Journal articles: 'Phonesia'

1

Lecours, André Roch, and Jean–Luc Nespoulous. "The phonetic—phonemic dichotomy in aphasiology." Aphasiology 2, no. 3-4 (May 1988): 329–36. http://dx.doi.org/10.1080/02687038808248933.

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Adelaar, K. A., and Otto Christian Dahl. "Early Phonetic and Phonemic Changes in Austronesian." Oceanic Linguistics 28, no. 1 (1989): 106. http://dx.doi.org/10.2307/3622978.

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Abraham, Suzanne. "Differential Treatment of Phonological Disability in Children With Impaired Hearing Who Were Trained Orally." American Journal of Speech-Language Pathology 2, no. 3 (September 1993): 23–30. http://dx.doi.org/10.1044/1058-0360.0203.23.

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

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Haruna, Sule. "A Phonological Study of Consonants and Vowels Phonemic Merger in Hausa." British Journal of Multidisciplinary and Advanced Studies 4, no. 3 (May 18, 2023): 45–59. http://dx.doi.org/10.37745/bjmas.2022.0196.

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

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Bielova, Olena. "Outline of the problem of developing the phonetic level of speech in older preschool children with logopathology." Actual problems of the correctional education (pedagogical sciences) 21 (July 3, 2023): 5–14. http://dx.doi.org/10.32626/2413-2578.2023-21.5-14.

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

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Jerotijević Tišma, Danica. "CAN AUDIO-VISUAL TRAINING EQUALLY AFFECT PHONEMIC AND PHONETIC CONTRASTS? AN EXAMPLE OF L2 FRICATIVE PRODUCTION." Nasledje Kragujevac 18, no. 48 (2021): 317–35. http://dx.doi.org/10.46793/naskg2148.317jt.

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

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Larson-Hall, Jenifer. "Predicting perceptual success with segments: a test of Japanese speakers of Russian." Second Language Research 20, no. 1 (January 2004): 33–76. http://dx.doi.org/10.1191/0267658304sr230oa.

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

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Burkova, T. A. "FOREIGN LANGUAGE TEACHING PRESCHOOL WITH PHONETIC AND PHONEMIC DISORDERS." Pedagogicheskiy Zhurnal Bashkortostana, no. 2 (2016): 84–92. http://dx.doi.org/10.21510/1817-3292-2016-2-84-92.

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Burkova, T. A. "FOREIGN LANGUAGE TEACHING PRESCHOOL WITH PHONETIC AND PHONEMIC DISORDERS." Pedagogicheskiy Zhurnal Bashkortostana, no. 2 (2016): 84–92. http://dx.doi.org/10.21510/1817-3292-2016-2-84-92.

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Burkova, T. A. "FOREIGN LANGUAGE TEACHING PRESCHOOL WITH PHONETIC AND PHONEMIC DISORDERS." Pedagogicheskiy Zhurnal Bashkortostana, no. 2 (2016): 84–92. http://dx.doi.org/10.21510/1817-3292-2016-2-84-92.

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Funatsu, Seiya, Satoshi Imaizumi, Akira Hashizume, and Kaoru Kurisu. "Cortical representation of processing Japanese phonemic and phonetic contrasts." Journal of the Acoustical Society of America 120, no. 5 (November 2006): 3247–48. http://dx.doi.org/10.1121/1.4788289.

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Thir, Veronika. "International intelligibility revisited." 25 years of Intelligibility, Comprehensibility and Accentedness 6, no. 3 (October 6, 2020): 458–82. http://dx.doi.org/10.1075/jslp.20012.thi.

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Abstract The Lingua Franca Core (LFC) proposes that NURSE is the only vowel quality important for international intelligibility, yet research findings regarding this issue are mixed. Moreover, it is unclear whether phonetic (rather than phonemic) substitutions of NURSE also affect international intelligibility more negatively than other phonemic vowel substitutions, though this seems unlikely on the basis of considerations of functional load (FL). This study compares the international intelligibility of two vowel substitutions typical of Austrian learners of English: the phonetic replacement of NURSE with a rounded and diphthongized vowel, and the phonemic replacement of TRAP with a vowel close to cardinal [e]. The findings suggest that, contrary to the LFC but in line with FL considerations, the phonetic substitution of NURSE is more intelligible to an international audience than the substitution of TRAP with [e]. However, differences in intelligibility between the two substitutions were largely ‘neutralized’ once contextual support was available.

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Putri, Sherly Katrina, and Jufrizal Jufrizal. "Phonological Changes of Minangkabaunese Language Spoken by Chinese Ethnic in Padang." English Language and Literature 11, no. 2 (June 17, 2022): 179. http://dx.doi.org/10.24036/ell.v11i2.113962.

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This research was aimed at finding out the phonemic and phonetic changes in Minangkabaunese language spoken by Chinese ethnic living in Padang. The type of this research was descriptive qualitative research. The data of this research were the sounds of words of Minangkabaunese language produced by Chinese Ethnic living in Pondok Area in Padang that experience phonological changes. The instruments that were used were list of words composed of 400 Minangkabaunese words, recording tool, and writing equipment. The data were collected using four techniques: interview, recording, transcribing, and note taking. The data were analyzed qualitatively. Based on the results of data analysis, it was found that there are seven kinds of phonemic changes and two kinds of phonetic changes that occur in the Minangkabaunese language spoken by Chinese ethnic living in Padang. It is concluded that the phonemic and phonetic changes that occur in Minangkabau Pondok dialect indicate that Minangkabaunese language is spoken by another different ethnic group that lives in Padang.

