scholarly journals Does Voicing Affect Patterns of Transfer in Nonnative Cluster Learning?

2021 ◽  
pp. 1-18
Author(s):  
Hung-Shao Cheng ◽  
Adam Buchwald
Keyword(s):  
Burst Duration ◽  
The Other ◽  
Learning Performance ◽  
Consonant Clusters ◽  
Cluster Accuracy ◽  
Transfer Pattern ◽  
Retention Session ◽  
Voiceless Stop ◽  
Motor Representations ◽  
Speech Motor

Purpose Previous studies have demonstrated that speakers can learn novel speech sequences, although the content and specificity of the learned speech motor representations remain incompletely understood. We investigated these representations by examining transfer of learning in the context of nonnative consonant clusters. Specifically, we investigated whether American English speakers who learn to produce either voiced or voiceless stop–stop clusters (e.g., /gd/ or /kt/) exhibit transfer to the other voicing pattern. Method Each participant ( n = 34) was trained on disyllabic nonwords beginning with either voiced (/gd/, /db/, /gb/) or voiceless (/kt/, /kp/, /tp/) onset consonant clusters (e.g., /gdimu/, /ktaksnæm/) in a practice-based speech motor learning paradigm. All participants were tested on both voiced and voiceless clusters at baseline (prior to practice) and in two retention sessions (20 min and 2 days after practice). We compared changes in cluster accuracy and burst-to-burst duration between baseline and each retention session to evaluate learning (performance on the trained clusters) and transfer (performance on the untrained clusters). Results Participants in both training conditions improved with respect to cluster accuracy and burst-to-burst duration for the clusters they practiced on. A bidirectional transfer pattern was found, such that participants also improved the cluster accuracy and burst-to-burst duration for the clusters with the other untrained voicing pattern. Post hoc analyses also revealed that improvement in the production of untrained stop–fricative clusters that originally were added as filler items. Conclusion Our findings suggest the learned speech motor representations may encode the information about the coordination of oral articulators for stop–stop clusters independently from information about the coordination of oral and laryngeal articulators.

scholarly journals What happens to the motor theory of perception when the motor system is damaged?

2013 ◽  
Vol 5 (2-3) ◽  
pp. 225-238 ◽  
Author(s):  
Alena Stasenko ◽  
Frank E. Garcea ◽  
Bradford Z. Mahon
Keyword(s):  
Speech Perception ◽  
Action Recognition ◽  
Motor System ◽  
Motor Impairments ◽  
Motor Theory ◽  
Input And Output ◽  
Motor Information ◽  
Neuropsychological Evidence ◽  
Motor Representations ◽  
Speech Motor

AbstractMotor theories of perception posit that motor information is necessary for successful recognition of actions. Perhaps the most well known of this class of proposals is the motor theory of speech perception, which argues that speech recognition is fundamentally a process of identifying the articulatory gestures (i.e. motor representations) that were used to produce the speech signal. Here we review neuropsychological evidence from patients with damage to the motor system, in the context of motor theories of perception applied to both manual actions and speech. Motor theories of perception predict that patients with motor impairments will have impairments for action recognition. Contrary to that prediction, the available neuropsychological evidence indicates that recognition can be spared despite profound impairments to production. These data falsify strong forms of the motor theory of perception, and frame new questions about the dynamical interactions that govern how information is exchanged between input and output systems.

Speech-Motor Equivalence in Aging Subjects

1987 ◽  
Vol 64 (2) ◽  
pp. 635-638 ◽  
Author(s):  
Michael P. Rastatter ◽  
Richard A. Mc Guire ◽  
Laurel Bushong ◽  
Michele Loposky
Keyword(s):  
Muscle Function ◽  
The Elderly ◽  
The Other ◽  
Elderly Subjects ◽  
Emg Activity ◽  
Facial Muscle ◽  
Motor Equivalence ◽  
Children And Young Adults ◽  
Masseter Muscles ◽  
Speech Motor

The peak amplitude of EMG activity was measured from the orbicularis oris superior (OOS), orbicularis oris inferior (OOI), and masseter muscles for three normal, geriatric women (range 70 to 75 yr.) and compared with prior data for a group of normal, 4- and 8-yr.-old children and young adults (range 21 to 29 yr.) The elderly groups' variability across the three muscles paralleled that of the 4-yr.-olds, suggesting that speech-motor equivalence returns to an earlier level of operation in aging speakers. Also, the elderly subjects evidenced reduced levels of average peak EMG activity as compared to those of the other groups. This finding was interpreted as reflecting a loss of general muscle function, a possible concomitant of facial muscle atrophy that accompanies advanced age.

