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Academic literature on the topic 'Polysyllabic words'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Polysyllabic words"

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Schiller, Niels O., Bernadette M. Jansma, Judith Peters, and Willem J. M. Levelt. "Monitoring metrical stress in polysyllabic words." Language and Cognitive Processes 21, no. 1-3 (January 2006): 112–40. http://dx.doi.org/10.1080/01690960400001861.

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Warotamasikkhadit, Udom. "The Accentual System of Thai Polysyllabic Words." MANUSYA 3, no. 2 (2000): 32–44. http://dx.doi.org/10.1163/26659077-00302004.

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Many Thai grammarians seem to ignore intonational rhythms that exist in the pronunciation of Thai words. It is erroneous to think that Thai words are monotonous and without rhythms. The Thais have pronounced words with fixed pronunciation patterns for years but many grammarians and Thai scholars ignore them. At the moment pronunciation of the language is chaotic because many Thai people do not know how to pronounce Thai words. They often make the wrong cuts at morpheme or word boundaries. The Royal Institute rules for the pronunciation of Thai words concerning the gemination of the final consonant of a syllable with an inserted [a] in conjoining words, as found in the dictionary of the Royal Institute of B.E. 2525, must be held responsible for these problems. This paper points out the word rhythms of Thai as found in daily speech of the Thai people.
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Taft, Marcus, and Carlos J. Álvarez. "Coda Optimization in the Segmentation of English Polysyllabic Letter-Strings." Experimental Psychology 61, no. 6 (January 1, 2014): 488–94. http://dx.doi.org/10.1027/1618-3169/a000266.

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A word-spotting experiment is reported whereby participants determined whether a polysyllabic pseudoword began with a real word or not. All target words ended in a single consonant (e.g., slam) which either did or did not form a complex coda with the consonant that followed it. When it did (e.g., the mp of slampora), target detection was harder than when the target was followed by a vowel (e.g., slamorpa). When it did not (e.g., the mc of slamcora), target detection was easier. These results demonstrate a bias toward maximization of the coda when segmenting a polysyllabic letter-string which is argued to reflect the way in which polysyllabic words are represented in the mental lexicon.
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Trammell, Robert L. "Variant Grapheme-Phoneme Correspondences in Unfamiliar Polysyllabic Words." Language and Speech 33, no. 4 (October 1990): 293–323. http://dx.doi.org/10.1177/002383099003300401.

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Kearns, Devin M. "How elementary-age children read polysyllabic polymorphemic words." Journal of Educational Psychology 107, no. 2 (2015): 364–90. http://dx.doi.org/10.1037/a0037518.

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Liu, Lih-Cherng, Wu-Ji Yang, Hsiao-Chuan Wang, and Yueh-Chin Chang. "Tone recognition of polysyllabic words in Mandarin speech." Computer Speech & Language 3, no. 3 (July 1989): 253–64. http://dx.doi.org/10.1016/0885-2308(89)90021-1.

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Scharenborg, Odette, Louis ten Bosch, and Lou Boves. "‘Early recognition’ of polysyllabic words in continuous speech." Computer Speech & Language 21, no. 1 (January 2007): 54–71. http://dx.doi.org/10.1016/j.csl.2005.12.001.

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Gibson, Todd A., and Carolina Bernales. "Polysyllabic shortening in Spanish-English bilingual children." International Journal of Bilingualism 24, no. 2 (May 8, 2019): 437–54. http://dx.doi.org/10.1177/1367006919846426.