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Grigor'eva, Ol'ga, Larisa Nikiforova, and Aleksandra Cherkashina. "Correction of Impaired Sound Pronunciation in Senior Preschoolers with Phonetic-Phonemic Speech Underdevelopment." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2021, no. 3 (October 8, 2021): 191–200. http://dx.doi.org/10.21603/2542-1840-2021-5-3-191-200.

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The research featured senior preschoolers with phonetic-phonemic speech underdevelopment. The authors described the peculiarities of speech development in such children and analyzed related publications. As a rule, impaired sound pronunciation includes low tempo and weak voluntary regulation. The study featured substitutions, distortion, or absence of various sounds. The authors tested a set of measures aimed at correcting speech disorders in senior preschool children with phonetic-phonemic speech underdevelopment. The experiment revealed a combination of incorrect pronunciation with sounds that were partially consistent in a certain context. Cognitive parameters included difficulties in memorizing verbal information and poor auditory memory. The subjects failed active speech tests and could not remember oral information. The article also introduces data on the specifics of speech therapy of phonemic hearing.

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Renwick, Margaret E. L., and D. Robert Ladd. "Phonetic Distinctiveness vs. Lexical Contrastiveness in Non-Robust Phonemic Contrasts." Laboratory Phonology 7, no. 1 (December 28, 2016): 19. http://dx.doi.org/10.5334/labphon.17.

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Barlaz, Marissa, Ryan Shosted, Maojing Fu, and Brad Sutton. "Oropharygneal articulation of phonemic and phonetic nasalization in Brazilian Portuguese." Journal of Phonetics 71 (November 2018): 81–97. http://dx.doi.org/10.1016/j.wocn.2018.07.009.

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Jany, Carmen. "Phonemic Versus Phonetic Correlates of Vowel Length in Chuxnabán Mixe." Annual Meeting of the Berkeley Linguistics Society 33, no. 2 (November 8, 2007): 66. http://dx.doi.org/10.3765/bls.v33i2.3502.

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Funatsu, Seiya, Satoshi Imaizumi, Akira Hashizume, and Kaoru Kurisu. "Cortical representation of phonemic and phonetic contrasts in Japanese vowel." International Congress Series 1300 (June 2007): 199–202. http://dx.doi.org/10.1016/j.ics.2007.01.046.

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Sarwat, Rabia, Arshad Mahmood, and Muhammad Uzair. "Impact of Phonemic Transcription on Learners’ English Spelling: A Segmental Study." Journal of Languages, Culture and Civilization 5, no. 1 (March 1, 2023): 1–15. http://dx.doi.org/10.47067/jlcc.v5i1.152.

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Acquiring sufficient proficiency in English pronunciation is a strenuous task for EFL (English as a Foreign Language) learners. Among other reasons, one primary reason is the lack of correspondence between the sounds and letters of the English language which makes English pronunciation a hard task for foreign learners. To reduce this discrepancy of sounds and spellings in order to improve the pronunciation of language learners, phonemic transcription is used quite widely by EFL/ESL teachers across the world. The phonetic/phonemic transcription is based on the internationally recognized symbols commonly referred to as IPA (International Phonetic Alphabet) offered by IPA (International Phonetic Association). Despite the immense usefulness of phonemic transcription, it has the potential to negatively affect learners’ normal English spellings. The present research aimed to explore the impact of continuous phonemic transcription on English spellings of EFL learners through a Pre experimental research design. The study participants were the students of Diploma level in the Functional Courses Department, National University of Modern Languages (henceforth NUML). A range of phonemic passages was used as a research tool to explore the impact of sounds on spellings and Cook’s classification of spelling errors was adapted as a model for the categorization of spelling errors. Findings of the study reveal various categories of sound substitution errors under the impact of consonants, vowels, and diphthongs. With continuous practice of converting phonemic transcription into normal English spelling/orthography, certain consonantal sounds like /ð/, /?/, /,/s/, /k/, /z/, /w/ and vowel sounds like /i:/, /i/, /æ/, /?/, /?/, /?/, /?/ show the Mother Tongue(MT) impact of sounds on spellings. While in the case of diphthongs, only two sounds /a?/, and /e?/ exhibit the impact of sounds on spellings.

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Bigun, Olga, Halyna Voronko, and Lesia Feniuk. "PHONETIC SKILLS OF THE MODERN FRENCH LANGUAGE AS A COMPONENT OF STUDENTS’ COMMUNICATIVE COMPETENCE." Fìlologìčnì traktati 14, no. 2 (2022): 7–15. http://dx.doi.org/10.21272/ftrk.2022.14(2)-1.

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The article deals with the formation of philology students’ phonetic skills of the modern French language. The purpose of the research is to analyze the processes of mastering the basics of the French language which are closely related to mastering of its phonetic and phonemic levels, because the correct articulation of sounds and the prosodic arrangement of speech, as well as the full perception of foreign speech in phonetic terms, ensure the implementation of one of the main functions of the language, the communicative one. Applying the theoretical and methodological bases of analysis and synthesis, informational, historical, structural approaches, deductive and inductive methods, the analysis of the formation of the student’s communicative competence is proposed, taking into account the modern phonetic features of the French language which necessarily includes information about the features of various types of language communication. The components of phonetic skills are considered. The practical experience of teaching phonetics is analyzed. It proves the need for a combined approach to the study of French sounds, their articulation, pronunciation, accentuation and listening. It was found that mastering phonetic and phonemic level of French language at the initial stage of learning is a priority. It is proven that the success of students’ formation of phonetic competence depends on the level of phonetic skills, the acquired knowledge about the phonetics of the language and the dynamic interaction of these components based on common linguistic and phonetic consciousness.