scholarly journals Playing smartphone games while studying: an experimental study on reading interruptions by a smartphone game

2021 ◽  
Author(s):  
Katharina Graben ◽  
Bettina K. Doering ◽  
Antonia Barke
Keyword(s):  
Reading Speed ◽  
Internal Validity ◽  
The Other ◽  
Learning Performance ◽  
Future Research ◽  
Control Group ◽  
Specific Exercise ◽  
Equivalence Tests ◽  
Learning Conditions ◽  
High Internal Validity

AbstractIn this study, we investigated whether the use of smartphone games while reading a text reduces learning performance or reading speed. We also examined whether this is affected by push notifications. Ninety-three students were randomly assigned to three learning conditions. In the gaming group (G), participants played a game app for 20 s at 2-min intervals while reading. In one subgroup, the game app sent push notifications (GN+); in the other subgroup, no notifications (GN−) were sent. In the control group (C), participants did not play a game. After the reading, participants took a multiple-choice quiz. We compared quiz scores and reading times of the groups (G) and (C) and within the gaming group (GN+, GN−) and observed no differences. Since the statistical non-significance of these tests does not entail the absence of an effect, we conducted equivalence tests, which did not demonstrate equivalence either. The experiment ensured high internal validity, yet remained inconclusive. Reasons for the similarity of performance in all groups could be non-specific exercise effects (all participants owned a smartphone), low similarity between the tasks, low variance of participants’ ability and motivation (high achieving, low ADHD scores) or low game complexity. Future research should address these questions.

Segmental Phonetics and Phonology in Caucasian languages

2021 ◽  
pp. 687-728
Author(s):  
Gašper Beguš
Keyword(s):  
Crucial Role ◽  
Future Research ◽  
Consonant Clusters ◽  
Instrumental Data ◽  
Acoustic Data ◽  
Voiceless Stop

This chapter surveys the major topics of Caucasian segmental phonetics and phonology, focusing on topics with broader implications for general phonetic and phonological theory. The author first presents an acoustic phonetic analysis of phonemic inventories in the three Caucasian families, including both a review of recent instrumental data on the topic as well as a new analysis of new and existing experimental acoustic data. This analysis focuses on four primary topics: obstruents with different laryngeal features, typologically unusual segments, small vocalic inventories, and pharyngealization. The new acoustic data from a nonce-word experiment in Georgian and Megrelian offer evidence that aspiration in voiceless stops gradually, yet significantly shortens if another voiceless stop precedes the relevant one in a given word. The second part reviews analyses of Caucasian phonotactics, primarily of South Caucasian consonant clusters that play a crucial role in discussions on production versus perception in phonology. The chapter concludes with a collection of phonological alternations that have potential for future research on phonology.

The Effect of An Internal Model on Subsequent Learning

1983 ◽  
Vol 27 (2) ◽  
pp. 156-160 ◽  
Author(s):  
Ray E. Eberts
Keyword(s):  
System Dynamics ◽  
Internal Model ◽  
Prior Experience ◽  
Internal Models ◽  
The Other ◽  
Learning Performance ◽  
Continuous Control ◽  
Control Task ◽  
Discrete Task ◽  
Previous Training

The purpose of this experiment was to compare the learning performance on a discrete second order control task between an experienced group of subjects, who had generated both accurate and inaccurate internal models through prior experience, to a group of subjects who had little prior experience and no model of the system dynamics. The 48 subjects were divided into six groups of eight subjects each. Three of the groups, the experienced groups, had previous training in a continuous control task and the other three groups, the no experience groups, had only a few trials on the continuous control task. The results showed that all three experienced groups learned the new discrete task faster than the no experience groups; the no experience groups actually got slightly worse with practice. It was concluded that an internal model, even an inaccurate one, provides a reference for subjects which can be used to analyze and improve their performance.

scholarly journals Differences in word learning: bilingualism or linguistic experience?