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Aims and objectives: Polysyllabic shortening is thought to contribute to the perception of stress-timed rhythm in some languages. Little is known about its use in the speech of children exposed to a language that incorporates it more frequently (e.g. English) and one that incorporates it less frequently (e.g. Spanish). The purpose of the current investigation was to explore polysyllabic shortening in bilingual children’s two languages compared to monolingual Spanish and English comparison groups. Method/Design: We performed a group-level, cross-sectional study comparing the magnitude of polysyllabic shortening for monolingual English- and Spanish-speaking children and Spanish-English bilingual children. Data/Analysis: Sixteen monolingual English speakers, 23 monolingual Spanish speakers, and 16 Spanish-English bilingual speakers produced two- and four-syllable words in English only, Spanish only, or both English and Spanish, respectively. Ages ranged from 4;5 to 7;7 ( M = 5;10, SD = 7 months). English and Spanish words had the same syllable shapes and primary stress locations. Articulation rate was measured by syllables per second. A language history questionnaire and standardized vocabulary test were also administered. Comparisons were made both between and within groups. Results: Both monolingual English and Spanish speakers utilized polysyllabic shortening to similar degrees. Bilingual children produced polysyllabic shortening in English and Spanish to the same degree as their monolingual peers, but they produced it to a greater degree in their own Spanish than in their own English. Conclusion: Polysyllabic shortening might be a universal feature of speech that results from universal phonetic constraints. For the bilingual children, greater use of polysyllabic shortening in Spanish than English may be related to better Spanish than English articulatory control.
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Yoo, Isaiah WonHo, and Barbara Blankenship. "Duration of epenthetic t in polysyllabic American English words." Journal of the International Phonetic Association 33, no. 2 (December 2003): 153–64. http://dx.doi.org/10.1017/s0025100303001269.

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White, Laurence, and Alice E. Turk. "English words on the Procrustean bed: Polysyllabic shortening reconsidered." Journal of Phonetics 38, no. 3 (July 2010): 459–71. http://dx.doi.org/10.1016/j.wocn.2010.05.002.

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Dissertations / Theses on the topic "Polysyllabic words"

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James, Deborah G. H. "Hippopotamus is so hard to say: Children's acquisition of polysyllabic words." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/1638.

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Naming pictures of polysyllabic words (three or more syllables (PSWs)) seems to provide speech pathologists with information about communication status not necessarily present when naming pictures of short words (monosyllabic words (MSWs) and di-syllabic words (DSWs)). Typically developing children and children with speech, language and literacy impairments err on PSWs even when short words are accurate. In this study, typical behaviour of PSW production was delimited and a model of PSW acquisition was developed because if erroneous PSWs mark impairment, then circumscribing the tolerances of them in typically developing speech is necessary to differentiate it from impairment. A proportional stratified, cluster sampling procedure was used to locate 354 children, aged 3;0 to 7;11 years, of whom 283 met the selection criteria, including normal hearing, language and cognition. All English phonemes were repeatedly sampled in 166 words, elicited through picture naming, that were varied for syllable number, stress and shape. Syllable, age and interaction effects were present with more mismatches in PSWs than in short words, decreasing with increasing age. Mismatches were captured in five a priori patterns of deletions, additions and reordering of syllables and segments in words as well as alterations of consonants or vowels in words that preserved the phonotactic shape. However, as all five patterns were word-specific, each affecting a core group of words containing PSWs and DSWs, the syllable effect was modified. It appeared to be a proxy for a complex interaction between segmental and prosodic features common to the core words that included non-final weak syllables, within-word consonant sequences that required labial-velar movements, velar and sonorant sounds and sounds that shared place or manner features, severally or together. The production changes conformed to the predictions of the model of PSW acquisition. These changes reflected alterations in the phonological representation, motor planning and motor execution skills aspects of the speech processing system. The phonological representation, changing from holistic to fine-grained, was argued as the key change because information for motor planning and execution was liberated that culminated in increased accuracy. If children’s productions of the PSWs used in this study exceed the tolerances defined in this thesis, impairment may be indicated. Future research is needed to determine that possibility.
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James, Deborah G. H. "Hippopotamus is so hard to say children's acquisition of polysyllabic words /." Connect to full text, 2006. http://hdl.handle.net/2123/1638.

