Relevant bibliographies by topics / Strong syllables

Academic literature on the topic 'Strong syllables'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Strong syllables"

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Bortolini, Umberta, and Laurence B. Leonard. "Phonology and grammatical morphology in specific language impairment: Accounting for individual variation in English and Italian." Applied Psycholinguistics 17, no. 1 (January 1996): 85–104. http://dx.doi.org/10.1017/s0142716400009474.

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ABSTRACTChildren with specific language impairment (SLI) often show more limited use of grammatical morphology than younger, normally developing children matched according to mean length of utterance (MLU). However, within groups of children with SLI, individual differences are seen in grammatical morpheme use. In this study, we examined the role of weak syllable use in explaining some of these differences. Employing two different languages – English and Italian - children with SLI were placed into pairs. The children in each pair showed similar MLUs; however, one member of the pair showed a greater use of particular function words. In each of the pairs examined in both languages, the children with the greater use of function words also showed a greater use of weak syllables that did not immediately follow strong syllables. The weak syllable productions of children showing a more limited use of function words in each pair seemed to be dependent on a strong syllable-weak syllable production sequence. This sequence appeared to be operative across several prosodic levels, as defined within the framework of prosodic phonology. Because weak syllables that follow strong syllables usually have longer durations than those that precede strong syllables, the findings might have a perceptual basis. However, the results raise the possibility that limitations in prosody can restrict the degree of grammatical morpheme use by children with SLI.
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Kazlauskienė, Asta. "Lithuanian Syllable: The Hierarchy of Syllable Constituents and Syllable Weight." Respectus Philologicus 42, no. 47 (October 7, 2022): 37–51. http://dx.doi.org/10.15388/respectus.2022.42.47.106.

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The article aims to establish the hierarchy of Lithuanian syllable constituents and determine how syllables should be interpreted in terms of syllable weight. The empirical data based on 311 000 syllables show that the variety of consonants in the onset is more significant than in the coda. A vowel and a succeeding approximant form the nucleus of a prosodic syllable, which shows strong coherency between a nucleus and a coda. Therefore, a CVC syllable is interpreted as [syllable Onset [rhyme Nucleus Coda]]. The division of Lithuanian syllables into light and heavy can be based on the realization of pitch accent, and it fully coincides with the traditional classification of long and short syllables in Lithuanian linguistics. Short syllables are light, their nucleus is a short vowel, and the number of consonants in the onset and the coda is unimportant. Such syllables account for almost half of all syllables in the database of this research (45%). Long syllables are heavy, and their nucleus may consist of long vowels (30%), diphthongs (12%), or mixed diphthongs (13%). When stressed, heavy syllables are pronounced in two ways: traditionally known as “acute” and “circumflex”. The stress is not dependent on the syllable weight, as both light (short) and heavy (long) syllables can be stressed. However, it has been observed that heavy (long) syllables are stressed more often than light (short) ones. Heavily stressed syllables constitute 25%, while light stressed syllables comprise 11% of all the syllables in this research database.
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Troyer, Todd W., Michael S. Brainard, and Kristofer E. Bouchard. "Timing during transitions in Bengalese finch song: implications for motor sequencing." Journal of Neurophysiology 118, no. 3 (September 1, 2017): 1556–66. http://dx.doi.org/10.1152/jn.00296.2017.