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Ouahmiche, Ghania. "Preliminaries on the Structural Aspects of A Spoken Variety: A case Study." Traduction et Langues 8, no. 1 (December 31, 2009): 81–94. http://dx.doi.org/10.52919/translang.v8i1.449.

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This paper presents the various features of the phonetic/phonemic structures of the system of Tiaret Spoken Arabic, TRT. Although we are not concerned here by the historical development that characterises this variety, the history of population contact and diffusion that underlies TRT is of a matter of interest since it allows us to get some linguistic data. The section on the segmental aspect of TRT, as its title implies, covers mainly the phonetic/phonemic inventories of TRT. It also examines some phonological processes such as vowel lowering and vowel centralisation in addition to the phonotactic constraints.

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Stetsko, Iryna, and Oksana Nychko. "PECULIARITIES OF PHONETIC FORMATION ASPECT OF THE ENGLISH LANGUAGE AS A COMMUNICATIVE-LINGUISTIC SUBCOMPETENCY OF STUDENTS-PHILOLOGISTS AT LANGUAGE TRAINING HIGHER EDUCATIONAL INSTITUTION." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 13(81) (May 26, 2022): 144–49. http://dx.doi.org/10.25264/2519-2558-2022-13(81)-144-149.

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The article is devoted to the substantiation of theoretical aspects of teaching English phonetic competence. Its definitions and its structural components are given. The ways and methods of teaching phonetic competence that favour the development of pronunciation skills as part of the overall process of speech skills and abilities development in the process of learning a foreign language are identified. It has been proven that phonetic skills can be considered to be formed when phonemic hearing developed and connections established between the auditory and acoustic and phonemic aspects of speech, as a result of which the language acquires a sufficient degree of accuracy. A number of prerequisites for successful learning of phonetic material are examined: formation of auditory processing, rhythm and intonational skills, i.e. ability to listen and hear, development of phonemic hearing, pronunciation skills, i.e. automaticity of articulation base of a foreign language, ways of intonation, development of internal speech as a psychophysiological basis for external speech. The research is focused on the stages and content of pronunciation learning, which includes mastering the necessary knowledge of pronunciation of individual sounds and phrases, the formation of automaticity of sounds and sound combination perception, i.e. the shaping of their auditory images, assimilating the mechanisms of sounds and sound combination articulation – the need to get acquainted with intonation, phrasal stress and rhythm of a foreign language. The study aims the importance of adjusting the phonetic skills that the students have already acquired in accordance with the phonetic system of the language under study and the need to supplement it with those elements of pronunciation that are absent in the native language or a second one. The article presents examples of exercises for practice and correct phonetic design of different statement types. Fragments of formation of receptive rhythmic and intonation skills at training ascending and descending intonation to improve professionally oriented phonetic competency are illustrated.

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Belova, Olena. "The study of the aggression of the junior schoolchildren with the disorders of speech development of projective picture methods." International Journal of Pedagogy, Innovation and New Technologies 4, no. 2 (December 28, 2017): 97–102. http://dx.doi.org/10.5604/01.3001.0011.5921.

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This article introduces the results of studies on aggression among early elementary school kids with the disorder of speech development (henceforth the abbreviation used is: DSD - disorder of speech development). According to the results of the summary of the scientific methods three types of aggression and six pro-types of aggression and also their symptoms have been found: a self-controlled type of aggression includes controlled and completed pro-types of aggression; a hidden type – protective and depressive; a behavior type – demonstrative and physical. There have been discoveries of sides of aggression and levels of aggression shown in kids with normal physical and psychological development and also in kids with phonetic underdeveloped speech (henceforth the abbreviation used is: PhUS – phonetic underdeveloped speech), phonetic-phonemic underdeveloped speech (henceforth the abbreviation used is: Ph-PhUS – phonetic-phonemic underdeveloped speech) and unsharply manifested general speech underdevelopment (henceforth the abbreviation used is: UGSU – unsharply manifested general speech underdevelopment). This paper also presents a comparison of specific signs of aggression in three subjects: “I am an individual”, “I am in a family”, “I am in the society”.

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Knooihuizen, Remco. "Preaspiration in Shetland Norn." Journal of Language Contact 6, no. 1 (2013): 48–72. http://dx.doi.org/10.1163/19552629-006001012.

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The Shetland dialect of Scots does not contain preaspiration, a phonetic areal feature that is otherwise prevalent in languages around the North Atlantic Ocean. While it is understood that Shetland’s pre-language shift Scandinavian variety, Norn, did contain preaspiration, an analysis of phonetic transcriptions from Jakob Jakobsen’s An Etymological Dictionary of the Norn Language in Shetland, collected in the 1890s, shows a more complicated picture: preaspiration occurs in only 11% of relevant vowel-stop sequences, but in 92% of relevant sonorant-stop and sonorant-fricative sequences. This article provides a contact-based explanation of the gradual disappearance of preaspiration from Shetland. The proposed trajectory of change is made up of a series of language and dialect contact-induced sub-changes and reflects the influence of Norn as well as of successive waves of immigration from the Scottish mainland. In the first stage, during language shift, preaspiration in vowel-stop sequences disappeared as it (co-)signaled a phonemic contrast in Norn not necessary for Scots, but (non-phonemic) preaspiration in sonorant-stop/fricative sequences was retained. In a later stage, dialect contact after renewed immigration from the Scottish mainland caused voiceless stops to be unaspirated, removing the phonetic basis for preaspiration also in the remaining contexts. The study highlights the different susceptibility of phonetic and phonemic features in contact-induced change and calls for further integration of second-language acquisition study and variationist sociolinguistics into historical linguistics.

