Alphabetics

2007 ◽  
Vol 10 (2) ◽  
pp. 129-143 ◽  
Author(s):  
Sieb G. Nooteboom
Keyword(s):  
Speech Perception ◽  
Speech Production ◽  
Structural Properties ◽  
The Other ◽  
Speech And Language ◽  
Learning To Read ◽  
Reading And Writing ◽  
Prerequisite Skill ◽  
The One ◽  
Speech Segments

This paper is concerned with the relation between our capacity for alphabetic reading and writing the sound forms of languages on the one hand, and the structure of speech and language on the other. It starts from two questions: (1) What structural properties of human languages enable us to read and write their sound forms with a handful of alphabetic symbols? (2) Why is learning this skill so difficult? Ad (1) it is argued here that the basis for reading and writing in an alphabet is the inherent segmentability of speech, stemming from the synchronization of articulatory gestures during speech production. This synchronization arises from inherent properties of both speech production and speech perception. Ad (2) it is suggested here that learning to read and write with alphabetic letters is so difficult, because in the mental structure of sound forms there are no pre-existing discrete phoneme-sized segments, at least not of a kind that language users are easily aware of. This makes analysis of sound forms into such phoneme-sized segments difficult, although such analysis is a prerequisite skill for alphabetic reading and writing. For easy learning, the relation between letters and speech segments should preferably be systematic and transparent.

scholarly journals Phonological Awareness and Print Knowledge of Preschool Children With Cochlear Implants

2012 ◽  
Vol 55 (3) ◽  
pp. 811-823 ◽  
Author(s):  
Sophie E. Ambrose ◽  
Marc E. Fey ◽  
Laurie S. Eisenberg
Keyword(s):  
Standard Deviation ◽  
Speech Perception ◽  
Phonological Awareness ◽  
Speech Production ◽  
Cochlear Implants ◽  
Preschool Age ◽  
Speech And Language ◽  
Sample Mean ◽  
Print Knowledge ◽  
Age Appropriate

PurposeTo determine whether preschool-age children with cochlear implants have age-appropriate phonological awareness and print knowledge and to examine the relationships of these skills with related speech and language abilities.MethodThe sample comprised 24 children with cochlear implants (CIs) and 23 peers with normal hearing (NH), ages 36 to 60 months. Children's print knowledge, phonological awareness, language, speech production, and speech perception abilities were assessed.ResultsFor phonological awareness, the CI group's mean score fell within one standard deviation of the Test of Preschool Early Literacy's (Lonigan, Wagner, Torgesen, & Rashotte, 2007) normative sample mean but was more than one standard deviation below the NH group mean. The CI group's performance did not differ significantly from that of the NH group for print knowledge. For the CI group, phonological awareness and print knowledge were significantly correlated with language, speech production, and speech perception. Together these predictor variables accounted for 34% of variance in the CI group's phonological awareness but no significant variance in their print knowledge.ConclusionsChildren with CIs have the potential to develop age-appropriate early literacy skills by preschool age but are likely to lag behind their NH peers in phonological awareness. Intervention programs serving these children should target these skills with instruction and by facilitating speech and language development.

scholarly journals On the Origins of Phonology

2017 ◽  
Vol 26 (2) ◽  
pp. 132-139 ◽  
Author(s):  
Iris Berent
Keyword(s):  
Detailed Analysis ◽  
Language Disorders ◽  
The Other ◽  
Sensorimotor System ◽  
Speech And Language ◽  
Functional Architecture ◽  
Phonological Knowledge ◽  
The One ◽  
Speech And Language Disorders ◽  
Phonological System

Why do humans drink and drive but fail to rdink and rdive? Here, I suggest that these regularities could reflect abstract phonological principles that are active in the minds and brains of all speakers. In support of this hypothesis, I show that (a) people converge on the same phonological preferences (e.g., dra over rda) even when the relevant structures (e.g., dra, rda) are unattested in their language and that (b) such behavior is inexplicable by purely sensorimotor pressures or experience with similar syllables. Further support for the distinction between phonology and the sensorimotor system is presented by their dissociation in dyslexia, on the one hand, and the transfer of phonological knowledge from speech to sign, on the other. A detailed analysis of the phonological system can elucidate the functional architecture of the typical mind/brain and the etiology of speech and language disorders.

