been concern in the quantitative and qualitative description of the standardized pronunciation, by TV Globo, the nasal vowels of Brazilian Portuguese. The aim of this work is to contribute to studies of identity of a standard pronunciation of Brazilian Portuguese, in order to provide the "desestrangeiração" students, speakers of other languages who are learning Brazilian Portuguese. It has specific goals for: 1 - The qualitative and quantitative description of the pronunciation of nasal vowels pre-stress; 2 - The qualitative and quantitative description of the pronunciation of nasal vowels post-tonic; 3 - The qualitative and quantitative description of the pronunciation of nasal vowels tonic; The procedure of analysis was descriptive and explanatory materials being collected in the database of pronunciation stander, file this one from Prof. Dr. Regina Celia Pagliuchi da Silveira. The results enabled the formulation of rules for the pronunciation of Brazilian Portuguese idiom: 1-The pre-stress nasal vowels are articulated following the control of the letter; 2-The vowels post-tonic is made by nasal vowel or the vowel reduction or desnasalação; 3-Vowels tonic is made by nasal vowels monotongações or ditongações, depending on the number of syllables in the word, The 4-ditongações preferably are increasing; We conclude that there is a standardized pronunciation for the nasal vowels of Brazilian Portuguese and this is controlled by phonological rules, phonetic and morfofonológicas
Esta dissertação situa-se na área da Descrição de Língua Portuguesa e delimitada aspectos articulatórios das vogais nasais pré, pós e tônicas do português brasileiro. Tem-se por tema, a descrição quantitativa e qualitativa da pronúncia standardizada, pela TV Globo, das vogais nasais do português brasileiro. O objetivo geral deste trabalho é contribuir com os estudos identitários de uma pronúncia standar do português brasileiro, a fim de propiciar a desestrangeiração de alunos, falantes de outras línguas que estão aprendendo o português brasileiro. Tem-se por objetivos específicos: 1- A descrição qualitativa e quantitativa da pronúncia das vogais nasais prétônicas; 2- A descrição qualitativa e quantitativa da pronúncia das vogais nasais pós tônicas; 3- A descrição qualitativa e quantitativa da pronúncia das vogais nasais tônicas; O procedimento de análise foi descritivo e explicativo, sendo os materiais coletados no banco de dados da pronúncia standar, arquivo este da Profª Drª Regina Célia Pagliuchi da Silveira. Os resultados obtidos possibilitaram a formulação de regras para a pronúncia idiomática do português brasileiro: 1-As vogais pré-tônicas nasais são articuladas seguindo o controle da letra; 2-As vogais pós-tônicas são realizadas pela vogal nasal ou pela redução vocálica ou desnasalação; 3-As vogais tônicas são realizadas por vogais nasais monotongações ou ditongações, dependendo do nº de sílabas da palavra; 4-As ditongações preferencialmente são crescentes; Conclui-se que há uma pronúncia standardizada para as vogais nasais do português brasileiro e esta é controlada por regras fonológicas, fonéticas e morfofonológicas
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Shah, Sonali Dipak. "Effects of phoneme-grapheme correspondence and phonemic awareness instruction on consonant-vowel-consonant (CVC) pseudo and real-word encoding in children with severe speech impairment." [Gainesville, Fla.] : University of Florida, 2002. http://purl.fcla.edu/fcla/etd/UFE1000161.
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Thesis (M.A.)--University of Florida, 2002.Title from title page of source document. Document formatted into pages; contains 70 p.; also contains graphics. Includes vita. Includes bibliographical references.
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Rangaswamy, Vidya. "Phoneme Recognition Using Wavelet Packets." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/cs_theses/16.
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Life would be much easier if there were no typing involved in preparing a document, typing an email, paying online bills, entering credit card details, booking flights, hotels or car rentals online. Imagine a system that would recognize speech and convert it into another form to do these functions automatically. The fact that most people can speak faster than they can type gives a good reason to have a speech recognizer. This thesis concentrates on developing a speaker independent, speech recognizer using Wavelet Packet Transform. Speech corpus in the form of phonemes is collected from an American male and an Indian Female. The subjects chosen for phoneme recognition vary in a number of factors like the accent, gender, age, microphone used to record speech, environment in which phonemes are recorded, etc. These factors increase the complexity of speech recognition. We also assume that the emotions of the speakers are the same and the speakers are stationary while recording phonemes.
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Hessler, Dörte. "Audiovisuelle Verarbeitung von Phonemen bei Aphasie." Universität Potsdam, 2011. http://opus.kobv.de/ubp/volltexte/2011/5425/.
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Du, Preez Marianne. "Fast accurate diphone-based phoneme recognition." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1779.