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Wolmetz, Michael, David Poeppel, and Brenda Rapp. "What Does the Right Hemisphere Know about Phoneme Categories?" Journal of Cognitive Neuroscience 23, no. 3 (March 2011): 552–69. http://dx.doi.org/10.1162/jocn.2010.21495.

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Innate auditory sensitivities and familiarity with the sounds of language give rise to clear influences of phonemic categories on adult perception of speech. With few exceptions, current models endorse highly left-hemisphere-lateralized mechanisms responsible for the influence of phonemic category on speech perception, based primarily on results from functional imaging and brain-lesion studies. Here we directly test the hypothesis that the right hemisphere does not engage in phonemic analysis. By using fMRI to identify cortical sites sensitive to phonemes in both word and pronounceable nonword contexts, we find evidence that right-hemisphere phonemic sensitivity is limited to a lexical context. We extend the interpretation of these fMRI results through the study of an individual with a left-hemisphere lesion who is right-hemisphere reliant for initial acoustic and phonetic analysis of speech. This individual's performance revealed that the right hemisphere alone was insufficient to allow for typical phonemic category effects but did support the processing of gradient phonetic information in lexical contexts. Taken together, these findings confirm previous claims that the right temporal cortex does not play a primary role in phoneme processing, but they also indicate that lexical context may modulate the involvement of a right hemisphere largely tuned for less abstract dimensions of the speech signal.

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Vovin, Alexander. "About the phonetic value of the Middle Korean grapheme Δ." Bulletin of the School of Oriental and African Studies 56, no. 2 (June 1993): 247–59. http://dx.doi.org/10.1017/s0041977x00005504.

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The problem concerning the phonetic value of the Middle Korean (MK) Grapheme Δ is one of the most troublesome in the study of Korean historical phonology. There are several hypotheses about the phonetic value of this grapheme, its phonemic status, and origin.The most widespread and more or less generally accepted theory proposes that MK Δ was a voiced fricative [z] which appeared as the result of the lenition of phoneme /s/ in the intervocalic and post-sonorant positions, since Δ is found in these positions in the overwhelming majority of cases (Yi Kimun 1987, 30) and (Ramsey, 1978: 33). Thus, this point of view denies the phonemic status of Δ, representing it as an allophone of /s/.

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Polka, Linda. "Cross-language speech perception in adults: Phonemic, phonetic, and acoustic contributions." Journal of the Acoustical Society of America 89, no. 6 (June 1991): 2961–77. http://dx.doi.org/10.1121/1.400734.

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Abbott, Noelle T., and Antoine J. Shahin. "Cross-modal phonetic encoding facilitates the McGurk illusion and phonemic restoration." Journal of Neurophysiology 120, no. 6 (December 1, 2018): 2988–3000. http://dx.doi.org/10.1152/jn.00262.2018.

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In spoken language, audiovisual (AV) perception occurs when the visual modality influences encoding of acoustic features (e.g., phonetic representations) at the auditory cortex. We examined how visual speech (mouth movements) transforms phonetic representations, indexed by changes to the N1 auditory evoked potential (AEP). EEG was acquired while human subjects watched and listened to videos of a speaker uttering consonant vowel (CV) syllables, /ba/ and /wa/, presented in auditory-only or AV congruent or incongruent contexts or in a context in which the consonants were replaced by white noise (noise replaced). Subjects reported whether they heard “ba” or “wa.” We hypothesized that the auditory N1 amplitude during illusory perception (caused by incongruent AV input, as in the McGurk illusion, or white noise-replaced consonants in CV utterances) should shift to reflect the auditory N1 characteristics of the phonemes conveyed visually (by mouth movements) as opposed to acoustically. Indeed, the N1 AEP became larger and occurred earlier when listeners experienced illusory “ba” (video /ba/, audio /wa/, heard as “ba”) and vice versa when they experienced illusory “wa” (video /wa/, audio /ba/, heard as “wa”), mirroring the N1 AEP characteristics for /ba/ and /wa/ observed in natural acoustic situations (e.g., auditory-only setting). This visually mediated N1 behavior was also observed for noise-replaced CVs. Taken together, the findings suggest that information relayed by the visual modality modifies phonetic representations at the auditory cortex and that similar neural mechanisms support the McGurk illusion and visually mediated phonemic restoration. NEW & NOTEWORTHY Using a variant of the McGurk illusion experimental design (using the syllables /ba/ and /wa/), we demonstrate that lipreading influences phonetic encoding at the auditory cortex. We show that the N1 auditory evoked potential morphology shifts to resemble the N1 morphology of the syllable conveyed visually. We also show similar N1 shifts when the consonants are replaced by white noise, suggesting that the McGurk illusion and the visually mediated phonemic restoration rely on common mechanisms.

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Kurowski, Kathleen, and Sheila E. Blumstein. "Phonetic basis of phonemic paraphasias in aphasia: Evidence for cascading activation." Cortex 75 (February 2016): 193–203. http://dx.doi.org/10.1016/j.cortex.2015.12.005.