Opnieuw Leren Horen

2003 ◽  
Vol 69 ◽  
pp. 91-103
Author(s):  
Petra Jongmans
Keyword(s):  
Data Analysis ◽  
Speech Perception ◽  
Cochlear Implant ◽  
Inner Ear ◽  
Hard Of Hearing ◽  
Research Question ◽  
Training Programme ◽  
The Other ◽  
Short Vowels ◽  
The One

A CI (Cochlear Implant) is a medical device that electrically stimulates the hearing nerve in the cochlea (inner ear). Combined with actively training the hearing, it allows Cl-patients to hear again. In my research, I approached the model underlying the training programme linguistically, to see which theories on speech perception could also apply to the speech perception of CI-patients. Specifically, I examined their speech perception on phoneme level using VC-word lists. With the goal of contributing to an effective hearing training, I have tried to answer the following questions: - which phonemes are particularly difficult for patients? - what kind of confusions are made between phonemes? Mainly based on the literature on hard-of-hearing and normally hearing people, some hypotheses and a research question were formulated. Data-analysis was used to further investigate these hypotheses. A number of significant differences in difficulty were found between different phoneme categories, as well as patterns in the confusion of phonemes. It was found, for example, that long vowels are easier to perceive than short vowels and that for consonants a division can be made between plosives and fricatives on the one hand and nasals and approximants on the other, the latter group causing more problems. The research results are now being used for training CI-patients in Leiden.

Testing in Literacy: The Hidden Agenda

1987 ◽  
Vol 11 (2) ◽  
pp. 3-12
Author(s):  
Max Kemp
Keyword(s):  
School Children ◽  
The Other ◽  
Learning To Read ◽  
Functional Literacy ◽  
Hidden Agenda ◽  
And Performance ◽  
The One ◽  
Conditions Of Learning ◽  
Learning And Performance

There has been unrest in our newspapers recently about standards of literacy in schools. To those of us who daily are in touch with children who have difficulties in learning to read and write, periodic public forays into the standards issues are usually unhelpful, unwarranted and uninformed. Comparisons between the standards of literacy achieved by different generations of school children are difficult to make, on the one hand because our functional literacy requirements differ from yesterday’s and on the other because the conditions of learning and performance in schools have undergone immense change during the last couple of generations.

scholarly journals Functional-and-behavior communicative approaches in linguistics

2020 ◽  
Vol 17 (4) ◽  
pp. 532-536
Author(s):  
Vadim B. Kasevich ◽  
Keyword(s):  
Speech Perception ◽  
Language Acquisition ◽  
Speech Production ◽  
Infinite Number ◽  
The Other ◽  
Narrow Sense ◽  
Per Se ◽  
And Behavior ◽  
Point Of Departure ◽  
Number Of Iterations

Linguists are increasingly turning to approaches that say that language has no phonology per se, but one should speak about the phonology of speech production, speech perception and language acquisition. The same applies to morphology, syntax and smaller structures in the general architectonics of language/speech grammar. Nowadays, there is no descriptionof grammar/phonology that would illustrate this logic. In the most general way, these approaches can be designated as behavioristic. It is argued here that oblivion of the principles of classical linguistics results in contradictions, unsolvable theoretical problems and delusions. Appeal to phonetics in the narrow sense of the term is unavoidable in modeling speech production, when reproducing from the “meaning to text” transition. The meaning is obviously immaterial, but the same cannot be said about the text. Another transition that in recent years began to be dealt with in linguistic literature on a par with Lev Shcherba’s “aspects”, is “text to language system”. The point of departure here is not easy to define, especially in the case of a natural speech. Two solutions are possible, one based on Chomsky’s postulation of the innate character of language, the other admitting a kind of recursive mechanism capable of “self-expanding” as a result of an infinite number of iterations. As a solution, a combination of two levels may be proposed, prehonological and phonological (resp. semantic and presemantic) which will be resonsible for both transitions.