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Thesis (MScEng (Electrical and Electronic Engineering))--University of Stellenbosch, 2009.Statistical speech recognition systems typically utilise a set of statistical models of subword units based on the set of phonemes in a target language. However, in continuous speech it is important to consider co-articulation e ects and the interactions between neighbouring sounds, as over-generalisation of the phonetic models can negatively a ect system accuracy. Traditionally co-articulation in continuous speech is handled by incorporating contextual information into the subword model by means of context-dependent models, which exponentially increase the number of subword models. In contrast, transitional models aim to handle co-articulation by modelling the interphone dynamics found in the transitions between phonemes. This research aimed to perform an objective analysis of diphones as subword units for use in hidden Markov model-based continuous-speech recognition systems, with special emphasis on a direct comparison to a context-dependent biphone-based system in terms of complexity, accuracy and computational e ciency in similar parametric conditions. To simulate practical conditions, the experiments were designed to evaluate these systems in a low resource environment { limited supply of training data, computing power and system memory { while still attempting fast, accurate phoneme recognition. Adaptation techniques designed to exploit characteristics inherent in diphones, as well as techniques used for e ective parameter estimation and state-level tying were used to reduce resource requirements while simultaneously increasing parameter reliability. These techniques include diphthong splitting, utilisation of a basic diphone grammar, diphone set completion, maximum a posteriori estimation and decision-tree based state clustering algorithms. The experiments were designed to evaluate the contribution of each adaptation technique individually and subsequently compare the optimised diphone-based recognition system to a biphone-based recognition system that received similar treatment. Results showed that diphone-based recognition systems perform better than both traditional phoneme-based systems and context-dependent biphone-based systems when evaluated in similar parametric conditions. Therefore, diphones are e ective subword units, which carry suprasegmental knowledge of speech signals and provide an excellent compromise between detailed co-articulation modelling and acceptable system performance
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Brighton, Andrew P. "Phoneme Recognition by hidden Markov modeling." Ohio University / OhioLINK, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1182283954.
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Van, Heerden Charl Johannes. "Phoneme duration modelling for speaker verification." Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-06262009-150945/.
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Gatt, Edward. "Analogue VLSI neural networks for phoneme recognition." Thesis, University of Surrey, 2004. http://epubs.surrey.ac.uk/842935/.
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This thesis presents the implementation of three VLSI neural network systems: A chip for implementing Self-Organising Maps, a Radial Basis Function chip and a Back-Propagation Learning chip. The first chip was implemented using mixed mode technology, while the other two chips used analogue technology. The chips have been designed and applied successfully to the task of phoneme recognition. Cascadability was the most important feature included in the design of the chips as the main intention was to allow as much flexibility as possible in order to test the functionality of the different topologies and architectures. Also, a design strategy to reuse components whenever possible was employed to reduce the possibility of design errors, design time and silicon area. The main goal of the study was to design a VLSI neural network, which exploits the strong points of different algorithms. The following characteristics were desirable - namely low training times, which was obtained for radial basis function network learning, high recognition rates normally associated with the back-propagation algorithm and also the benefit of competitive learning. In order to achieve the above it was decided to combine the three chips together in order to implement a time-delay radial basis function neural network. The recognition rates obtained compares well with the recognition rates obtained for the time-delay neural network for the same phoneme set, while its training efficiency is very close to that of the radial basis function network. The chips that were fabricated consume very little power, with synapses and neurons requiring only tens and hundreds of microW to operate. Most of the individual building blocks can be operated with a supply rail of +1V and -1V, but in order to allow the implementation of complex neural network architectures, a supply rail of +2V and -2V was adopted when networks topologies were created.
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Engelbrecht, Herman Arnold. "Automatic phoneme recognition of South African English." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49867.
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Thesis (MEng)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: Automatic speech recognition applications have been developed for many languages in other countries but not much research has been conducted on developing Human Language Technology (HLT) for S.A. languages. Research has been performed on informally gathered speech data but until now a speech corpus that could be used to develop HLT for S.A. languages did not exist. With the development of the African Speech Technology Speech Corpora, it has now become possible to develop commercial applications of HLT. The two main objectives of this work are the accurate modelling of phonemes, suitable for the purposes of LVCSR, and the evaluation of the untried S.A. English speech corpus. Three different aspects of phoneme modelling was investigated by performing isolated phoneme recognition on the NTIMIT speech corpus. The three aspects were signal processing, statistical modelling of HMM state distributions and context-dependent phoneme modelling. Research has shown that the use of phonetic context when modelling phonemes forms an integral part of most modern LVCSR systems. To facilitate the context-dependent phoneme modelling, a method of constructing robust and accurate models using decision tree-based state clustering techniques is described. The strength of this method is the ability to construct accurate models of contexts that did not occur in the training data. The method incorporates linguistic knowledge about the phonetic context, in conjunction with the training data, to decide which phoneme contexts are similar and should share model parameters. As LVCSR typically consists of continuous recognition of spoken words, the contextdependent and context-independent phoneme models that were created for the isolated recognition experiments are evaluated by performing continuous phoneme recognition. The phoneme recognition experiments are performed, without the aid of a grammar or language model, on the S.A. English corpus. As the S.A. English corpus is newly created, no previous research exist to which the continuous recognition results can be compared to. Therefore, it was necessary to create comparable baseline results, by performing continuous phoneme recognition on the NTIMIT corpus. It was found that acceptable recognition accuracy was obtained on both the NTIMIT and S.A. English corpora. Furthermore, the results on S.A. English was 2 - 6% better than the results on NTIMIT, indicating that the S.A. English corpus is of a high enough quality that it can be used for the development of HLT.