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D
Naming pictures of polysyllabic words (three or more syllables (PSWs)) seems to provide speech pathologists with information about communication status not necessarily present when naming pictures of short words (monosyllabic words (MSWs) and di-syllabic words (DSWs)). Typically developing children and children with speech, language and literacy impairments err on PSWs even when short words are accurate. In this study, typical behaviour of PSW production was delimited and a model of PSW acquisition was developed because if erroneous PSWs mark impairment, then circumscribing the tolerances of them in typically developing speech is necessary to differentiate it from impairment. A proportional stratified, cluster sampling procedure was used to locate 354 children, aged 3;0 to 7;11 years, of whom 283 met the selection criteria, including normal hearing, language and cognition. All English phonemes were repeatedly sampled in 166 words, elicited through picture naming, that were varied for syllable number, stress and shape. Syllable, age and interaction effects were present with more mismatches in PSWs than in short words, decreasing with increasing age. Mismatches were captured in five a priori patterns of deletions, additions and reordering of syllables and segments in words as well as alterations of consonants or vowels in words that preserved the phonotactic shape. However, as all five patterns were word-specific, each affecting a core group of words containing PSWs and DSWs, the syllable effect was modified. It appeared to be a proxy for a complex interaction between segmental and prosodic features common to the core words that included non-final weak syllables, within-word consonant sequences that required labial-velar movements, velar and sonorant sounds and sounds that shared place or manner features, severally or together. The production changes conformed to the predictions of the model of PSW acquisition. These changes reflected alterations in the phonological representation, motor planning and motor execution skills aspects of the speech processing system. The phonological representation, changing from holistic to fine-grained, was argued as the key change because information for motor planning and execution was liberated that culminated in increased accuracy. If children’s productions of the PSWs used in this study exceed the tolerances defined in this thesis, impairment may be indicated. Future research is needed to determine that possibility.
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Bueno, Roberto Rodrigues. "Stress placement and suffix vowel production in english polysyllabic words by brasilian learners." reponame:Repositório Institucional da UFSC, 2016. https://repositorio.ufsc.br/xmlui/handle/123456789/169237.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2016.
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Abstract : This research aimed to investigate how factors such as syllable structure, stress patterns, L1 interference, word frequency, word familiarity, and level of proficiency might affect stress placement and the production of the vowels in English neutral suffixes. For that, three production tests were designed: 1) Test A brings an English stressed vowel /?/ and an unstressed vowel /?/ in different words, whereas 2) Test B was designed in order to guarantee the presence of two English words carrying the unstressed suffixes ( "-al" and "-able"). Both tests observed the stress pattern and quality of the vowel, their immediate contexts, and the primary stress in the words. Finally, 3) Test C looked at the correlation between vowel quality and stress placement present in the Portuguese vowel "a" in its stressed and unstressed positions. The two Portuguese vowels were also acoustically analyzed in the same manner as vowels present in the previous tests. This study showed that all three experiments indicated significant results for some of the tests. For example, word frequency and familiarity yielded a moderated correlation, while the results of familiarity and stress placement showed non-significant correlations. Likewise, the result of the correlation between word frequency and stress placement was significant in terms of vowel duration and vowel quality in the two English tests. In sum, the study showed that BP learners of English produce different vowels for the stresses and unstressed positions, although the quality (first and second formant measures) and the duration of these vowels differ from those produced by English native speakers.

Esta pesquisa teve como objetivo investigar como fatores como estrutura de sílaba, padrões de acentuação, a interferência da L1, a frequência das palavras, familiaridade de palavras e nível de proficiência podem afetar a colocação do acento e da produção das vogais átonas em sufixos neutros do Inglês. Para isso, três testes foram desenvolvidos: 1) Teste A traz a vogal acentuada /?/ e a vogal átona /?/ em palavras distintas, enquanto 2) o Teste B foi desenvolvido e aplicado a fim de garantir a presença de dois sufixos não acentuados do inglês ( -al e -able ). Ambos os testes observam o padrão acentual e a qualidade da vogal, além do contexto anterior e posterior e a posição do acento primário nas palavras. Por fim, 3) Teste C procura ver a correlação da qualidade vocálica e acentuação da vogal a do português brasileiro em posições tônicas e átonas. As duas vogais do português também foram analisadas acusticamente do mesmo modo que as vogais dos testes anteriores. O estudo mostrou que os três experimentos apresentaram resultados significativos para alguns dos testes. Por exemplo, a correlação de frequência de uso e familiaridade apresentou correlação moderada, enquanto familiaridade e acertos de acentuação não obteve resultado significativo. O resultado da correlação de frequência de uso e acertos de acentuação foi significativo em termos de duração vocálica e qualidade da vogal em ambos os testes do inglês. De modo geral, pode-se afirmar que o estudo mostrou que falantes do português brasileiro, ao falar inglês, produzem vogais distintas em posições tônica e átona. Contudo, a qualidade vocálica (as medidas de F1 e F2) e duração destas vogais diferem daquelas produzidas por falantes nativas do inglês.
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Vepa, Jithendra. "Join cost for unit selection speech synthesis." Thesis, University of Edinburgh, 2004. http://hdl.handle.net/1842/1452.