String Generation by Cellular Automata

2021 ◽  
Vol 30 (2) ◽  
pp. 111-132
Author(s):  
Martin Kutrib ◽  
◽  
Andreas Malcher ◽  
Keyword(s):  
Cellular Automata ◽  
Real Time ◽  
Structural Properties ◽  
The Other ◽  
Time Constraints ◽  
Closure Properties ◽  
Other Hand ◽  
The One

In contrast to many investigations of cellular automata with regard to their ability to accept inputs under certain time constraints, in this paper we are studying cellular automata with regard to their ability to generate strings in real time. Structural properties such as speedup results and closure properties are investigated. On the one hand, constructions for the closure under intersection, reversal and length-preserving homomorphism are presented, whereas on the other hand the nonclosure under union, complementation and arbitrary homomorphism are obtained. Finally, decidability questions such as emptiness, finiteness, equivalence, inclusion, regularity and context-freeness are addressed.

scholarly journals A Systematic Review to Define the Speech and Language Benefit of Early (<12 Months) Pediatric Cochlear Implantation

2016 ◽  
Vol 21 (2) ◽  
pp. 113-126 ◽  
Author(s):  
Hanneke Bruijnzeel ◽  
Fuat Ziylan ◽  
Inge Stegeman ◽  
Vedat Topsakal ◽  
Wilko Grolman
Keyword(s):  
Speech Perception ◽  
Speech Production ◽  
Cochlear Implantation ◽  
Receptive Language ◽  
Additional Benefit ◽  
Speech And Language ◽  
Language Outcome ◽  
Auditory Performance ◽  
Auditory Integration

Objective: This review aimed to evaluate the additional benefit of pediatric cochlear implantation before 12 months of age considering improved speech and language development and auditory performance. Materials and Methods: We conducted a search in PubMed, EMBASE and CINAHL databases and included studies comparing groups with different ages at implantation and assessing speech perception and speech production, receptive language and/or auditory performance. We included studies with a high directness of evidence (DoE). Results: We retrieved 3,360 articles. Ten studies with a high DoE were included. Four articles with medium DoE were discussed in addition. Six studies compared infants implanted before 12 months with children implanted between 12 and 24 months. Follow-up ranged from 6 months to 9 years. Cochlear implantation before the age of 2 years is beneficial according to one speech perception score (phonetically balanced kindergarten combined with consonant-nucleus-consonant) but not on Glendonald auditory screening procedure scores. Implantation before 12 months resulted in better speech production (diagnostic evaluation of articulation and phonology and infant-toddler meaningful auditory integration scale), auditory performance (Categories of Auditory Performance-II score) and receptive language scores (2 out of 5; Preschool Language Scale combined with oral and written language skills and Peabody Picture Vocabulary Test). Conclusions: The current best evidence lacks level 1 evidence studies and consists mainly of cohort studies with a moderate to high risk of bias. Included studies showed consistent evidence that cochlear implantation should be performed early in life, but evidence is inconsistent on all speech and language outcome measures regarding the additional benefit of implantation before the age of 12 months. Long-term follow-up studies are necessary to provide insight on additional benefits of early pediatric cochlear implantation.