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Wardana, I. Ketut, I. Nyoman Suparwa, and Made Budiarsa. "Phonological Errors on Impaired Language Modality Produced by Individuals with Broca’s Aphasia." International Journal of Linguistics 10, no. 6 (December 26, 2018): 227. http://dx.doi.org/10.5296/ijl.v10i6.13893.

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Nearly all of Broca's aphasic patients have the tendency to produce phonological errors in their non-fluent speech output. The grade of errors may vary depending on the severity of brain pathology, affected language area, and the scope of impaired sounds. Any types of the phonological process might be found in their weakening language modalities. So, the present study investigates the severity of the aphasics’ language modality, phonemic and phonetic errors of the impaired speech. This descriptive study analyzes Balinese speech produced by three individuals who suffer from Broca’s aphasia. To find out, they were requested to repeat words, name pictures, answer questions and read short text orally. As the result, their language modalities were categorized severe. The listeners required some hard efforts to conclude, question and predict what the informants said and further communication was impossible on more complex words. They produce not only distortions as phonetic errors but also substitutions, deletions, insertions, and metatheses as phonemic errors. Sound substitutions mostly appeared in a greater percentage for every phonological task given. By analyzing the errors with generative phonology, the findings suggest that the PND can lead a better phonetic realization, one of which is by substituting the target sounds in terms of their phonological features similarity. Though phonemic processing is more common in fluent aphasia, non-fluent aphasics also produced sonority substitutions. Furthermore, there was not synchronous coordination between the underlying form in the posterior region and phonetic representation in the anterior region due to the loss of the linguistic message.

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Parrish, Allison. "Poetic Sound Similarity Vectors Using Phonetic Features." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 13, no. 2 (June 25, 2021): 99–106. http://dx.doi.org/10.1609/aiide.v13i2.12971.

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A procedure that uses phonetic transcriptions of words to produce a continuous vector-space model of phonetic sound similarity is presented. The vector dimensions of words in the model are calculated using interleaved phonetic feature bigrams, a novel method that captures similarities in sound that are difficult to model with orthographic or phonemic information alone. Measurements of similarity between items in the resulting vector space are shown to perform well on established tests for predicting phonetic similarity. Additionally, a number of applications of vector arithmetic and nearest-neighbor search are presented, demonstrating potential uses of the vector space in experimental poetry and procedural content generation.

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Kyslychenko, Viktoria, and Anna Shlapak. "Diagnosis of the formation of phonemic processes in children with ONR III level by means of computer technologies." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 114–19. http://dx.doi.org/10.33310/2518-7813-2019-66-3-114-119.

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The article is devoted to the problems of diagnosing the formation of speech processes in preschoolers. The article deals with the diagnostics of phonemic processes formation in children with general level 3 speech development. A thorough analysis of the works of domestic and foreign scientists on the formation of phonetic processes in children of senior preschool wreath is carried out. The analysis of the system of diagnostics on logopedic classes using computer technologies is given. The modern diagnostics of the state of formation of the phonemic perception processes has been developed and outlined. The state of speech in older preschool children has been studied in stages. Provision of means and methods of diagnostics of the child's speech in preschool educational institutions is analyzed. The problem of computer support on the example of the Logopedic Center "Development" of the city of Nikolaev is outlined. The necessity and importance of timely and qualitative diagnostics of the state of formation of phonemic processes in preschool children with general underdevelopment of the level III speech are substantiated. The main directions of actual improvement of the diagnostic process are identified and outlined. The main trends and directions of the process of diagnostics of the child's speech with the help of innovative computer technologies are separated and outlined. The model of diagnostics of phonemic processes formation is developed and tested, which includes the following criteria: – criterion I – formation of phonetic processes – Indicator 1 – phonemic analysis – Indicator 2 – the formation of phonemic synthesis – Indicator 3 – the formation of phonemic representations – criterion II – stability of attention – Indicator 1 – Stability of attention – Indicator 2 – focus – Indicator 3 – switching attention

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Gordon, Matthew, Carmen Jany, Carlos Nash, and Nobutaka Takara. "Syllable structure and extrametricality." Studies in Language 34, no. 1 (March 19, 2010): 131–66. http://dx.doi.org/10.1075/sl.34.1.15gor.

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This paper proposes a functional basis for final consonant extrametricality, the asymmetric status of CVC syllables as stress-attracting in non-final position of a word but stress-rejecting in final position. A typological study of phonemic vowel length pattern in 10 languages with this final vs. non-final stress asymmetry and 30 languages in which CVC attracts stress in final position indicates a robust asymmetry between languages differing in their stress system’s treatment of final CVC. Languages that asymmetrically allow stress on non-final but not on final CVC all lack phonemic vowel length contrast in final position, whereas those lacking the stress asymmetry often have contrastive length in final vowels. It is claimed that the absence of phonemic length in languages that do not stress final CVC facilitates the nearly universal pattern of phonetic final lengthening, which threatens to obscure the perception of phonemic length. The enhanced lengthening of final vowels in languages with final phonemic vowel length reduces the duration ratio of CVC relative to CV, thereby reducing CVC’s perceptual prominence and thus its propensity to attract stress in keeping with Lunden’s (2006) proportional duration theory of weight. A phonetic study of two languages differing in the stress-attracting ability of final CVC offers support for the proposed account. Arabic, which displays consonant extrametricality and largely lacks phonemic vowel length in final position, has substantial final vowel lengthening, whereas Kabardian, which stresses final CVC and contrasts vowel length in final position, lacks substantial final lengthening.

