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Metalinguistic Awareness and Reading Acquisition: Some Issues
Published in Kees P. van den Bos, Linda S. Siegel, Dirk J. Bakker, David L. Share, Current Directions in Dyslexia Research, 2020
Despite these different applications, one important dimension in word formation is the categorical and relational information carried by lexical items. Children acquiring and developing reading should be helped to learn the productive aspects of lexical items. Productivity refers to the generation of new lexical items derivable from lexically related words according to word formation rules and other complex transformational factors (Stemberger, 1985). A simple example of the importance of the categorical and relational aspects of word formation is the derivation of the abstract noun CHILDHOOD (”the quality of being a child”) from the concrete noun CHILD through a series of transformation rules. Another example is the formation of the complex word EQUALITY from the base form EQUAL through vowel alternation and vowel reduction.
Speech and its perception
Published in Stanley A. Gelfand, Hearing, 2017
Differences in nature of the phonemes produced during clear and conversational speech are seen, as well. For example, there are much less vowel modifications (e.g., vowel reduction) in clear speech than in conversational speech, and all stop bursts and most final position consonants are released in clear speech, whereas this usually does not occur in conversational speech. In addition, recent studies found that phonetic distinctions are enhanced in the production of clear speech in terms of, for example, voice onset times for /p/ versus /b/ (Buz et al., 2016) and sibilant noise centroids for /s/ versus /∫/ (Tuomainen and Hazan, 2016).
Development and validation of a digits-in-noise hearing test in Persian
Published in International Journal of Audiology, 2021
Lina Motlagh Zadeh, Noah H. Silbert, Katherine Sternasty, David R. Moore
Previous studies have shown systematic differences in intelligibility (SRT) between speech in noise tests in different languages (Hochmuth et al. 2015; Kang 1998; Kollmeier et al. 2015). Kang (1998), for instance, found that the intelligibility of English is better than that of Chinese at the same SNR. Hochmuth et al. (2015) also showed language-specific differences between SRTs of native listeners using sentence-in-noise tests in Spanish, German, and Russian. Spanish listeners had higher SRTs than the German or Russian listeners. Hochmuth et al. (2015) suggested that the phonological and phonetic properties of Spanish (e.g. less complex syllables, no vowel reduction, and high proportion of sonorant sounds) in contrast to German and Russian may have contributed to this higher vulnerability in noise. However, these studies used ‘open set’ words and complete sentences that have uncertainty and higher linguistic complexity than digits. There are also some other sources of variation, such as different types of noise, that need to be considered across different language SRT comparisons. For example, speech-shaped noise had a less deleterious effect on speech identification than multi-talker babble noise in the study by Hochmuth et al. (2015).
English-Malay speech acquisition by children with Indian (Tamil) heritage
Published in Speech, Language and Hearing, 2022
Hui Woan Lim, Adriana Chee Jing Chieng
The multilingual Indian children exhibited much less prevalent vowel phonological patterns than consonant phonological patterns in both languages. There was only a total of five vowel phonological patterns (e.g., substitution) in English and two vowel phonological patterns in Malay (Table 7). Vowel substitutions have been detected in English and Malay amongst the local Chinese children (Lim, 2018). However, vowel reduction (e.g., /ↄi/→/ↄ/) detected in English among the Chinese children (Lim, 2018) was not found in the present study.