Use of Visual Feedback to Treat Negative Intraoral Air Pressures of Preschoolers With Cochlear Implants

2000 ◽  
Vol 9 (1) ◽  
pp. 21-35 ◽  
Author(s):  
Maureen B. Higgins ◽  
Elizabeth A. McCleary ◽  
Laura Schulte
Keyword(s):  
Speech Perception ◽  
Speech Production ◽  
Cochlear Implants ◽  
Fundamental Frequency ◽  
Visual Feedback ◽  
The Other ◽  
Deaf Children ◽  
Frequent Use ◽  
Before And After

The primary purpose of this study was to determine if negative intraoral air pressures (−P o ) produced by young deaf children can be treated effectively with visual feedback. We used two forms of visual feedback. One was a display of the P o signal on an oscilloscope, and the other was movement of cellophane streamers placed in front of the children’s mouths. Participants were two 5-year-old boys who had been using cochlear implants (CIs) for less than 6 months. Both children were congenitally deafened and had very limited speech production and perception skills. In addition to frequent usage of −P o , both children exhibited deviant phonatory behaviors, so phonatory goals were incorporated into treatment. The magnitude and direction of P o was monitored, as well as fundamental frequency and electroglottograph cycle width. Data were collected at baseline, before and after treatment sessions, and 7 weeks after termination of treatment. One child responded well to treatment of −P o with both forms of visual feedback, and progress was maintained at follow-up. For the other child, +P o occurred more frequently as the study progressed, and he rarely produced −P o by the end of the investigation. However, because changes were evident in baseline as well as during treatment, it is difficult to attribute his more frequent use of +P o specifically to treatment. The phonation of the two children changed in ways that were consistent with their phonatory goals, although the degree of change was not always significant. Change was more evident for phonatory behaviors that could be shaped with visual feedback. Although both children exhibited some undesirable speech/voice behaviors in response to visual feedback, there was no evidence of long-lasting mislearning. Although our data are limited, it appears that treatment of −P o can be efficacious for some young children with CIs, even those with very poor speech perception and speech production skills. Further, treatment of −P o can be incorporated effectively with other speech production goals.

scholarly journals Participles in contrast

2014 ◽  
Vol 6 (1) ◽  
Author(s):  
Hans Petter Helland ◽  
Anneliese Pitz
Keyword(s):  
Structural Analysis ◽  
Structural Properties ◽  
The Other ◽  
Open Type ◽  
Crucial Difference ◽  
Closed Type ◽  
The One

In this paper, we propose a structural analysis of present and past participles in two constructions: open and closed adjuncts. The crucial difference between the two types of adjuncts to be accounted for concerns the availability of an explicit (for the closed type) or an implicit (for the open type) DP subject. Our analysis is based on data from French and German in the OMC corpus. These data allow us on the one hand to identify the idiosyncratic properties of the constructions in the two languages, and on the other to test our hypotheses concerning the structural properties of the various participial constructions in a cross-linugistic perspective.

scholarly journals Структура и магнетизм сверхрешеток Co/Dy

2020 ◽  
Vol 62 (9) ◽  
pp. 1499
Author(s):  
М.В. Макарова ◽  
Е.А. Кравцов ◽  
В.В. Проглядо ◽  
Yu. Khaydukov ◽  
В.В. Устинов
Keyword(s):  
Magnetic Anisotropy ◽  
Structural Properties ◽  
Perpendicular Magnetic Anisotropy ◽  
The Other ◽  
Periodic Change ◽  
Sample Plane ◽  
Perpendicular Orientation ◽  
Other Hand ◽  
The One

The influence of structural properties on the formation of perpendicular magnetic anisotropy in Co/Dy superlattices is investigated. It is established that superlattices are a compositionally modulated alloy in which, on the one hand, a strict periodicity is maintained in the thickness and composition of the layers, and on the other hand, the interdiffusion of Co and Dy at the interlayer boundaries leads to a periodic change with the depth of the concentration of Co and Dy. It is shown that the perpendicular magnetic anisotropy in Co/Dy is due to the perpendicular orientation of the magnetization in the alloying CoDy layers, while the magnetization of the Co layers is oriented in the sample plane.

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