AFRIKAANSE OPSOMMING: Automatiese spraak-herkenning is al ontwikkel vir ander tale in ander lande maar, daar nog nie baie navorsing gedoen om menslike taal-tegnologie (HLT) te ontwikkel vir Suid- Afrikaanse tale. Daar is al navorsing gedoen op spraak wat informeel versamel is, maar tot nou toe was daar nie 'n spraak databasis wat vir die ontwikkeling van HLT vir S.A. tale. Met die ontwikkeling van die African Speech Technology Speech Corpora, het dit moontlik geword om HLT te ontwikkel vir wat geskik is vir kornmersiele doeleindes. Die twee hoofdoele van hierdie tesis is die akkurate modellering van foneme, geskik vir groot-woordeskat kontinue spraak-herkenning (LVCSR), asook die evaluasie van die S.A. Engels spraak-databasis. Drie aspekte van foneem-modellering word ondersoek deur isoleerde foneem-herkenning te doen op die NTIMIT spraak-databasis. Die drie aspekte wat ondersoek word is sein prosessering, statistiese modellering van die HMM toestands distribusies, en konteksafhanklike foneem-modellering. Navorsing het getoon dat die gebruik van fonetiese konteks 'n integrale deel vorm van meeste moderne LVCSR stelsels. Dit is dus nodig om robuuste en akkurate konteks-afhanklike modelle te kan bou. Hiervoor word 'n besluitnemingsboom- gebaseerde trosvormings tegniek beskryf. Die tegniek is ook in staat is om akkurate modelle te bou van kontekste van nie voorgekom het in die afrigdata nie. Om te besluit watter fonetiese kontekste is soortgelyk en dus model parameters moet deel, maak die tegniek gebruik van die afrigdata en inkorporeer taalkundige kennis oor die fonetiese kontekste. Omdat LVCSR tipies is oor die kontinue herkenning van woorde, word die konteksafhanklike en konteks-onafhanklike modelle, wat gebou is vir die isoleerde foneem-herkenningseksperimente, evalueer d.m.v. kontinue foneem-herkening. Die kontinue foneemherkenningseksperimente word gedoen op die S.A. Engels databasis, sonder die hulp van 'n taalmodel of grammatika. Omdat die S.A. Engels databasis nuut is, is daar nog geen ander navorsing waarteen die result ate vergelyk kan word nie. Dit is dus nodig om kontinue foneem-herkennings result ate op die NTIMIT databasis te genereer, waarteen die S.A. Engels resulte vergelyk kan word. Die resulate dui op aanvaarbare foneem her kenning op beide die NTIMIT en S.A. Engels databassise. Die resultate op S.A. Engels is selfs 2 - 6% beter as die resultate op NTIMIT, wat daarop dui dat die S.A. Engels spraak-databasis geskik is vir die ontwikkeling van HLT.
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Deshpande, Akshay A. "Acoustic Data Based Grapheme to Phoneme Conversion." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1376926021.
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Hayes, Rachel L. "How are second language phoneme contrasts learned." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289939.
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Listeners are sensitive to phonetic differences that correspond to phonemic contrasts in their native language, and they often exhibit difficulty discriminating sounds that are not contrastive in their native language. Although a large literature shows that learners can improve their perception of novel contrasts with exposure to a second language, there is still little understanding of how learners accomplish this. There are at least two possible sources of evidence that learners might use to acquire sensitivity to novel sound contrasts. First, learners might use their knowledge of minimal pairs in the language to determine which sounds are contrastive. For example, knowing the minimal pair toe-doe may provide learners with evidence that /t/ and /d/ are contrastive in English (Lexical-Contrast-Based Evidence). Second, learners might compute the statistical distributions of the acoustic-phonetic properties of their second language input. The logic is that two contrastive speech sounds will be represented by distinct distributions along a of a number of acoustic-phonetic dimensions (Distribution-Based Evidence). Although both are possible sources of the evidence learners use to acquire novel second language sound contrasts, the relative influence of these two types of information is not yet known. Experiments 1 and 2 of this dissertation employ a variety of training techniques to determine the relative influence of Lexical-Contrast-Based and Distribution-Based evidence on participants' sensitivity to a novel contrast. Results indicate that while both kinds of evidence affect sensitivity, Lexical-Contrast-Based evidence had a stronger influence on discrimination performance. While Experiments 1 and 2 tested learners' sensitivity to novel contrasts, it is not yet clear that improved discrimination ability is of benefit in subsequent second language learning. Experiment 3 examined the linguistic relevance of participants' improved discrimination ability by testing learners' lexical representations for new words that differed minimally with respect to the trained contrast. Regardless of training condition, participants did not record the new contrast distinctly in their lexical representations. That participants exhibited sensitivity to the novel contrast but were nonetheless unable to record the contrast lexically suggests a dissociation between learners' acoustic-phonetic knowledge of their second language and their ability to represent that knowledge contrastively in their lexicon.