Recognizing Speakers Across Languages

2018 ◽  
pp. 514-538
Author(s):  
Tyler K. Perrachione
Keyword(s):  
Foreign Language ◽  
Speech Processing ◽  
Native Language ◽  
Linguistic Competence ◽  
Familiarity Effect ◽  
Neural Models ◽  
Wide Range ◽  
Language Familiarity ◽  
Talker Identification ◽  
Gain Access

Listeners identify voices more accurately in their native language than an unknown, foreign language, in a phenomenon known as the language-familiarity effect in talker identification. This effect has been reliably observed for a wide range of different language pairings and using a variety of different methodologies, including voice line-ups, talker-identification training, and talker discrimination. What do listeners know about their native language that helps them recognize voices more accurately? Do listeners gain access to this knowledge when they learn a second language? Is linguistic competence necessary, or can mere exposure to a foreign language help listeners identify voices more accurately? This chapter reviews the more than three decades of research on the language-familiarity effect in talker identification, with an emphasis on how attention to this phenomenon can inform not only better psychological and neural models of memory for voices, but also better models of speech processing.

A language familiarity effect for talker identification in forward but not time-reversed speech

2015 ◽  
Vol 137 (4) ◽  
pp. 2415-2415
Author(s):  
Sara C. Dougherty ◽  
Deirdre E. Mclaughlin ◽  
Tyler K. Perrachione
Keyword(s):  
Familiarity Effect ◽  
Language Familiarity ◽  
Talker Identification

scholarly journals A language-familiarity effect on the recognition of computer-transformed vocal emotional cues

2019 ◽  
Author(s):  
Tomoya Nakai ◽  
Laura Rachman ◽  
Pablo Arias ◽  
Kazuo Okanoya ◽  
Jean-Julien Aucouturier
Keyword(s):  
Native Language ◽  
Cross Cultural ◽  
Familiarity Effect ◽  
Emotional Cues ◽  
Voice Identification ◽  
Language Familiarity ◽  
Socially Relevant ◽  
The Individual ◽  
Stimulus Degradation ◽  
Rule Out

AbstractPeople are more accurate in voice identification and emotion recognition in their native language than in other languages, a phenomenon known as the language familiarity effect (LFE). Previous work on cross-cultural inferences of emotional prosody has left it difficult to determine whether these native-language advantages arise from a true enhancement of the auditory capacity to extract socially relevant cues in familiar speech signals or, more simply, from cultural differences in how these emotions are expressed. In order to rule out such production differences, this work employed algorithmic voice transformations to create pairs of stimuli in the French and Japanese language which differed by exactly the same amount of prosodic expression. Even though the cues were strictly identical in both languages, they were better recognized when participants processed them in their native language. This advantage persisted in three types of stimulus degradation (jabberwocky, shuffled and reversed sentences). These results provide univocal evidence that production differences are not the sole drivers of LFEs in cross-cultural emotion perception, and suggest that it is the listeners’ lack of familiarity with the individual speech sounds of the other language, and not e.g. with their syntax or semantics, which impairs their processing of higher-level emotional cues.

scholarly journals STUDENTS’ NATIVE LANGUAGE AS A MEANS OF DEVELOPING LINGUISTIC COMPETENCE IN A FOREIGN LANGUAGE

2020 ◽  
Vol 12 ◽  
pp. 77-88
Author(s):  
N. V. Serpikova ◽  
M. B. Serpikova
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Educational Process ◽  
Linguistic Competence ◽  
Foreign Languages ◽  
Comparative Approach ◽  
Poor Knowledge ◽  
University Teachers ◽  
Professional Activities ◽  
Language Studies

Our experience of working with students of a transport (technical) university shows that many of them have serious problems in learning foreign languages. Students will not be able to realize their potential in future professional activities, involving foreign-language partners, since poor knowledge of a foreign language prevents them from establishing business contacts. The object of our research was linguistic competence as the basis for developing a communicative competence. Having analysed the existing linguistic and methodological literature, the educational process including learning English and French as a FL2 and the reasons for the students’ poor knowledge of foreign languages, we came to the conclusion that the problem does not lie solely with the small number of school hours or poor knowledge obtained at school. The lack of linguistic competence results from the insufficient knowledge acquired from native language studies, it is one of the main reasons for the poor proficiency of students in foreign languages. Students are not familiar with linguistic terminology in their native language, and this fact greatly complicates explanation of the grammar of the studied foreign language. The purpose of this paper is to focus the attention of university teachers on the need to work with students to master Russian and foreign language terminology in the framework of a comparative approach, which is one of the main methods of teaching a foreign language, as it expands the general language awareness and develops the “linguistic flair”of students.

Eye Movements of Children and Adults While Reading Television Subtitles

2007 ◽  
Vol 12 (3) ◽  
pp. 196-205 ◽  
Author(s):  
Géry d'Ydewalle ◽  
Wim De Bruycker
Keyword(s):  
Eye Movements ◽  
Foreign Language ◽  
Age Differences ◽  
Information Sources ◽  
Native Language ◽  
Verbal Information ◽  
Single Text ◽  
Grade 5 ◽  
Reading Patterns ◽  
Attentional System

Abstract. Eye movements of children (Grade 5-6) and adults were monitored while they were watching a foreign language movie with either standard (foreign language soundtrack and native language subtitling) or reversed (foreign language subtitles and native language soundtrack) subtitling. With standard subtitling, reading behavior in the subtitle was observed, but there was a difference between one- and two-line subtitles. As two lines of text contain verbal information that cannot easily be inferred from the pictures on the screen, more regular reading occurred; a single text line is often redundant to the information in the picture, and accordingly less reading of one-line text was apparent. Reversed subtitling showed even more irregular reading patterns (e.g., more subtitles skipped, fewer fixations, longer latencies). No substantial age differences emerged, except that children took longer to shift attention to the subtitle at its onset, and showed longer fixations and shorter saccades in the text. On the whole, the results demonstrated the flexibility of the attentional system and its tuning to the several information sources available (image, soundtrack, and subtitles).