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To investigate mechanisms of action sequencing, we examined the relationship between timing and sequencing of syllables in Bengalese finch song. An individual’s song comprises acoustically distinct syllables organized into probabilistic sequences: a given syllable potentially can transition to several different syllables (divergence points), and several different syllables can transition to a given syllable (convergence points). In agreement with previous studies, we found that more probable transitions at divergence points occur with shorter intersyllable gaps. One intuition for this relationship is that selection between syllables reflects a competitive branching process, in which stronger links to one syllable lead to both higher probabilities and shorter latencies for transitions to that syllable vs. competing alternatives. However, we found that simulations of competitive race models result in overlapping winning-time distributions for competing outcomes and fail to replicate the strong negative correlation between probability and gap duration found in song data. Further investigation of song structure revealed strong positive correlation between gap durations for transitions that share a common convergent point. Such transitions are not related by a common competitive process, but instead reflect a common terminal syllable. In contrast to gap durations, transition probabilities were not correlated at convergence points. Together, our data suggest that syllable selection happens early during the gap, with gap timing determined chiefly by the latency to syllable initiation. This may result from a process in which probabilistic sequencing is first stabilized, followed by a shortening of the latency to syllables that are sung more often. NEW & NOTEWORTHY Bengalese finch songs consist of probabilistic sequences of syllables. Previous studies revealed a strong negative correlation between transition probability and the duration of intersyllable gaps. We show here that the negative correlation is inconsistent with previous suggestions that timing at syllable transitions is governed by a race between competing alternatives. Rather, the data suggest that syllable selection happens early during the gap, with gap timing determined chiefly by the latency to syllable initiation.
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Gerken, Louann. "A metrical template account of children's weak syllable omissions from multisyllabic words." Journal of Child Language 21, no. 3 (October 1994): 565–84. http://dx.doi.org/10.1017/s0305000900009466.

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ABSTRACTYoung children learning English as well as many other languages frequently omit weakly stressed syllables from multisyllabic words. In particular, they are more likely to omit weak syllables from word-initial positions than from word-internal or -final positions. For example, the weak syllable of a weak-strong (WS) word likegiraffeis much more likely to be omitted than the weak syllable of a SW word liketiger. Three hypotheses for this omission pattern have been offered. In two, children's weak syllable omissions reflect innate perceptual biases either to ignore initial weak syllables or to encode word-final syllables. In contrast, the SW Production Template Hypothesis states that children have a template for producing a strong syllable followed by an optional weak syllable. When they apply a series of SW templates to their intended utterances, weak syllables that do not fit the templates are more likely to be omitted than those that do. To compare the three hypotheses, young two-year-olds were asked to say four-syllable SWWS and WSWS nonsense words. Children's pattern of weak syllable preservations was highly consistent with the SW production template hypothesis, but not with the perception-based hypotheses. Implications of this research for children's function morpheme omissions and for the relation of metrical and segmental production templates are discussed.
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Liu, Chin-Ting, and Li-mei Chen. "Testing the applicability of third tone sandhi at the intonation boundary." Language and Linguistics / 語言暨語言學 21, no. 4 (September 18, 2020): 636–51. http://dx.doi.org/10.1075/lali.00073.liu.

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Abstract The purpose of this study is to test the applicability of Tone Three Sandhi (T3S) when the critical syllable is a monosyllabic topic preceding a topic boundary. A recitation task from 37 native speakers of Taiwan Mandarin was employed. The results from human judgements indicated that the participants predominantly produced the critical syllables with Tone 3 (T3). Additionally, the fundamental frequency of the critical syllables demonstrated a falling contour, showing that T3S was not applied. Intonation break-ups and the prolongation of the critical syllables lent strong support to the view that the topic syllable was at an intonation/phonological phrase-final position. The findings can be elegantly accommodated by constraint-based analyses, which propose that T3S must be avoided when two T3 syllables are separated by an intonation/phonological phrase boundary. Issues relating to pauses, speech rates and word frequency effects are also discussed.
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LIU, FEI, LIUSHENG CHEN, and CHUNXIANG LIU. "Taxonomic Studies of the genus Decticus Serville, 1831 from China (Orthoptera: Tettigoniidae: Tettigoniinae), based on Morphology and Songs." Zootaxa 4860, no. 4 (October 14, 2020): 563–76. http://dx.doi.org/10.11646/zootaxa.4860.4.6.

