scholarly journals The effect of sentential context on phonetic categorization is modulated by talker accent and exposure

2018 ◽  
Vol 143 (3) ◽  
pp. EL231-EL236 ◽  
Author(s):  
Jessamyn Schertz ◽  
Kara Hawthorne
2001 ◽  
Vol 22 (2) ◽  
pp. 191-215 ◽  
Author(s):  
ARTURO E. HERNANDEZ ◽  
CHRISTINE FENNEMA-NOTESTINE ◽  
CARE UDELL ◽  
ELIZABETH BATES

This article presents a new method that can compare lexical priming (word–word) and sentential priming (sentence–word) directly within a single paradigm. We show that it can be used to address modular theories of word comprehension, which propose that the effects of sentence context occur after lexical access has taken place. Although lexical priming and sentential priming each occur very quickly in time, there should be a brief time window in which the former is present but the latter is absent. Lexical and sentential priming of unambiguous words were evaluated together, in competing and converging combinations, using time windows designed to detect an early stage where lexical priming is observed but sentential priming is not. Related and unrelated word pairs were presented visually, in rapid succession, within auditory sentence contexts that were either compatible or incompatible with the target (the second word in each pair). In lexical decision, the additive effects of lexical priming and sentential priming were present under all temporal conditions, although the latter was always substantially larger. In cross-modal naming, sentential priming was present in all temporal conditions; lexical priming was more fragile, interacting with timing and sentential congruence. No evidence was found for a stage in which lexical priming is present but sentential priming is absent – a finding that is difficult to reconcile with two-stage models of lexical versus sentential priming. We conclude that sentential context operates very early in the process of word recognition, and that it can interact with lexical priming at the earliest time window.


1993 ◽  
Vol 36 (6) ◽  
pp. 1286-1299 ◽  
Author(s):  
Joan E. Sussman

Discrimination and phonetic identification abilities of 5- to 6-year-old children with language impairments were compared to those of 4-year-olds with normally developing language and to previous findings from 5- to 6-year-olds and adults for synthetic stimuli ranging from [ba] to da]. Results showed similar discrimination sensitivity to the second- and third-formant transition cues of stimuli by all children, with poorest sensitivity by the youngest. Phonetic categorization by children with language impairments was most different from the groups with normal language abilities, evidenced by a difference in the percent of tokens labeled as "BA" and by greater variability in labeling and in placement of phonetic category boundaries. Results support hypotheses by Gathercole and Baddeley (1990) suggesting that the phonological component of working memory may be disordered in children with language impairments. Results are also suggestive of specific difficulties with left-hemisphere processing associated with language learning rather than with problems related to sensitivity to formant transitions of the speech tokens.


2011 ◽  
Vol 23 ◽  
pp. 90-91
Author(s):  
Sara Guediche ◽  
Jasmina Stritof ◽  
John Mertus ◽  
Kathleen Kurowski ◽  
Carole Palumbo ◽  
...  

1988 ◽  
Vol 84 (2) ◽  
pp. 501-510 ◽  
Author(s):  
Michael F. Dorman ◽  
Maureen T. Hannley ◽  
Geary A. McCandless ◽  
Luke M. Smith

Author(s):  
Sheila Blumstein

This article reviews current knowledge about the nature of auditory word recognition deficits in aphasia. It assumes that the language functioning of adults with aphasia was normal prior to sustaining brain injury, and that their word recognition system was intact. As a consequence, the study of aphasia provides insight into how damage to particular areas of the brain affects speech and language processing, and thus provides a crucial step in mapping out the neural systems underlying speech and language processing. To this end, much of the discussion focuses on word recognition deficits in Broca's and Wernicke's aphasics, two clinical syndromes that have provided the basis for much of the study of the neural basis of language. Clinically, Broca's aphasics have a profound expressive impairment in the face of relatively good auditory language comprehension. This article also considers deficits in processing the sound structure of language, graded activation of the lexicon, lexical competition, influence of word recognition on speech processing, and influence of sentential context on word recognition.


2019 ◽  
Vol 12 (1) ◽  
pp. 85-98
Author(s):  
Žana Gavrilović ◽  

The research in this paper focuses on presenting the complexity of the English progressive verb form. Its basic aim is to investigate the contextual conditions under which the progressive form, as context dependent and stylistically marked, may realise its various levels of meaning. We primarily rely on Leech’s theory (2004) of the English progressive, revisiting the author’s arguments on the semantic layering of this form, such as duration, limited duration, and completeness/incompleteness of verb situations. We will refer to these levels of meaning as aspectual and temporal but will also try to shed light on some other implications of the progressive form in sentential context, such as future time reference, habituality, intention, subjectivity, and emotional colouring. We premise that the temporal meaning of the progressive verb form is derived with reference to what is seen as the contextually independent, or simple, verb form, which occurs in the lexical material surrounding the progressive form itself. We further emphasise that the reference to simple verb forms may contribute to comprehending the levels of the aspectual and temporal meaning of the progressive, but that some other semantic values, such as those mentioned above, may allow for certain pragmatic interpretations and stylistic implications under the direct influence of a particular sentential context. Consequently, this occurs along with the increased use of the progressive in contemporary English, even for situations regularly expressed in simple verb form. Finally, we summarise various contextual factors influencing the proper interpretation and use of this semantically versatile English grammatical item and highlight the situations where the progressive might be interchangeable with the simple verb form.


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