scholarly journals Acoustic realization of Mandarin neutral tone and tone sandhi in infant-directed speech and Lombard speech

2017 ◽  
Vol 142 (5) ◽  
pp. 2823-2835 ◽  
Author(s):  
Ping Tang ◽  
Nan Xu Rattanasone ◽  
Ivan Yuen ◽  
Katherine Demuth
Keyword(s):  
Tone Sandhi ◽  
Neutral Tone

A discussion on tone sandhi problems in Chinese

1972 ◽  
Vol 2 (1) ◽  
pp. 13-19 ◽  
Author(s):  
Francis D. M. Dow
Keyword(s):  
Stress Distribution ◽  
Tone Sandhi ◽  
Tone Pattern ◽  
Neutral Tone ◽  
Final Syllable

The most important tone sandhi is that of tone-3. Each of the two forms of bisyllabic sequences in Chinese, the quasi-iambic and the trochaic, has two types of tone sandhi pattern. As far as the quasi-iambic sequence is concerned, tone-3 followed by other tones (including the neutral tone) except another tone-3 changes to ½ tone-3. Tone-3 followed by another tone-3 changes to tone-2. As far as the trochaic sequence is concerned, tone-3 followed by the neutral tone derived originally from tone-3 changes either to ½ tone-3 as before any other neutral tone, or to tone-2 as before any stressed tone-3. Tone-3 followed by the first type of trochaic sequence changes to tone-2, and that followed by the second type changes to ½ tone-3. Tone sandhi patterns of the sequences formed by three stressed tone-3 syllables, though mostly determined by the IC, are rather inconsistent; they vary from speaker to speaker. There are two types of tone sandhi patterns of the sequences formed by more than three stressed tone-3 syllables. The first type is uttered with a momentary pause which has the function of separating one IC from another. The second type is uttered without the pause. Thus only the tone pattern of the final syllable remains unchanged. Whether a polysyllabic sequence is uttered with a momentary pause or not depends on the speaker. In general, due to the influence of stress distribution, 223-sequences and 2223-sequences may optionally change to 213-sequences and 2123-sequences respectively when they are spoken faster. This confirms that the description of sandhi patterns in the second paragraph of section 1 is correct.

The Acquisition of Mandarin Tonal Processes by Children With Cochlear Implants

2019 ◽  
Vol 62 (5) ◽  
pp. 1309-1325 ◽  
Author(s):  
Ping Tang ◽  
Ivan Yuen ◽  
Nan Xu Rattanasone ◽  
Liqun Gao ◽  
Katherine Demuth
Keyword(s):  
Cochlear Implants ◽  
Normal Hearing ◽  
Lexical Tone ◽  
Tone Sandhi ◽  
Lexical Tones ◽  
Pitch Information ◽  
Neutral Tone ◽  
Mandarin Tones ◽  
Hearing Children ◽  
Naming Tasks

Purpose Children with cochlear implants (CIs) face challenges in acquiring tonal languages, as CIs do not efficiently code pitch information. Mandarin is a tonal language with lexical tones and tonal processes such as neutral tone and tone sandhi, exhibiting contextually conditioned tonal realizations. Previous studies suggest that early implantation and long CI experience facilitate the acquisition of lexical tones by children with CIs. However, there is lack of acoustic evidence on children's tonal productions demonstrating that this is the case, and it is unclear whether and how children with CIs are able to acquire contextual tones. This study therefore examined the acoustic realization of both lexical tones and contextual tones as produced by children fitted with CIs, exploring the potential effects of age at implantation and length of CI experience on their acquisition of the Mandarin tonal system. Method Seventy-two Mandarin-learning preschoolers with CIs, varying in age at implantation (13–42 months) and length of CI experience (2–49 months), and 44 normal hearing 3-year-old controls were recruited. Tonal productions were elicited from both groups using picture-naming tasks and acoustically compared. Results Only the early implanted group (i.e., implanted before the age of 2 years) produced normal-like lexical tones and generally had contextual tones approximating those of the normal-hearing children. The other children, including those with longer CI experience, did not have typical tonal productions; their pitch patterns for lexical tones tended to be flatter, and contextual tone productions were unchanged across tonal contexts. Conclusion Children with CIs face challenges in acquiring Mandarin tones, but early implantation may help them to develop normal-like lexical tone categories, which further facilitates their implementation of contextual tones. Supplemental Material https://doi.org/10.23641/asha.8038889

Pig, tone sandhi and wumin

1989 ◽  
Vol 18 (2) ◽  
pp. 163-182 ◽  
Author(s):  
William Ballard
Keyword(s):  
Tone Sandhi

Mechanisms of Tone Sandhi Rule Application by Non-Native Speakers

2017 ◽  
Author(s):  
Si Chen ◽  
Yunjuan He ◽  
Chun Wah Yuen ◽  
Bei Li ◽  
Yike Yang
Keyword(s):  
Native Speakers ◽  
Tone Sandhi ◽  
Rule Application

The prosodic effect of the neutral tone to the preceding tone

2016 ◽  
Author(s):  
Shanshan Fan ◽  
Aijun Li ◽  
Jun Gao ◽  
Ao Chen
Keyword(s):  
Neutral Tone

scholarly journals Can Dogs’ Origins and Interactions with Humans Affect Their Accomplishments? A Study on the Responses of Shelter and Companion Dogs during Vocal Cue Training

Animals ◽  
2021 ◽  
Vol 11 (5) ◽  
pp. 1360
Author(s):  
Maria Luiza A. Fonseca ◽  
Angélica S. Vasconcellos
Keyword(s):  
Social Interactions ◽  
Social Deprivation ◽  
Behavioral Responses ◽  
The Other ◽  
Influential Factor ◽  
Vocal Cues ◽  
Companion Dogs ◽  
Shelter Dogs ◽  
Tone Of Voice ◽  
Neutral Tone

The inclusion of life history as a possible influential factor is pivotal in studies on behavior, welfare, and cognition. Shelter dogs have usually experienced a life involving poor social interactions with humans. Thus, we aimed to investigate the behavioral responses of shelter dogs (SDs) and companion dogs (CDs) during the training of two vocal cues (“sit”, “paw”), as well as the possible associations between their responses and the behaviors of trainers. We studied 15 SDs and 15 CDs in up to eight five-minute training sessions. Dogs’ and trainers’ behaviors were recorded and analyzed (through GLM, GLMM, correlation and Mann–Whitney tests). Shelter dogs responded to more cues per session, with shorter latencies and fewer repetitions of cues. Moreover, SDs spent more time wagging their tails. Dogs’ sex and trainers’ behaviors were also associated with differences in dogs’ responses. The use of a reproachful tone of voice was associated with a greater number of cues responded to, shorter latencies, and fewer repetitions of cues. However, this type voice/discourse was also linked to a greater exhibition of non-training behaviors (e.g., exploring the room or jumping on the trainer), and to dogs spending less time next to the trainer and wagging their tails. On the other hand, the use of a neutral tone of voice and laughter, besides being linked to performance, was also associated with longer durations of tail wagging. Furthermore, the duration of the trainers’ orientation to dogs was correlated with the orientation of the dogs to the trainers. Our data suggest that, even when having experienced social deprivation from humans, SDs’ capacities to learn vocal cues were preserved, possibly due to ontogenic homeostasis processes. Shelter dogs’ greater interest in the sessions may be also credited to their socially-deprived routine. Our outcomes also point to an association between friendly interactions during training and dog performance and excitement, which suggests that such interactions may have the potential to improve SD welfare.

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