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Undoubtedly, state-of-the-art unit selection-based concatenative speech systems produce very high quality synthetic speech. this is due to a large speech database containing many instances of each speech unit, with a varied and natural distribution of prosodic and spectral characteristics. the join cost, which measures how well two units can be joined together is one of the main criteria for selecting appropriate units from this large speech database. The ideal join cost is one that measures percieved discontinuity based on easily measurable spectral properties of the units being joined, inorder to ensure smooth and natural sounding synthetic speech. During first part of my research, I have investigated various spectrally based distance measures for use in computation of the join cost by designing a perceptual listening experiment. A variation to the usual perceptual test paradigm is proposed in this thesis by deliberately including a wide range of qualities of join in polysyllabic words. The test stimuli are obtained using a state-of-the-art unit-selection text-to-speech system: rVoice from Rhetorical Systems Ltd. Three spectral features Mel-frequency cepstral coefficients (MFCC), line spectral frequencies (LSF) and multiple centroid analysis (MCA) parameters and various statistical distances - Euclidean, Kullback-Leibler, Mahalanobis - are used to obtain distance measures. Based on the correlations between perceptual scores and these spectral distances. I proposed new spectral distance measures, which have good correlation with human perception to concatenation discontinuities. The second part of my research concentrates on combining join cost computation and the smoothing operation, which is required to disguise joins, by learning an underlying representation from the acoustic signal. In order to accomplish this task, I have chosen linear dynamic models (LDM), sometimes known as Kalman filters. Three different initialisation schemes are used prior to Expectation-Maximisation (KM) in LDM training. Once the models are trained, the join cost is computed based on the error between model predictions and actual observations. Analytical measures are derived based on the shape of this error plot. These measures and initialisation schemes are compared by computing correlations using the perceptual data. The LDMs are also able to smooth the observations which are then used to synthesise speech. To evaluate the LDM smoothing operation, another listening test is performed where it is compared with the standard methods (simple linear interpolation). I have compared the best three join cost functions, chosen from the first and second parts of my research, subjectively using a listening test in the third part of my research. in this test, I also evaluated different smoothing methods: no smoothing, linear smoothing and smoothing achieved using LDMs.
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Lin, Tse-Hung, and 林澤宏. "The Role of Phonological Syllabification in the Teaching and Learning of English Polysyllabic Words." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/30251244510548233597.