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Fabre-Merchan, Paolo, Gabriela Torres-Jara, Francisco Andrade-Dominguez, Ma Jose Ortiz-Zurita, and Patricio Alvarez-Munoz. "A Phenomenological Study: The Impacts of Developing Phonetic Awareness through Technological Resources on English Language Learners’ (ELL) Communicative Competences." English Language Teaching 10, no. 12 (November 7, 2017): 83. http://dx.doi.org/10.5539/elt.v10n12p83.

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Throughout our experience within the English Language Teaching (ELT) field and while acquiring a second language in English a Foreign Language (EFL) and English as a Second Language (ESL) settings, we have noticed that one of the main perceived challenges for English Language Learners (ELLs) is to effectively communicate. Most of the time, this issue comes from the concern or fear to mispronounce any word, considering that English manages some variations on its phonetic alphabet, which differs from other languages. Therefore, it becomes necessary for ELLs the acquisition of English phonemic awareness to improve their pronunciation, fluency, and confidence when orally communicating in English. Basing on the interlanguage hypothesis, phonemic awareness, English phonology theories, and Information and Communication Technology (ICT) tools and resources, this study aims to analyze: a.) to what extend does phonemic awareness development influence on students’ communication skills? b.) How effective is the implementation of technology to develop phonemic awareness? To do so, a phenomenological study, based on the constructivism epistemology, was conducted including a deep revision of the existed literature, various studies previously applied, and the researchers’ experience within the teaching and professional field to examine the impacts of developing phonetic awareness through technological resources on English language learners’ (ELL) communicative competences.

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NITTROUER, SUSAN, and JOANNA H. LOWENSTEIN. "Separating the effects of acoustic and phonetic factors in linguistic processing with impoverished signals by adults and children." Applied Psycholinguistics 35, no. 2 (October 22, 2012): 333–70. http://dx.doi.org/10.1017/s0142716412000410.

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ABSTRACTCochlear implants allow many individuals with profound hearing loss to understand spoken language, even though the impoverished signals provided by these devices poorly preserve acoustic attributes long believed to support recovery of phonetic structure. Consequently, questions may be raised regarding whether traditional psycholinguistic theories rely too heavily on phonetic segments to explain linguistic processing while ignoring potential roles of other forms of acoustic structure. This study tested that possibility. Adults and children (8 years old) performed two tasks: one involving explicit segmentation, phonemic awareness, and one involving a linguistic task thought to operate more efficiently with well-defined phonetic segments, short-term memory. Stimuli were unprocessed (UP) signals, amplitude envelopes (AE) analogous to implant signals, and unprocessed signals in noise (NOI) that provided a degraded signal for comparison. Adults’ results for short-term recall were similar for UP and NOI, but worse for AE stimuli. The phonemic awareness task revealed the opposite pattern across AE and NOI. Children's results for short-term recall showed similar decrements in performance for AE and NOI compared to UP, even though only NOI stimuli showed diminished results for segmentation. Conclusions were that perhaps traditional accounts are too focused on phonetic segments, something implant designers and clinicians need to consider.

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Jassem, Wiktor. "More on German [ç] and [x]." Journal of the International Phonetic Association 21, no. 1 (June 1991): 42–44. http://dx.doi.org/10.1017/s0025100300006034.

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The two notes in JIPA 20(2) by Kohler (1990) and Ladefoged (1990) concerning the phonemic status of present-day Standard German ç] and [x] are one of many pieces of evidence that distributional (‘taxonomic’) phonemics has happily survived the thirty-year war with Generative Phonology and its offspring. But it is common knowledge among linguists that even half a century after Bloch's (1948) classic paper there is still no fixed and exhaustive set of postulates for phonemic analysis. Such questions as partial overlapping or neutralization or—especially important—‘grammatical prerequisites’ (Pike 1947, 1952) are still open issues, and it is quite probable that, at least for the last-named problem, there is no single, universal solution. In fact, it may very well be that languages differ inherently in this respect, and that for some of them the decision cannot be made in categorial terms. In nonextreme cases there may be at least two different solutions, each valid within its respective framework, one based on the assumption of the analytical primacy of grammatical (or part-grammatical) analysis, and the other on the reverse assumption of pure phonetic distribution. But even with juşt one of these alternatives, one given phonetic-environmental description may lead to a number of different solutions, as exemplified with particular conspicuity by Łobacz (1973). Admitting the alternative of primacy of morphemic analysis vs. pure phonetic distribution, she demonstrated that 504 (sic) different phonemic interpretations of one kind of Standard Polish are possible.

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Miall, David S., and Don Kuiken. "The Effects of Local Phonetic Contrasts in Readers' Responses to a Short Story." Empirical Studies of the Arts 20, no. 2 (July 2002): 157–75. http://dx.doi.org/10.2190/m9rc-wbp5-4ndq-2ejd.

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The sound of the language in a literary text is often thought to contribute to its meaning. We hypothesize that this is due not to fixed or universal phoneme properties, as theories of phonetic symbolism have supposed, but to the use of local phonetic contrasts to elicit meaning. Writers may set an overall range of phonetic tones that are distinctive to a particular text and then introduce significant variations to achieve local effects. In the present study, an analysis of phoneme distributions developed by Miall (2001) and an approach to phonetic symbolism developed by Whissell (1999, 2000a, 2000b) were applied to a Katherine Mansfield short story. Readers' responses to the story were obtained using Semantic Differential ratings. The findings show the influence of phonetic patterns consistent with the hypothesis that phonemic contrasts elicit local changes in feeling tone. The effects of phonetic symbolism, while evident, were much less pronounced.