Feedback as a form of control in a technogenic educational environment

2020 ◽  
pp. 44-49
Author(s):  
I. V. Kharlamenko ◽  
V. V. Vonog
Keyword(s):  
Foreign Language ◽  
Peer Assessment ◽  
Educational Environment ◽  
Educational Process ◽  
Mobile Technologies ◽  
Independent Learning ◽  
Bring Your Own Device ◽  
Self Assessment ◽  
Automated Control ◽  
Wide Range

The article is devoted to control and feedback in foreign language teaching in a technogenic environment. The educational process is transformed in terms of the implementation and active use of digital technologies. ICT-rich environment provides new models of interaction between the teacher, students and digital tools. It also enriches the diversity of tasks and expands the range of possible forms of control and feedback. According to the authors, automated evaluation takes place both in out-of-classroom activities and directly in the classroom using Bring Your Own Device technology (BYOD). Automated control contributes to the intensity of the educational process. It provides all the participants with an opportunity to choose a convenient mode of work and get instant feedback, thereby allowing self-assessment and self-reflection of their own actions. When teaching foreign languages, special attention should be paid to chatbot technology. Chatbots imitate human actions and are able to perform standard repetitive tasks. The growing popularity of bots is explained by a wide range of usage spheres and the ability to integrate chatbots into social networks and mobile technologies. In the technogenic educational environment, ICT can be the basis for interaction, co-editing and peer assessment in collaborative projects. In this case, students receive feedback not only from the teacher, but also from other students, which increases the motivation for independent learning. Thus, automated control, self-assessment and peer assessment can both identify problem areas for each student and design an individual learning path, which increases the effectiveness of learning a foreign language.

The Inscriptions on the Gravestones in the Croatian Villages of Slovakia, Chunovo and Jarovce: The Specificity of Mixing Graphics Systems

2019 ◽  
Vol 14 (1-2) ◽  
pp. 159-173
Author(s):  
Darya Yu. Vashchenko
Keyword(s):  
Foreign Language ◽  
Ethnic Group ◽  
Ethnic Groups ◽  
Native Language ◽  
Close Contact ◽  
Funerary Monuments ◽  
Traditional Spelling ◽  
The Family ◽  
High Degree ◽  
The Village

The article discusses the inscriptions on funerary monuments from the Croatian villages of Cunovo and Jarovce, located in the South of Slovakia, near Bratislava. These inscriptions reflect the complicated sociocultural situation in the region, which is particularly specific due to the fact that this territory was included to Slovakia’s territory only after 1946, while earlier the village was part of Hungary. In addition, the local Croatian ethnic group was actively in close contact with the German and Hungarian communities. At the same time, the orthographic norms of the literary Croatian, German, Hungarian, and Slovak languages, which could potentially be owned by the authors of the inscriptions, differ in many ways, despite the Latin alphabet used on all the gravestones. All this is reflected in the tombstones, representing a high degree of mixing codes. The article identifies the main types of fusion on the monuments: separate orthograms, writing the maiden name of the deceased in the spelling of her native language, the traditional spelling of the family name. In addition, the mixing of codes can be associated with writing feminitives, also order of name and surname within the anthroponym. Moreover, the settlements themselves represent different ethnic groups coexistence within the village. Gravestones from the respective cemeteries also differ from each other in the nature of the prevailing trend of the mixing codes. In Jarovce, where the ethnic groups live compactly, fusion is often presented as a separate foreign language orthograms. In Cunovo, where the ethnic groups constitute a global conglomerate, more traditional presents for a specific family spelling of the names on the monument.

ARTISTIC ASSIMILATION OF THE WORLD IN THE ESSAY PROSE OF M. G. ATAMANOV (BASED ON THE BOOK “I AM UDMURT. WHY DOES IT HURT?”)

2020 ◽  
Vol 14 (3) ◽  
pp. 459-464
Author(s):  
Alevtina Vasilevna Kamitova ◽  
Tatyana Ivanovna Zaitseva
Keyword(s):  
Ethnic Identity ◽  
National Identity ◽  
National Culture ◽  
Native Language ◽  
Topographic Features ◽  
Wide Range ◽  
The World ◽  
The Subject ◽  
Individual Style

The paper reflects the specificity of the fundamental ideas of the artistic world of M. G. Atamanov, which includes a wide range of literary facts from the content level of the text of the works to their poetics. A particularly important role in the works of M. G. Atamanov is played by cross-cutting themes and images that reflect the author's individual style and his idea of national-ethnic identity. The subject of the research is the book of essays “Mon - Udmurt. Maly mynym vös’?” (“I am Udmurt. Why does it hurt?”), which most vividly reflected the main spiritual and artistic searches of M. G. Atamanov, associated with his ideas about the Udmurt people. The main motives and plots of the works included in the book under consideration are accumulated around the concept of “Udmurtness”. The comprehension of “Udmurtness” is modeled in his essays through specific leit themes: native language, Udmurt people, national culture, mentality, geographic and topographic features of the Udmurt people’ places of residence, the Orthodox idea. The “Udmurt theme” is recognized and comprehended by the writer through the prism of national identity.

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