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The genus Decticus Serville contains sixteen known species and subspecies, those widely distributed in the Palaearctic, among which three species and subspecies have been recorded in China. Morphological features in specimens of Decticus are variable. Stable characteristics and reliable methods for distict the species and subspcies are required. The geometric morphometrics was conducted to explore morphological variance on structure of right tegmen of Decticus specimens based on 30 landmarks, as well as qualitative analysis on variances of body size, male stridualtory apparatus and genital characters. The male calling songs structures, if available, can be compared and identified species usefully. The results indicate that the analyzed samples suggest two species, D. albifrons (Fabricius, 1775) and D. verrucivorus (Linnaeus, 1758). D. verrucivorus includes four subspecies, D. v. verrucivorus (Linnaeus, 1758), D. v. crassus Götz, 1970 (a newly recorded subspecies from China), and two new subspecies, D. v. latipennis ssp. n. and D. v. sayram ssp. n.. The songs of D. albifrons and D. v. verrucivorus, D. v. crassus are composed of numerous single chirps. One chirp of D. albifrons consists of one low-amplitude and short-duration syllable, and one high-amplitude and long-duration syllable. One chirp of D. v. verrucivorus consists of five syllables with different amplitudes. One chirp of D. v. crassus consists of five or six syllables with different amplitudes. Illustrations of necessary morphological and bioacoustical characters are presented.
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ARCIULI, JOANNE, and KIRRIE J. BALLARD. "Still not adult-like: lexical stress contrastivity in word productions of eight- to eleven-year-olds." Journal of Child Language 44, no. 5 (October 21, 2016): 1274–88. http://dx.doi.org/10.1017/s0305000916000489.

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AbstractLexical stress is the contrast between strong and weak syllables within words. Ballardet al.(2012) examined the amount of stress contrastivity across adjacent syllables in word productions of typically developing three- to seven-year-olds and adults. Here, eight- to eleven-year-olds are compared with the adults from Ballardet al.using acoustic measurements of relative contrast in duration, peak intensity, and peak fundamental frequency of the vowels within the initial two syllables of each word. While eight- to eleven-year-olds are closer to adult-like stress contrastivity than three- to seven-year-olds, they are not yet adult-like in terms of the intensity contrast for words beginning with a weak syllable.
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Dollaghan, Christine A., Maureen E. Biber, and Thomas F. Campbell. "Lexical influences on nonword repetition." Applied Psycholinguistics 16, no. 2 (April 1995): 211–22. http://dx.doi.org/10.1017/s0142716400007098.

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ABSTRACTThe present investigation explores the hypothesis that lexical information influences performance on nonword repetition tasks. The subjects – 30 normally achieving, school-aged boys – repeated multisyllabic nonword pairs, constructed to vary only in the lexicality of their constituent stressed syllables. Nonwords with stressed syllables corresponding to real words were repeated significantly more accurately than nonwords with non-lexical stressed syllables; stressed syllable lexicality primarily influenced repetition of the remaining unstressed syllables. Subsequent analyses revealed that the overwhelming majority of repetition errors operated to transform non-lexical sequences into real words, even when doing so violated both strong acoustic cues and articulatory ease. We conclude that lexical long-term memory information intrudes on nonword repetition performance, including stimuli that are within the limits of immediate memory span. These results suggest a number of caveats concerning the construction and interpretation of nonword repetition tasks and raise questions about the role of such tasks in assessing phonological working memory.
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Akindele, Julianah. "Stressed and Unstressed Syllable Alternation in Educated Edo (Nigerian) English." Journal of Language and Education 3, no. 4 (December 31, 2017): 52–59. http://dx.doi.org/10.17323/2411-7390-2017-3-4-52-59.