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Šuštaršič, Rastislav. "Phonemic Transcriptions in British and American Dictionaries." ELOPE: English Language Overseas Perspectives and Enquiries 2, no. 1-2 (June 22, 2005): 87–95. http://dx.doi.org/10.4312/elope.2.1-2.87-95.

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In view of recent criticisms concerning vowel symbols in some British English dictionaries (in particular by J. Windsor Lewis in JIPA (Windsor Lewis, 2003), with regard to the Oxford Dictionary of Pronunciation (Upton, 2001), this article extends the discussion on English phonemic transcriptions by including those that typically occur in standard American dictionaries, and by comparing the most common conventions of British and American dictionaries. In addition to symbols for both vowels and consonants, the paper also deals with the different representations of word accentuation and the issue of consistency regarding application of phonemic (systemic, broad), rather than phonetic (allophonic, narrow) transcription. The different transcriptions are assessed from the points of view of their departures from the International Phonetic Alphabet, their overlapping with orthographic representation (spelling) and their appropriateness in terms of reflecting actual pronunciation in standard British and/or American pronunciation.

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Gierut, Judith A., Christina L. Simmerman, and Heidi J. Neumann. "Phonemic structures of delayed phonological systems." Journal of Child Language 21, no. 2 (June 1994): 291–316. http://dx.doi.org/10.1017/s0305000900009284.

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ABSTRACTThe phonemic inventories of 30 children (aged 3;4–5;7) with phonological delays were examined in terms of featural distinctions in order to address universal vs. individual accounts of acquisition. Phonetic inventories of these same children were also identified for comparison purposes. Across children, four hierarchical and implicationally related types of phonemic inventory were identified. The typology uniquely captured common distinctions maintained by all children, and at the same time, allowed for individual differences in the specific phonemic composition of each system. These cross-sectional results have theoretical implications for the longitudinal course of phonemic acquisition. In particular, children appear to have a number of linguistic choices that relate to the course, the specifics, and the mechanism of change in acquisition.

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Slak, Stefan. "On Phonetic and Phonemic Mnemonic Systems: A Reply to M. J. Dickel." Perceptual and Motor Skills 61, no. 3 (December 1985): 727–33. http://dx.doi.org/10.2466/pms.1985.61.3.727.

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Sychenko, Y. A., and O. S. Kulygina. "Psychological Characteristics of Older Preschool Children with Phonetic and Phonemic Speech Underdevelopment." Вестник практической психологии образования 18, no. 4 (2021): 88–96. http://dx.doi.org/10.17759/bppe.2021180409.

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The study aims to define the psychological characteristics of preschool children with phonetic and phonemic speech underdevelopment (FFSU). The psychological characteristics of children with FFSU are considered in connection with the preparation for school education. The hypothesis was tested: the psychological characteristics of children with FFSU significantly differ from the psycho-logical characteristics of children with normative speech development; the structure of the correla-tions of psychological characteristics in the studied groups of children is different. The sample in-cluded children with FFSU (N = 30) and children with normative speech development (N = 30). Re-search methods were the Method of Express Diagnostics by N.N. Pavlova, L.G. Rudenko and Test of Anxiety by R. Tammle, M. Dorkey and V. Amen. The study results showed that the differences between children with FFSU and normative speech development manifested themselves at the level of a statistical trend in two parameters. Children with FFSU are inferior to their peers with normative speech development in arbitrariness (p = 0.052), but have a slight advantage over them in the emo-tional sphere due to a lower level of anxiety (p = 0.083). Correlation analysis confirmed the assump-tion that the structure of correlation relationships of psychological characteristics in the studied groups of children is different. In conclusion, the psychological conditions for the successful adapta-tion of children with FFSU to school are determined: the development of arbitrariness, attention, log-ical thinking, the formation of adequate self-esteem.

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Goldinger, Stephen D. "Signal detection comparisons of phonemic and phonetic priming: The flexible-bias problem." Perception & Psychophysics 60, no. 6 (September 1998): 952–65. http://dx.doi.org/10.3758/bf03211931.

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Werfel, Krystal L. "Phonetic Transcription Training Improves Adults’ Explicit Phonemic Awareness: Evidence From Undergraduate Students." Communication Disorders Quarterly 39, no. 1 (May 16, 2017): 281–87. http://dx.doi.org/10.1177/1525740117702456.

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Davidson, Lisa. "Phonetic, phonemic, and phonological factors in cross-language discrimination of phonotactic contrasts." Journal of Experimental Psychology: Human Perception and Performance 37, no. 1 (2011): 270–82. http://dx.doi.org/10.1037/a0020988.

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Luef, Eva Maria, Pia Resnik, and Tomáš Gráf. "Diffusion of Phonetic Updates within Phonological Neighborhoods." ELOPE: English Language Overseas Perspectives and Enquiries 19, no. 2 (December 31, 2022): 149–68. http://dx.doi.org/10.4312/elope.19.2.149-168.

