Binaural advantage for sound pattern identification

1994 ◽  
Vol 95 (5) ◽  
pp. 2916-2916
Author(s):  
Gerald Kidd ◽  
Christine R. Mason ◽  
Tanya L. Rohtla
Keyword(s):  
Pattern Identification ◽  
Sound Pattern

Binaural advantage for sound pattern identification

1995 ◽  
Vol 98 (4) ◽  
pp. 1977-1986 ◽  
Author(s):  
Gerald Kidd ◽  
Christine R. Mason ◽  
Tanya L. Rohtla
Keyword(s):  
Pattern Identification ◽  
Sound Pattern

scholarly journals Vocalisation sound pattern identification in young broiler chickens

animal ◽  
2016 ◽  
Vol 10 (9) ◽  
pp. 1567-1574 ◽  
Author(s):  
I. Fontana ◽  
E. Tullo ◽  
A. Scrase ◽  
A. Butterworth
Keyword(s):  
Broiler Chickens ◽  
Pattern Identification ◽  
Sound Pattern

Review of The Sound Pattern of English.

1992 ◽  
Vol 37 (3) ◽  
pp. 269-269
Author(s):  
Terri Gullickson
Keyword(s):  
Sound Pattern

Glottalization and linking in the L2 speech of Czech learners of Spanish, Italian and Portuguese

2021 ◽  
pp. 026765832110158
Author(s):  
Radek Skarnitzl ◽  
Petr Čermák ◽  
Pavel Šturm ◽  
Zora Obstová ◽  
Jan Hricsina
Keyword(s):  
Logistic Regression Model ◽  
Native Speakers ◽  
Mixed Effects ◽  
Lexical Stress ◽  
The Other ◽  
Target Language ◽  
Romance Languages ◽  
Short Text ◽  
Sound Pattern ◽  
Frequent Use

The use of linking or glottalization contributes to the characteristic sound pattern of a language, and the use of one in place of the other may affect a speaker’s comprehensibility and fluency in certain contexts. In this study, native speakers of Czech, a language that is associated with a frequent use of glottalization in vowel-initial word onsets, are examined in the second language (L2) context of three Romance languages that predominantly employ linking between words (Spanish, Italian and Portuguese). In total, 29 native speakers and 51 non-native learners were asked to read a short text in the respective language. The learners were divided into two groups based on their experience with the target language. A number of other factors were examined in a mixed-effects logistic regression model (segmental context, lexical stress, prosodic breaks, and the semantic status of the words). The main results show that, regardless of the target language, the more experienced (ME) learners displayed significantly lower rates of glottalization than the less experienced (LE) learners, but significantly higher rates than native speakers. The pedagogical implications of the results are discussed.

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