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Standard British English (SBE) rhythm is characterised by stressed and unstressed syllable alternation. Phonological investigations from non-native English such as Nigerian English (NE) have claimed that NE differs remarkably from SBE, especially in the area of rhythm. Existing phonological studies on Educated Edo English (EEE) – a sub-variety of NE – have been on word and variable stress while studies on stressed and unstressed syllable alternation have been rare. This study, therefore, investigated the extent to which Educated Edo English Speakers (EEES) stressed and unstressed syllable alternation conforms to SBE rhythm. Prince and Liberman’s (1977) metrical theory, which explains the alternation of strong and weak constituents in SBE rhythm units, served as a theoretical framework. A purposive sampling technique was used to select 150 (75 males and 75 females) EEES while 2 SBE speakers served as Native Baselines (NB). Speech Filing System (SFS) version 1.41 was used to record the production of a validated instrument of 40 rhythm units, with stressed and unstressed syllable alternation. The recordings were transcribed and subjected to a perceptual analysis (frequency and percentages). Out of 6000 expected instances of stressed and unstressed syllable alternation, the participants had 694 (11.6%), while inappropriate use was higher, with 5,306 (88.4%). The performance of EEES males showed 5.7% and the females 5.9%. The grids of EEES showed proliferation of Strong/Strong (S/S) juxtaposition of stressed and unstressed syllables in rhythm units, compared to the NB alternation of Weak/Strong (W/S) or Strong/Weak (S/W). Results confirmed that EEES alternation of stressed and unstressed syllables in rhythm units differ ‘markedly’ from those of the SBE form.
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Sutter, M. L., and D. Margoliash. "Global synchronous response to autogenous song in zebra finch HVc." Journal of Neurophysiology 72, no. 5 (November 1, 1994): 2105–23. http://dx.doi.org/10.1152/jn.1994.72.5.2105.

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1. The spatial distribution of neuronal responses to autogenous song (AS) was investigated in the HVc of urethan-anesthetized adult male zebra finches (Taeniopygia guttata). In seven birds, penetrations covered the entire mediolateral, rostrocaudal, or dorsoventral extents of HVc. In an eighth, control birth penetrations were made near to but outside of HVc. Reconstruction of recording sites from histological material indicated a good correspondence between sites that exhibited stronger responses to AS than to tone or noise bursts, and sites that were within HVc. 2. Within each experimental bird but not in the control, multiple-unit responses to AS were similar across the entire spatial extent of HVc (up to 1.3 mm). For each experimental bird, the strongest responses occurred within a narrow range of times. The middle of this range of times is called the time of maximum synchronization (TMS). Across birds, 34–75% of recording sites exhibited the same TMS. With the use of a criterion of > 33% of sites exhibiting their strongest responses at the TMS, the temporal scatter around the TMS varied between 6 and 138 ms across individuals. In six of the seven experimental birds, the position of the TMS was not affected by changing the window of integration from 10 to 150 ms. In two experimental birds, short windows of integration tended to emphasize beginning portions of the song. In one case this effect was sufficiently strong to change the TMS for short windows of integration. 3. Each TMS was associated with a syllable of maximum synchronization (SMS). The positions of the SMS varied considerably across birds. In four birds the SMS was one of the syllables of the first motif (a motif is a temporal sequence of syllables that can be repeated > or = 1 times to form a song), in two birds the SMS was the introductory note of song, and in one bird the SMS was the second syllable of the last (3rd) motif. Syllables of the same type as the SMS but occurring in other motifs typically elicited much weaker responses, in many cases weaker than other syllables in those motifs. Syllables that elicited strong responses in non-SMS motifs did not necessarily elicit strong responses in the SMS motif, even if they preceded the SMS. There were no apparent acoustical features of the SMS or the preceding syllable that could account for the global synchronous response to song.(ABSTRACT TRUNCATED AT 400 WORDS)
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Dissertations / Theses on the topic "Strong syllables"

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Ducey, Kaufmann Virginie. "Le cadre de la parole et le cadre du signe : un rendez-vous développemental." Phd thesis, 2007. http://tel.archives-ouvertes.fr/tel-00152445.