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Phonological neighborhood density is known to influence lexical access, speech production and perception processes. Lexical competition is considered the central concept from which the neighborhood effect emanates: highly competitive neighborhoods are characterized by large degrees of phonemic co-activation, which can delay speech recognition and facilitate speech production. The study investigates phonetic learning in English as a foreign language in relation to phonological neighborhood density and onset density to see if dense or sparse neighborhoods are more conducive to the incorporation of novel phonetic detail. Also, the effect of voice-contrasted minimal pairs is explored. The results indicate that sparser neighborhoods with weaker lexical competition provide the most optimal phonological environment for phonetic learning. Moreover, novel phonetic details are incorporated faster in neighborhoods without minimal pairs. The results indicate that lexical competition plays a role in the dissemination of phonetic updates in the lexicon of foreign language learners.

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Belova, Olena. "The peculiarities of emotional state of children with speech disorders." International Journal of Pedagogy, Innovation and New Technologies 7, no. 1 (June 30, 2020): 64–68. http://dx.doi.org/10.5604/01.3001.0014.4459.

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The state of the aggression problem in the junior schoolchildren with typical psychophysical development and disordered speech in the scientific psychological-pedagogical literature of our and foreign countries is analyzed in this paper. The topicality of this problem in remedial pedagogy and special psychology is found out. The evaluation criteria by types and subtypes of aggression are determined (the self-regulated type includes controlled and competitive subtypes; the latent type of aggression is divided into protective and depressive; the behavioral type includes demonstrative and physical subtypes of aggression). The peculiarities of manifestation (by types and subtypes) of the aggression state, modelling in minds of different types of behavior, the awareness of the internal and external mechanisms of aggression and manifestation of aggression in actions are considered. The aggression manifestation in the junior schoolchildren with typical psychophysical development and disordered speech are studied (henceforth we use the abbreviation: a disorder of speech development – DSD) in the different research fields, specifically, “I am an individual”, “I am in a family”, “I am in the society”. The comparison of the aggression levels among junior pupils with normal physical and psychological development and also in kids with phonetic underdeveloped speech (henceforth we use the abbreviation: phonetic underdeveloped speech – PhUS), phonetic-phonemic underdeveloped speech (henceforth we use the abbreviation: phonetic-phonemic underdeveloped speech – Ph-PhUS) and slovenly manifested general speech underdevelopment (henceforth we use the abbreviation: slovenly manifested general speech underdevelopment – UGSU) is considered.

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Šimáčková, Šárka, and Václav Jonáš Podlipský. "Production Accuracy of L2 Vowels: Phonological Parsimony and Phonetic Flexibility." Research in Language 16, no. 2 (June 30, 2018): 169–91. http://dx.doi.org/10.2478/rela-2018-0009.

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Ultimate attainment in foreign-language sound learning is addressed via vowel production accuracy in English spoken by advanced Czech EFL learners. English FLEECE–KIT, DRESS–TRAP, and GOOSE–FOOT contrasts are examined in terms of length, height, and backness. Our data show that, while being constrained by phonemic category assimilation (new vowel height distinctions are not created), the learners’ interlanguage combines phonological parsimony (reusing L1 length feature to contrast L2 vowels) with phonetic flexibility (within-category shifts reflecting L1–L2 phonetic dissimilarity). Although achieving nativelike phonological competence may not be possible learners who acquire L2 in the prevailingly L1 environment, the Czech learners’ implementations of English vowels revealed their ability to adjust for phonetic detail of L2 sounds.

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Morais, José, Sao Luis Castro, Leonor Scliar-Cabral, Régine Kolinsky, and Alain Content. "The Effects of Literacy on the Recognition of Dichotic Words." Quarterly Journal of Experimental Psychology Section A 39, no. 3 (August 1987): 451–65. http://dx.doi.org/10.1080/14640748708401798.

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The hypothesis that awareness of phonemic segments influences the way in which speech is perceived was examined. Illiterate adults, who generally lack awareness of segments, were compared with literates, who are aware of the segmental structure of speech, on the recognition of words presented dichotically. A group of people who learned to read and write but who do it only occasionally was also tested. The results indicated much better performance in literates than in illiterates or semiliterates. In addition, literates made proportionally more single-segment errors, especially those limited to the first consonant, and fewer global errors, i.e. on all the segments of a syllable, than illiterates. On the other hand, phonetic feature blendings were as frequent in illiterates as in literates. It is suggested that awareness of segments allows attention to be focused on the phonemic constituents of speech and thus contributes to better recognition in difficult listening conditions. However, awareness of segments does not influence the preattentive extraction of phonetic information.

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Oueslati, Jamila. "The phonetic and phonological status of the r-phones in Tunisian Arabic." Lingua Posnaniensis 59, no. 2 (December 1, 2017): 69–85. http://dx.doi.org/10.1515/linpo-2017-0013.

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Abstract Some aspects of the participation of the r-phones in the phonetic and phonological systems of Tunisian Arabic are discussed against the background of a brief acquaintance with the situation obtaining in Standard Arabic and Classical Arabic. In contemporary Tunisian Arabic six r-phones occur and the relations of free variation, complementary distribution and phonological opposition between them are examined. The assimilation of the [r] to [l] is touched upon. The situation of r-phones in other Arabic dialects is addressed.

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Barna, H. V., and L. V. Kashuba. "Features of correction to overcome phonetic and phonemic disorders in children with stuttering." Actual problems of the correctional education (pedagogical sciences), no. 17 (May 11, 2021): 5–14. http://dx.doi.org/10.32626/2413-2578.2021-17.5-14.

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Journal articles on the topic 'Phonesia'

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