scholarly journals Особенности почерка и орфографии текста «Сутры Белого старца» (шифр В 228(1)) из собрания Института восточных рукописей РАН

2020 ◽  
Vol 13 (4) ◽  
pp. 1078-1091
Author(s):  
Natalia S. Yakhontova ◽  
Keyword(s):  
Spoken Language ◽  
Decorative Element ◽  
Monosyllabic Words

Introduction. The manuscript of The Sutra of the White Old Man — call no. B 228(1) — in the collection of the Institute of Oriental Manuscripts (RAS) is written in the Oirat Clear Script. The manuscript was compiled during the period when the traditional rules of graphics and spelling were strongly influenced by the spoken language. Goals. The article aims at eliciting special features of the handwriting and spelling of this particular text of the Sutra. Results. If compared to the classical rules, the changes traced in the text affected both the graphics (letters and diacritic signs) and spelling of words. The spelling patterns in the manuscript reflect (although inconsistently and irregularly) some phonetic processes that took place in the spoken language, such as the development of diphthongs into long vowels, assimilation, insertion and reduction of vowels. The sign ‘udan’ denoting long vowels is used in the text only occasionally, and reduplication of labial vowels in the same function is only preserved in monosyllabic words and final syllables. The author speculates that the ‘udan’ sign could have lost its meaning to become a decorative element of the handwriting in certain positions. The paper transliterates the text and publishes a facsimile of the manuscript.

scholarly journals Enhancing Spoken Language through Graphic Organizers

2019 ◽  
Vol 7 (11) ◽  
pp. 13
Author(s):  
S. Suriyakumari ◽  
Dr. R. Seetha
Keyword(s):  
Graphic Organizers ◽  
Group Discussion ◽  
Spoken Language ◽  
Predominant Role ◽  
Text Book ◽  
Monosyllabic Words ◽  
Basic Purpose ◽  
The One ◽  
Play Group ◽  
Short Utterances

The basic purpose of learning a language is to communicate. The spoken form of the language takes the predominant role in the communication. The spoken form includes monologue, elocution, role play, group discussion, conversation including the one that uses monosyllabic words or short utterances and so on. Though speech is inseparable from listening, understanding the spoken form and responding to the same comprises both the receptive and productive skills. The present study uses the materials provided in the text book. The activities are based on familiar situations with known vocabulary. By using graphic organizers, the pupils  could be motivated to start a conversation and also enabled to respond in succession.

Speech Reception in the Presence of Classroom Noise

1979 ◽  
Vol 10 (4) ◽  
pp. 221-230 ◽  
Author(s):  
Veronica Smyth
Keyword(s):  
Signal To Noise Ratio ◽  
Learning Processes ◽  
Speech Discrimination ◽  
Signal To Noise ◽  
Speech Reception ◽  
Monosyllabic Words ◽  
Noise Ratio

Three hundred children from five to 12 years of age were required to discriminate simple, familiar, monosyllabic words under two conditions: 1) quiet, and 2) in the presence of background classroom noise. Of the sample, 45.3% made errors in speech discrimination in the presence of background classroom noise. The effect was most marked in children younger than seven years six months. The results are discussed considering the signal-to-noise ratio and the possible effects of unwanted classroom noise on learning processes.

Assessing the Link Between Perception and Production in Cantonese Tone Acquisition

2019 ◽  
Vol 62 (5) ◽  
pp. 1243-1257 ◽  
Author(s):  
Peggy Pik Ki Mok ◽  
Holly Sze Ho Fung ◽  
Vivian Guo Li
Keyword(s):  
Language Acquisition ◽  
General Principle ◽  
Choice Task ◽  
Factors Affecting ◽  
Tone Pair ◽  
Tone Production ◽  
Monosyllabic Words ◽  
Early Production ◽  
Forced Choice Task ◽  
Production Accuracy

Purpose Previous studies showed early production precedes late perception in Cantonese tone acquisition, contrary to the general principle that perception precedes production in child language. How tone production and perception are linked in 1st language acquisition remains largely unknown. Our study revisited the acquisition of tone in Cantonese-speaking children, exploring the possible link between production and perception in 1st language acquisition. Method One hundred eleven Cantonese-speaking children aged between 2;0 and 6;0 (years;months) and 10 adolescent reference speakers participated in tone production and perception experiments. Production materials with 30 monosyllabic words were transcribed in filtered and unfiltered conditions by 2 native judges. Perception accuracy was based on a 2-alternative forced-choice task with pictures covering all possible tone pair contrasts. Results Children's accuracy of production and perception of all the 6 Cantonese tones was still not adultlike by age 6;0. Both production and perception accuracies matured with age. A weak positive link was found between the 2 accuracies. Mother's native language contributed to children's production accuracy. Conclusions Our findings show that production and perception abilities are associated in tone acquisition. Further study is needed to explore factors affecting production accuracy in children. Supplemental Material https://doi.org/10.23641/asha.7960826

Perceptual Learning of Vocoded Speech With and Without Contralateral Hearing: Implications for Cochlear Implant Rehabilitation