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Notre hypothèse de travail est qu'il existerait un rendez-vous développemental entre ce que nous nommons le cadre de la parole et le cadre du signe. Tandis que le cadre de la parole (Speech Frame) s'établit sous la forme du babillage canonique, vers 7 mois, le cadre du signe (Sign Frame) se manifeste tout d'abord sous la forme du pointage dit impératif vers 9 mois, avant de donner lieu au pointage dit déclaratif. Ce dernier apparaît avec les premiers mots, tandis que le cadre de la parole permet à ce moment-là de coproduire (coarticuler) voyelle et consonne (Sussman et al. 1999). Les places respectives des ingrédients de ce rendez-vous développemental autour du premier mot restent encore à explorer.
Dans la présente contribution, nous avons voulu tester l'existence d'un rapport harmonique entre cadre de la parole et cadre du signe. Pour cela, il nous a fallu tout d'abord obtenir la distribution des fréquences de babillage, puis celle des durées des pointers. Nos résultats sur 6 sujets, suivis sur 12 mois, montrent qu'avec un mode de babillage à 3Hz et des strokes de pointers de 600-700 ms (1.5Hz), nous pouvons rendre compte du gabarit (template) des premiers mots. En effet, ces mots «prosodiques» pouvant varier d'une à deux «syllabes», il est nécessaire de faire appel à la notion de pied (foot) comme une unité de contrôle métrique ancrée dans le pointer. Ceci rendra compte des observations courantes dans la littérature à condition qu'au lieu de compter seulement des syllabes/mot, on mesure le pas des cycles mandibulaires entrant dans le stroke des pointers.
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HLAVÁČOVÁ, Martina. "Život Františka Tomáška v 50. a 60. letech 20. století a jeho působení v Moravské Huzové." Master's thesis, 2007. http://www.nusl.cz/ntk/nusl-47557.

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The thesis deals with life and work of bishop,later cardinal Frantisek Tomask in the 50´s and 60´s of the twentieth century. The work particularly focuses on the extremely interesting and moving period,when Frantisek Tomasek worked as a priest and religion teacher (scripture) in Moravian village of Moravska Uzova.The thesis involves both copies of authentic documenst from the Archives of Opava and also testimonies of his former pupils and parishioners, giving supporting evidence of many activities of Mr. Tomasek at that time. The first part of the work brings a detailed description of the state of the then Catholic Church on the background of complicated and hard political situation in former Czechoslovakia in the 50´s and 60´s. The other part focuses on eleven years of life and work of Frantisek TOmasek in Moravska Uzova, especially on his religious and pedagogical activities. The evidence of a very successful and human work of this unique man can be found both in this part of work and also in the enclosure - in the form of re-told testimonies of his former pupils.
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Books on the topic "Strong syllables"

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Association, American String Teachers. String syllabus: Harp, guitar. Edited by Littrell David Ault 1949-. [Urbana, Ill.]: The Association, 1997.

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Association, American String Teachers. String syllabus: Violin, viola, cello, double bass, ensembles. Edited by National School Orchestra Association. 2nd ed. United States: The Association, 2003.

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Association, American String Teachers. String syllabus: Violin, viola, cello, double bass, ensembles. [United States]: The Association, 2000.

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Association, American String Teachers. String syllabus: (revised 1997) : violin, viola, violoncello, double bass. [Urbana, Ill.]: The Association, 1997.

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London College of Music and Media. String grade syllabus: Violin, viola, cello, double bass, includes grades, leisure play and ensemble. 2nd ed. London: LCM, 2002.

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London College of Music and Media. String diploma syllabus: Violin, viola, cello, double bass, includes DipLCM, ALCM, ALCM(TD), LLCM, LLCM(TD), FLCM. London: LCM, 2000.

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ISMTA string syllabus. [Illinois]: ISMTA Student Foundation, 1986.

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Temperley, David. Rhythm and Meter. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190653774.003.0004.

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Simple duple meter is predominant in rock; the metrical structure is usually clearly conveyed by the alternating “kick-snare” pattern in the drums. An important aspect of rock rhythm is anticipatory syncopation, the placement of accented events (such as stressed syllables) on weak beats just before the strong beat on which they are understood to “belong.” Adjacent syncopations at different levels (e.g., eighth-note and sixteenth-note syncopations) can create cross-rhythms. Harmonic rhythm—the rhythm of changes in harmony—is occasionally used in interesting ways in rock. Hypermeter—meter above the level of the measure—is generally regular, but irregularities are not uncommon; sometimes irregular and shifting meter occurs at lower levels as well.
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Association, American String Teachers, ed. String syllabus: Violin, viola, violoncello, double bass. [S.l.]: American String Teachers Association, 1986.