2019 ◽  
Author(s):  
Maria Borragan ◽  
Angela de Bruin ◽  
Viktoria Havas ◽  
Ruth de Diego-Balaguer ◽  
Mila Dimitrova Vulchanova ◽  
...  
Keyword(s):  
Language Learning ◽  
Word Learning ◽  
Recognition Task ◽  
Recall Task ◽  
Linguistic Competence ◽  
The Other ◽  
Learning Performance ◽  
Bilingual Children ◽  
Similar Performance ◽  
Better Than

AbstractBilinguals may be better than monolinguals at word learning due to their increased experience with language learning. In addition, bilinguals that have languages that are orthotactically different could be more used to dissimilar orthotactic patterns. The current study examines how bilinguals with languages that are orthotactically similar and dissimilar and monolinguals learn novel words that violate or respect the orthotactic legality of the languages they know and how this learning may be affected by the similarity between the bilinguals’ two languages. In Experiment 1, three groups of children were tested: monolinguals, Spanish-Basque bilinguals (dissimilar orthotactic languages), and Spanish-Catalan bilinguals (similar orthotactic languages). After an initial word learning phase, they were tested in a recall task and a recognition task. Results showed that Spanish-Basque bilingual children performed differently than the other two groups. While Spanish monolinguals and Spanish-Catalan bilinguals recognized illegal words worse than legal words, Spanish-Basque bilinguals showed equal performance in learning illegal and legal patterns. A replication study conducted with two new groups of Spanish-Basque children (one group with high Basque proficiency and one group with a lower proficiency) indicated that the effects were not driven by the proficiency in the second language since a similar performance on legal and illegal patterns was observed in both groups. In Experiment 2, two groups of adults, monolinguals and Spanish-Basque bilinguals, were tested with the same task used in Experiment 1. The effect seen in children seems to be absent in adults. Spanish-Basque bilingual adults showed better overall learning performance than monolinguals, irrespective of the illegality of the items. Differences between groups could be due to the effect of having acquired literacy and linguistic competence.

scholarly journals Concerning the place and meaning of psychomotor function in the formation of writing skills in children with general underdevelopment of speech

2020 ◽  
Vol 8 (3) ◽  
pp. 8
Author(s):  
D. A. Tkachenko ◽  
Yu. I. Rodin
Keyword(s):  
Morphological Analysis ◽  
Writing Skills ◽  
Psychomotor Development ◽  
Primary School Students ◽  
School Students ◽  
Auditory Speech ◽  
Initial Stage ◽  
Visual Motor ◽  
Motor Representations ◽  
Speech Motor

Introduction. The article theoretically and experimentally substantiates the importance of timely psychomotor development of children at the initial stage of learning to write. The influence of impaired functioning of subcortical and cortical neurological levels of building movements on the implementation of the phonetic principle of writing in primary school students with general speech underdevelopment in the form of the presence of hyper- and hypotonus, micro- and macrography, motor, visual-motor mistakes is analyzed.Materials and Methods. When writing the article, a theoretical analysis of domestic defectological research was used as well as psychological and pedagogical experiment.Results. It has been established that psychomotorism acts as a structural component of writing, the formation of which is caused by the combination of visual and auditory-speech motor representations with a kinesthetic image of letters, as well as violations of psychomotor development negatively affect the formation of the writing skills of seven year old with general speech underdevelopment of level III at the initial stage of training. Psychomotor disturbances are associated with insufficient implementation of the phonetic principle of writing, and is also characterized by a number of features that determine their writing skills at the beginning of school.Discussion and Conclusions. The results of the research are the basis for the development of correctional and developmental programs of the psychological and pedagogical impact on objectification in the child’s mind of the complex of sensory and proprioceptive sensations in the writing learning process as well as the elimination of the difficulties of phonetic-phonemic perception, morphological analysis of the word, lexical and grammatical and spelling mistakes.

scholarly journals The Vocational Knowledge Improvement Method for the Post-Modern Worker: A Case Study of the Tourism MRA Body of Knowledge Standards

2019 ◽  
Vol 13 (1) ◽  
pp. 94-104 ◽  
Author(s):  
Yootthapong Tongpaeng ◽  
Pradorn Sureephong ◽  
Suepphong Chernbumroong
Keyword(s):  
Performance Test ◽  
Knowledge Workers ◽  
Interactive Media ◽  
Tourism Industry ◽  
The Other ◽  
Learning Performance ◽  
Mutual Recognition Arrangement ◽  
Tourism Professionals ◽  
Improvement Method ◽  
Better Than