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博士
淡江大學
英文學系博士班
100
This study investigated the role of an instruction in the principle of phonological syllabification—the division of polysyllabic words into their constituent syllables—in facilitating Taiwanese EFL learners’ acquisition of English polysyllabic words. Participants were 31 first-year Applied English majors in a two-year program at an institute of technology in northeastern Taiwan. They took two parallel versions (serving as the pretest, the posttest, and the retention test) of the Syllabification Skills Test consisting of four subtests. Over a period of three weeks, they received the Phonological Syllabification Instruction for five class periods. Data were analyzed using the nonparametric Spearman rank-order correlation coefficient and a one-way repeated measures ANOVA. Statistically significant positive correlations were found between the participants’ mean scores on the Subtests B (syllable counting) and C (syllable division), C and D1 (dictated spelling, scores assigned to fully correct spellings of words), as well as C and D2 (scores awarded to correctly spelled syllables in words) in all three tests. However, no such correlation existed between the participants’ performance on the Subtest A (phoneme counting) and their performance on the Subtest B. The results of ANOVA showed that there was a significant difference in the participants’ mean scores on the dictated spelling subtest across all three tests, when their written spellings were rated according to the number of correctly spelled syllables in words. The overall results of the Participant Perception Survey Questionnaire revealed that the participants felt that the Phonological Syllabification Instruction, as a whole, was conducive to improving their ability to learn and memorize English polysyllabic words. Finally, an in-depth qualitative analysis indicated that the participants made spelling errors on almost all linguistic features identified in each of the three broad linguistic categories: phonology, orthography, and morphology. These results suggest that the Phonological Syllabification Instruction does have a role in the learning of English polysyllabic words in Taiwanese EFL learners. The findings from this study have important implications for English Language Teaching in Taiwan. First, Taiwanese EFL learners need to master letter name knowledge, sound–spelling correspondences, and the distinction between sounds and letters. Second, teachers may teach learners to “divide and conquer” polysyllabic words syllable by syllable, using the multisensory approach proposed in this study. Above all, it is suggested that educators teach learners to integrate knowledge of the three linguistic categories that is required to master English polysyllabic words effectively.
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ZHANG, LIN-QI, and 張琳娸. "A Study of Vocabulary Style of Polysyllabic Words in Middle Grade Elementary Mandarin Textbooks." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/94069595694807305721.

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碩士
國立臺中教育大學
語文教育學系碩博士班
99
A Study of Vocabulary Style of Polysyllabic Words in Middle Grade Elementary Mandarin Textbooks Abstract This study is in the range of the elementary Mandarin textbooks for three and four graders, published by Kang Hsuan, Han Lin, Nan-i in the winter and fall of 2010. It also targeted on the polysyllabic words of the text of the twelve textbooks. To investigate the vocabulary style of polysyllabic words of the text, the researcher used analysis synthesis method. By doing statistic of vocabulary classification and proportional distribution, those of the vocabulary style were shown in the research. Furthermore, comparing the vocabulary construction type and analyzing the phenomenon of the vocabulary style between different grades and versions was the purpose. The results of this study are: 1. The three versions were based on the vocabulary style of parallel compound words. 2. Onomatopoeia words, parallel compound words, master-slave compound words, verb-object compound words, verb- complement compound words were mostly seen in Han Lin version. 3. Alliteration and repetitive rhyme words, transliterated loan words, section reduced words were mostly seen in Kang Hsuan version. 4. Master-slave compound words, monosyllabic words, derived words, repeating words were mostly seen in Nan-i version. 5. According to twelve vocabulary construction types, sequence made by the amount of polysyllabic words is as followed: parallel compound word, master-slave compound word, repeating word, derived word, verb-object compound word, verb- complement compound word, monosyllabic word, transliterated loan word, alliteration and repetitive rhyme word, section reduced word, onomatopoeia word, and subject- predicate compound word. Finally, according to the result of the statistic of the vocabulary construction types in this study, the researcher tries to propose suggestions for education authorities, textbook editors, teachers and further researchers.
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Al, Ghanem Reem. "Learning to read and write polysyllabic words: the effects of morphology and context on the acquisition of whole-word representations in fourth and fifth grade." Thesis, 2017. https://hdl.handle.net/2144/26474.