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(Editor), David A. Littrell, ed. String Syllabus Vol. 2: For Harp and Guitar. American String Teachers Association, 1997.

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Book chapters on the topic "Strong syllables"

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Stone, Lyn. "Strong and weak syllables." In Spelling for Life, 135–40. 2nd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003125686-22.

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"Strong and weak syllables." In Describing Spoken English, 115–36. Routledge, 2002. http://dx.doi.org/10.4324/9780203135013-10.

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"SYLLABLES, SHEVA, AND STRONG DAGESH." In Beginning Biblical Hebrew, 13–17. Penn State University Press, 2003. http://dx.doi.org/10.5325/j.ctv1w36px0.7.

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"3. SYLLABLES, SHEVA, AND STRONG DAGESH." In Beginning Biblical Hebrew, 13–17. Penn State University Press, 2003. http://dx.doi.org/10.1515/9781575065106-005.

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Sarv, Mari, Kati Kallio, Maciej Janicki, and Eetu Mäkelä. "Metric Variation in the Finnic Runosong Tradition: A Rough Computational Analysis of the Multilingual Corpus." In Tackling the Toolkit: Plotting Poetry through Computational Literary Studies, 135–54. Institute of Czech Literature of the Czech Academy of Sciences, 2022. http://dx.doi.org/10.51305/icl.cz.9788076580336.09.

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This article represents a first step in the corpus-based study of metric variation in Finnic runosong, a poetic tradition shared by several Finnic peoples and documented extensively in the 19th and 20th centuries. Runosong metre has generally been assumed to be a syllabic tetrametric trochee with specific rules about the placement of stressed syllables according to their quantity: long stressed syllables occupy the strong positions in the trochaic schema while short stressed syllables appear in the weak positions. Recent studies by Mari Sarv (2008, 2015, 2019) of Estonian runosong metre have shown, however, that due to linguistic changes, it has gradually lost its quantitative properties and acquired the features of accentual metre. Using computational methods, this study aims to give a preliminary overview of the extent of metric variation on the quantitative-accentual scale across the entire Finnic runosong area. After an approximate syllabification, we apply two separate indirect methods for estimating variation. These appear to generate coherent results: quantitative runosong metre dominates in the north-east and has gradually been replaced by accentual runosong metre towards the south-west. Subsequent studies should verify these results through more precise and detailed investigations.
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Manning, Jane. "MOHAMMED FAIROUZ (b. 1985)Annabel Lee (2013)." In Vocal Repertoire for the Twenty-First Century, Volume 2, 69–71. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780199390960.003.0023.

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This chapter examines Mohammed Fairouz’s Annabel Lee (2013). It requires daring to set such a famous poem by Edgar Allan Poe, but Fairouz finds a vein of unaffected, forthright clarity, easily averting suspicions of naïvety by shifting key centres, keeping piano parts varied, and paying careful attention to the singer’s rhythms, notating them to match the subtlest details of enunciation. The work will suit a youthful baritone with a secure upper range and good control of vibrato. Skill and discipline are needed to keep syllables evenly weighted and perfectly timed, so that each has a clear kernel of resonance and successions of notes do not tumble ahead. The anguished, dramatic heart of the piece requires strong projection, but the singer also needs to be able to hold and control suppressed emotion for the quieter, framing verses.
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"Index of First Syllables." In String of Beads, 173–78. University of Hawaii Press, 1993. http://dx.doi.org/10.1515/9780824850715-009.

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Kkese, Elena Theodosis. "Phonological Awareness and Literacy in L2." In Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms, 62–81. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2722-1.ch004.