The ASEAN member countries are going to implement the Mutual Recognition Arrangement (MRA) of Qualifications of Tourism Professionals which is the framework of competency standards with the aim to promote the equality of human resources in the tourism industry and to facilitate the mobility of tourism professionals. However, vocational education and training don’t seem to provide knowledge improvement for the worker in the postmodern era since the completion rate of MOOCs is very low. Therefore, the aim of this paper is to propose a knowledge improvement method for knowledge workers who are working in the tourism industry. In this study, the cognitive load theory and interactive media were employed as methods which are able to improve the knowledge workers’ learning performance via mobile devices. Two experiments were performed in order to find the optimal length of video lectures and the effectiveness of interactive media in MOOCs. The first experiment was performed on sixty-two tourism industry knowledge workers who were divided into four groups randomly. Each group was loaded with different video lengths and different segmentations. The second experiment was done on the same focus group by separating them into control and experiment groups. The experiment group was assigned to use interactive media (2D learning game) right after the learning video. The results show that, by providing the same amount of learning time, the group who were using the smaller video lengths performed significantly better than the other due to lower load of information. Differences in knowledge tests were examined across different conditions of video lengths to measure the learning performance. As a result, the groups which were equipped with interactive media achieved higher test scores than those in non-interactive groups. The evaluation method for the performance test was the same as the first experiment. The results indicate that the interactive group with smaller size of video length performed significantly better than the other group exposed to traditional online learning (using long video in a non-interactive manner).

scholarly journals The effect of ethnobotanic activities on learning performance of pre-service teachers about plants’ classification

2019 ◽  
Vol 14 (3) ◽  
pp. 384-400
Author(s):  
Selami Yangın
Keyword(s):  
Experimental Model ◽  
Research Design ◽  
Multiple Choice ◽  
The Other ◽  
Learning Performance ◽  
Multiple Choice Questions ◽  
Comprehensive Knowledge ◽  
Quasi Experimental ◽  
Subjective Views ◽  
Experimental Group

This study analyses the effectiveness of ethnobotanic activities on learning performance of pre-service teachers about plants’ classification. The research design was a quasi-experimental model. The results of the study revealed that the experimental group in which ethnobotanical activities were carried out was more successful for answers given to the interview form. On the other hand, there was no difference between the groups in multiple-choice questions. In other words, ethnobotanical practices have developed the subjective views of the students so they could have more comprehensive knowledge of the plants. These results suggest that ethnobotanic activities encourage pre-service teachers to think and talk through how to solve more open-ended problems that require making connections between analytical and practical components. This study also suggests the need to rethink how we teach botany to pre-service teachers, and how to help them learn the content better and establish more accurate conceptions of the biology content. Keywords: Ethnobotanic activities, learning performance, pre-service teachers.

scholarly journals The Sonority Sequencing Principle and the Structure of Slovak Consonant Clusters

2021 ◽  
Vol 56 ◽  
Author(s):  
Renáta Gregová
Keyword(s):  
Functional Approach ◽  
The Other ◽  
Consonant Clusters ◽  
The Common ◽  
The Creation ◽  
The Individual

The Sonority Sequencing Principle and the Structure of Slovak Consonant ClustersIn line with the Sonority Sequencing Principle (SSP), the centre of the syllable is the most sonorous sound and the sonority of the other segments in the syllable drops towards the syllable edges. Nevertheless, in many languages, there are syllable onsets and codas that violate this principle of sonority. Following the functional approach proposed by Jerzy Kuryłowicz, types of word/syllable-initial and word/syllable-final clusters in standard Slovak were delimited. A sonority-based analysis of those clusters revealed that almost 40% of the common initial consonant sequences violate the SSP. The situation with the final clusters is similar. These findings indicate that the creation of consonant clusters in a language does not depend solely on the sonority of the individual segments but also follows other phonological and/or perceptual regularities connected with the process of communication. Zasada sekwencji sonorności a struktura zbitek spółgłoskowych w języku słowackimZgodnie z zasadą sekwencji sonorności (Sonority Sequencing Principle, SSP) jądro sylaby jest dźwiękiem o najwyższej sonorności, a sonorność pozostałych segmentów sylaby maleje wraz z odległością od jądra. Niemniej jednak w wielu językach występują nagłosy i wygłosy, które naruszają tę zasadę. Przyjmując podejście funkcjonalne zaproponowane przez Jerzego Kuryłowicza, wyróżniono typy zbitek w nagłosie i wygłosie w standardowym języku słowackim. Ich analiza pod względem sonorności wykazała, że prawie 40% sekwencji powszechnie występujących w nagłosie narusza zasadę sekwencji sonorności. W przypadku wygłosu wynik był podobny. Ustalenia te wskazują, że tworzenie zbitek spółgłoskowych nie zależy wyłącznie od sonorności poszczególnych segmentów, ale również od innych prawidłowości fonologicznych i/lub percepcyjnych związanych z procesem komunikacji.

Sign in / Sign up

Export Citation Format

Share Document