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Accurate and rapid word recognition requires highly-specified phonological, orthographic, and semantic word-specific representations. It has been established that children acquire these representations through phonological decoding in a process known as orthographic learning. Studies examining orthographic learning and its predictors have thus far focused on monosyllabic words. It is unclear whether the findings of these studies—especially, those related to the role phonological decoding, orthographic knowledge, and contextual semantic information play in orthographic learning—can be generalized to polysyllabic words. A large number of the polysyllabic words children encounter in content-area texts is morphologically complex. Yet, examining the role of morphology in the orthographic learning of polysyllabic words is still in its infancy. The purpose of this study was to examine the role of morphology and context (two sources of semantic information) in the acquisition of whole-word representations of polysyllabic words in children with and without reading difficulty. A total of 73 fourth and fifth grade children participated in this study. The children read 12 disyllabic pseudowords presented in isolation or in context. An orthographic choice task and a spelling task measured children’s orthographic learning three days later. A battery of standardized and researcher designed tests measured children’s phonological decoding skill, orthographic knowledge, and morphological knowledge. Data were analyzed using mixed-design analysis of variance and multiple linear regression. The results of this study showed that morphology facilitated the orthographic learning of polysyllabic words in the spelling task but not in the orthographic choice task. The results also showed that context interfered with the orthographic learning of polysyllabic words, irrespective of their morphological structure. Context interference appeared to vary by children’s reading skill—that is, context appeared to interfere with the orthographic learning of polysyllabic words in struggling readers and children with reading difficulty but not in typically achieving children. The results also showed that, controlling for phonological decoding and orthographic knowledge, morphological knowledge contributed to the orthographic learning of polysyllabic words, irrespective of children’s reading skill. Implications for polysyllabic word reading instruction are discussed.
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chen, berlin, and 陳柏琳. "Speaker-Independent Mandarin Polysyllabic Word Recognition." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/48844614848047376068.

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碩士
國立交通大學
資訊工程學系
84
Speaker-Independent Mandarin Polysyllabic Word Recognition Student : Berlin Chen Advisor : Dr. Chi-Min Liu Institute of Computer Science and Information Engineering National Chiao Tung University Abstract This thesis considers the design of speaker-independent Mandarin polysyllabic word recognition system from two main viewpoints: the phonetic modeling and the recognition speeds. We first establish a baseline system based on a system established last year. The baseline system improves the recognition performance by increasing the training data and adopting another feature. On the baseline system, we consider the acoustic characteristics of Mandarin speech for phonetic modeling. We design and experiment with three phonetic models: context-independent INITIAL model, right- context-dependent INITAL model, and right-context-dependent null-INITIAL model. For the most accurate model, in the 500-word, 5000-word, and 25000-word tasks, the system can provide respectively an average recognition rate 99.1%, 93.7% and 83.6% for top 1 word, and 99.8%, 98.5% and 95.2% for top 3 words. On the basis of the recognition results, we consider various search algorithms to enhance the computing speeds. Since that the tree-trellis search has the potential to greatly reduce the computation time without deteriorating the recognition rate of the baseline system, we adopt the search algorithm as the basic framework and investigate four implementation techniques. In comparison with the tree-trellis search, we further develop a kind of beam search algorithm, which we call the fast- match search. The experimental results show that the tree-trellis search provides significantly better speeds than other search algorithms, and has a search time only slightly dependent with word size. A real-time demo system has been implemented on the Pentium-90 PC for vast testing.
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Chen, Bo-Lin, and 陳柏琳. "Speaker-Independent Mandarin Polysyllabic Word Recognition." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/07361389831074685264.

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Won, Kang Hee, and 姜嬉遠. "The Polysyllabic Word of Quan-Wang." Thesis, 1994. http://ndltd.ncl.edu.tw/handle/29282340579499832743.

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Books on the topic "Polysyllabic words"

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SIPPS: Challenge level teacher's guide : systematic instruction in phoneme awareness, phonics, and sight words : A polysyllabic decoding unit (Reading for real). Developmental Studies Center, 2000.

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Warland, Jenny. Word Building 2: Long Vowels and Polysyllabic. Ransom Publishing Limited, 2008.

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Book chapters on the topic "Polysyllabic words"

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Ferrand, Ludovic, and Juan Segui. "Reading aloud polysyllabic words." In Reading Complex Words, 295–314. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4757-3720-2_13.

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Xiang, Xi. "Development of polysyllabic words of Middle Chinese." In A Brief History of the Chinese Language V, 57–130. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003365563-2.

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Xiang, Xi. "Innovation of polysyllabic words of modern Chinese." In A Brief History of the Chinese Language VII, 76–138. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003365587-2.

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Xiang, Xi. "The progress of polysyllabic words of Old Chinese." In A Brief History of the Chinese Language IV, 88–123. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003365556-3.

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Chou, Chih-P’ing. "The Tz’u-T’ung: A New Dictionary of Classical Polysyllabic Words and Phrases." In English Writings of Hu Shih, 111–13. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-31184-0_14.