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Phonological awareness is the conscious awareness that oral language can be subdivided into subcomponents, including words, syllables, rhymes, and sounds. Its importance has been identified in the development of children's literacy in L1, especially in terms of spelling, writing, and reading. Phonological awareness is of special importance for L2 acquisition as well, suggesting a strong correlation between this metalinguistic proficiency and literacy. This chapter examines this relation in young adults who are already literate in the L1 by providing an overview of the understudied area of L2 phonological awareness and its connection to spoken and written literacy. It is argued that phonological awareness influences spoken and written literacy skills given that L2 English users transfer L1 phonological awareness skills to the target language. In this context, the author suggests that instruction should be provided in the form of short, fun activities matching the interests of the young L2 adults.
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Lukes, Alexandra. "Translating Artaud and Non-Translation." In Modernism and Non-Translation, 192–210. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198821441.003.0012.

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What does it mean to translate someone? If translation, as it is conventionally understood, refers to that activity by which meaning is transferred from one language to another, where and how does the self come into it? In Artaud le Mômo, Antonin Artaud marks his return to society after nine years of internment by creating a new man, endowed with a new language—a mixture of French and strange syllables, as incomprehensible as they are unreadable. Artaud’s later texts not only help to clarify the role of the syllables within Artaud’s poetics, but, by revealing a tension between translation and non-translation, they also deepen understanding of what translation might be. Asking what it means to translate Artaud uncovers the significance of the physical dimension that is involved in the process of translation and the role of the non-verbal (or pre-verbal), while testing the limits of identity, language, and understanding.
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Seth, Divya, and Santosh Maruthy. "Speech Therapy for Children Who Stutter." In Advances in Psychology, Mental Health, and Behavioral Studies, 321–44. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4955-0.ch017.

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This chapter aims to investigate and evaluate the evidence available for stuttering treatment research in children who stutter (CWS) and provide a qualitative review of the same. Studies were considered for review if (1) they were behavioral intervention of stuttering for children, (2) participants were in the age range of 2-18 years, and (3) the outcomes reported assessed stuttering. Twenty-seven studies were obtained through an electronic search of databases covering two approaches and 10 techniques. The analysis of these studies revealed that direct approaches have a stronger evidence base in comparison to the indirect approaches. The most popular approach with maximum studies is the early intervention Lidcombe program. The commonly used outcome measures included the percentage of syllables stuttered, syllables per minute, and severity rating scales. The conclusion drawn from the review suggest that evidence base to support behavioral intervention of CWS exists for a limited number of intervention techniques and among them very few exploring the long-term effects of the intervention.
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Conference papers on the topic "Strong syllables"

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Zhang, Ju, Kiyoshi Honda, Jianguo Wei, Jianrong Wang, and Jianwu Dang. "Spatial co-variation of lip and tongue at strong and weak syllables." In 2016 10th International Symposium on Chinese Spoken Language Processing (ISCSLP). IEEE, 2016. http://dx.doi.org/10.1109/iscslp.2016.7918444.

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Araki, Tetsuo, Satoru Ikehara, and Hideto Yokokawa. "Using accent information to correctly select Japanese phrases made of strings of syllables." In 3rd International Conference on Spoken Language Processing (ICSLP 1994). ISCA: ISCA, 1994. http://dx.doi.org/10.21437/icslp.1994-541.

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Martin, Philippe. "Automatic detection of accent phrases in French." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0030/000445.

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In lexically-stressed languages such as English or Greek, accent phrases usually include one lexical word (noun, verb, adverb or adjective), together with some syntactically bound grammatical words (conjunction, pronoun or preposition). In non-lexically languages such as French or Korean, accent phrases are delimited by a final syllabic stress and may contain more than one lexical word, depending on the speech rate and limited to a 250 ms to 1250-1350 ms duration range. As perception of syllabic stress is strongly influenced by the listeners current own speech rate making perception agreement between annotators elusive, an interactive software program has been implemented imbedding constrains external to acoustic data to better investigate the actual distribution of stressed syllables in oral recordings of French.
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Mascareñas, Óscar. "A Class of Nothing." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9072.