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Huangfu, Wei, and Bing Qiu. "Quantitative Relation of the Length and the Count of Senses for Chinese Polysyllabic Words." In Lecture Notes in Computer Science, 101–9. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-49508-8_10.

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Adams, David. "German Diction." In A Handbook of Diction for Singers, 131–218. 3rd ed. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780197639504.003.0003.

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Abstract This chapter presents the sounds of German: vowels, consonants, diphthongs, and glides, along with the relevant phonetic symbols, and explains diacritical marks (umlaut), vowel length, basic word structure, and word stress. More detail about word structure is presented later in the chapter, specifically information about prefixes and suffixes and how they affect words stress and vowel quality. It presents and discusses words of non-Germanic origin, which function quite differently from words of Germanic origin, and presents monosyllabic words and polysyllabic words that are exceptions to usual patterns. There are extensive examples of words with translations and phonetic transcriptions, as well as musical examples. It discusses usage of glottal separation in German speech and singing. Problematic sequences of consonant sounds are presented and discussed, with practical suggestions for their execution. Resources for German and sample vocal texts with phonetic transcriptions and translations are provided. There are several exercises interspersed throughout the chapter.
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"Segment Production in Mono-, Di- and Polysyllabic Words in Children Aged 3;0 to 7;11." In Investigations in Clinical Phonetics and Linguistics, 303–14. Psychology Press, 2012. http://dx.doi.org/10.4324/9781410613158-27.

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Turk, Alice, and Stefanie Shattuck-Hufnagel. "The prosodic governance of surface phonetic variation: Support for an alternative approach III." In Speech Timing, 132–45. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198795421.003.0006.

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Effects of prosodic structure on surface phonetics are modeled in AP/TD in two ways: 1) via a set of PI and MuT adjustment mechanisms used to model lengthening effects at boundaries and on prominent syllables, and 2) via a hierarchy of coupled syllable, cross-word foot, and phrase oscillators, used to model poly-subconstituent shortening effects, and to control overall speech rate. These mechanisms are challenged by 1) findings presented in previous chapters that suggest that longer durations associated with boundaries and prominences are due to longer surface duration specifications, 2) findings presented here that show that polysyllabic shortening does not affect all words in an utterance, inconsistent with an oscillator-based mechanism that controls all aspects of any produced utterance, and 3) findings relating to speech rate presented in previous chapters which suggest that speech rate specifications relate to surface durations, rather than to planning oscillator frequencies. Patterns of speech timing presented in this chapter thus suggest that there are reasons to be uncertain whether periodicity is a major factor in speech motor control in typical speaking circumstances, and therefore call into question the use of suprasegmental oscillators.
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"Polysyllabic Word Forms." In Turkic, 292–325. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781139016704.015.

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Conference papers on the topic "Polysyllabic words"

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Emelianova, Tatiana Victorovna. "ANALYSIS OF POLYSYLLABIC ENGLISH AND RUSSIAN WORDS TO IMPROVE MULTINATIONAL STUDENTS’ INTERPRETING SKILLS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0740.

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Fujisaki, Hiroya, Keikichi Hirose, Pierre Halle, and Haitao Lei. "Analysis and modeling of tonal features in polysyllabic words and sentences of the standard Chinese." In First International Conference on Spoken Language Processing (ICSLP 1990). ISCA: ISCA, 1990. http://dx.doi.org/10.21437/icslp.1990-108.

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Windmann, Andreas, Juraj Šimko, and Petra Wagner. "Polysyllabic shortening and word-final lengthening in English." In Interspeech 2015. ISCA: ISCA, 2015. http://dx.doi.org/10.21437/interspeech.2015-8.

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Wutiwiwatchai, Chai, Somchai Jitapunkul, Visarut Ahkuputra, Ekkarit Maneenoi, and Sudaporn Luksaneeyanawin. "Thai polysyllabic word recognition using fuzzy-neural network." In 5th International Conference on Spoken Language Processing (ICSLP 1998). ISCA: ISCA, 1998. http://dx.doi.org/10.21437/icslp.1998-410.

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