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Imagine a class with no syllabus, no teacher, no instruction, no method, no homework, no assessments, no grades, no ‘classroom’. What could that be? ‘A Class of Nothing’ is a radical pedagogical concept that stems from the need to create space. Physical space. Mental space. Space in time. Through the idea of nothing as a starting point, and no-instruction as a pedagogical tool, ‘teacher’ and ‘student’ immerse in a space of waiting, of disconnection from the outside world, and eventually, of discovery and making. In the space of ‘A Class of Nothing’ to educate means no more to teach, give, or exemplify: to lead out; but to inhabit, to experience: to let in. The concepts of teacher and student become blurred, and it is no longer possible to understand them in the traditional sense. Responses from students to various ‘classes of nothing’,reveal that this kind of experience is new, intriguing, mind boggling, unusual, surprising, interesting, strange; it places them in a differentspace: physically, mentally and in time. This paper introduces the notion of ‘A Class of Nothing’, and provides the reader with a number of examples where this concept and approach have been applied.
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Nedelcu, Delia. "Entrepreneur in the Romanian Pre-university Education System." In G.I.D.T.P. 2019 - Globalization, Innovation and Development, Trends and Prospects 2019. LUMEN Publishing, 2022. http://dx.doi.org/10.18662/lumproc/gidtp2022/13.

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The speed of the changes we are facing nowadays, the development, the transformations in most areas of activity, also affect the Romanian pre-university education system, which is trying hard to keep up with them, but in the same way the life and development of the students are affected. The parents who have entered this vortex of evolution, the time spent with children is not very long, it is insufficient. The development of children at the age of the small school and even of the secondary school pupils is strongly linked to the attention, encouragement and support for self-knowledge by the adults. Last but not least, the most common use of modern assessment tools, as well as the highly charged school syllabus in the Romanian educational system, have put parents in difficulty in helping and supporting their own children, students of this system. The educational alternatives, such as private schools, step by step, after-school and before-school, have become as much demanded by parents. The establishment of an after-school, before-school, implies a combination of the needs of students and parents facing problems. Modern techniques and materials used in a private school can change the entire education process. Remember, with the business idea, what turns a visionary teacher into an entrepreneur.
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Syzdykov, Murat, Zhassulan Dairov, and Jennifer Miskimins. "Improving the Local Research Capacity through the Industry-Academia Collaboration in Kazakhstan." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/205977-ms.

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Abstract Kazakhstan has set a lofty goal of becoming one of the world's top 30 developed countries by 2050. This can be accomplished by growing up well-versed, competent, and forward-thinking human capital. We previously discussed curriculum, courses, internships, and student development as part of the World Economic Forum (WEF) pilot project supported by Chevron, Eni, and Shell (Sponsors) to strengthen oil and gas human capital in Kazakhstan (SPE-195903 and SPE-201272). During regular visits, the WEF sponsors and Colorado School of Mines (Mines) could assess the Satbayev University (SU) PE department and underlined the importance of faculty growth. Academic workshops on topics such as course and syllabus design, student assessment, and ABET accreditation standards have been held both offline and online. Meanwhile, to advance the PE program, faculty research capacity must be globally competitive. To begin, the Kazakhstani government distributed visiting scholarship awards on behalf of the supporting World Bank in 2018. Shell Kazakhstan took the initiative and co-funded two PhD candidates so they could perform their research experiments at Pennsylvania State University (PennState). In addition, Mines has gone above and beyond the WEF scope by offering two fully-funded PhD scholarships to exceptional SU faculty. Through the newly constituted Industry-Advisory Board (IAB), the WEF Sponsors emphasized strong contact with the industry, which assisted in identifying a few research topics. These discussions resulted in formulation of four research proposals that were submitted to the Ministry of Education and Science Grants in 2020 and are being co-funded by Sponsors. This collaboration has yielded the approval of two projects by the State. Finally, under the auspices of the IAB meetings, the PE department has been offered opportunity to collaborate with the national KazMunayGas on the company-related project. While academic cooperation is well-known, research and its outcomes are even more critical in today's fast-changing environment. Universities must quickly adapt to industry best practices while remaining committed to their global mission of contributing to national growth and human potential. This paper discusses effective approaches for industry-academia collaboration.
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