2020 ◽  
pp. 1-10
Author(s):  
Martin Chavant ◽  
Alexis Hervais-Adelman ◽  
Olivier Macherey
Keyword(s):  
Cochlear Implant ◽  
Perceptual Learning ◽  
Speech Signal ◽  
Training Phase ◽  
Monosyllabic Words ◽  
Low Pass ◽  
Contralateral Ear ◽  
Number Of Individuals ◽  
Insight Into ◽  
Vocoded Speech

Purpose An increasing number of individuals with residual or even normal contralateral hearing are being considered for cochlear implantation. It remains unknown whether the presence of contralateral hearing is beneficial or detrimental to their perceptual learning of cochlear implant (CI)–processed speech. The aim of this experiment was to provide a first insight into this question using acoustic simulations of CI processing. Method Sixty normal-hearing listeners took part in an auditory perceptual learning experiment. Each subject was randomly assigned to one of three groups of 20 referred to as NORMAL, LOWPASS, and NOTHING. The experiment consisted of two test phases separated by a training phase. In the test phases, all subjects were tested on recognition of monosyllabic words passed through a six-channel “PSHC” vocoder presented to a single ear. In the training phase, which consisted of listening to a 25-min audio book, all subjects were also presented with the same vocoded speech in one ear but the signal they received in their other ear differed across groups. The NORMAL group was presented with the unprocessed speech signal, the LOWPASS group with a low-pass filtered version of the speech signal, and the NOTHING group with no sound at all. Results The improvement in speech scores following training was significantly smaller for the NORMAL than for the LOWPASS and NOTHING groups. Conclusions This study suggests that the presentation of normal speech in the contralateral ear reduces or slows down perceptual learning of vocoded speech but that an unintelligible low-pass filtered contralateral signal does not have this effect. Potential implications for the rehabilitation of CI patients with partial or full contralateral hearing are discussed.

What Do We Want Them To Be When They Grow Up?

2010 ◽  
Vol 20 (1) ◽  
pp. 27-31
Author(s):  
Lyn Robertson
Keyword(s):  
Hearing Loss ◽  
Social Development ◽  
Young Women ◽  
Hearing Aids ◽  
Test Scores ◽  
Spoken Language ◽  
Language Therapy ◽  
Profound Hearing Loss ◽  
Children With Hearing Loss ◽  
Learning To Listen

Abstract Learning to listen and speak are well-established preludes for reading, writing, and succeeding in mainstream educational settings. Intangibles beyond the ubiquitous test scores that typically serve as markers for progress in children with hearing loss are embedded in descriptions of the educational and social development of four young women. All were diagnosed with severe-to-profound or profound hearing loss as toddlers, and all were fitted with hearing aids and given listening and spoken language therapy. Compiling stories across the life span provides insights into what we can be doing in the lives of young children with hearing loss.

Red Flags: Barriers to Listening and Spoken Language in Children with Hearing Loss

2014 ◽  
Vol 24 (1) ◽  
pp. 11-18
Author(s):  
Andrea Bell ◽  
K. Todd Houston
Keyword(s):  
Hearing Loss ◽  
Early Diagnosis ◽  
Skill Acquisition ◽  
Dynamic Process ◽  
Spoken Language ◽  
Red Flags ◽  
Careful Monitoring ◽  
Auditory Development ◽  
Children With Hearing Loss ◽  
Family Centered

To ensure optimal auditory development for the acquisition of spoken language, children with hearing loss require early diagnosis, effective ongoing audiological management, well fit and maintained hearing technology, and appropriate family-centered early intervention. When these elements are in place, children with hearing loss can achieve developmental and communicative outcomes that are comparable to their hearing peers. However, for these outcomes to occur, clinicians—early interventionists, speech-language pathologists, and pediatric audiologists—must participate in a dynamic process that requires careful monitoring of countless variables that could impact the child's skill acquisition. This paper addresses some of these variables or “red flags,” which often are indicators of both minor and major issues that clinicians may encounter when delivering services to young children with hearing loss and their families.

Children's Performance on a Binaural Fusion Task

1981 ◽  
Vol 24 (4) ◽  
pp. 520-525 ◽  
Author(s):  
Bruce L. Plakke ◽  
Daniel J. Orchik ◽  
Daniel S. Beasley
Keyword(s):  
Enhancement Effect ◽  
Sensation Level ◽  
Large Measure ◽  
Filter Bandwidth ◽  
Research Results ◽  
Presentation Modes ◽  
Monosyllabic Words ◽  
Better Than

Binaural auditory fusion of 108 children (4, 6, and 8 years old) was studied using three lists of monosyllabic words (WIPI) presented at two sensation levels (30 and 40 dB). The words were processed to produce three bandwidth conditions (100, 300, 600 Hz) and were administered via three presentation modes (binaural fusion 1, diotic, binaural fusion 2). Results showed improved discrimination scores with increasing age, sensation level, and filter bandwidth. Diotic scores were better than binaural fusion scores for the narrower bandwidth conditions, but the diotic enhancement effect was seriously compromised in the widest bandwidth (600 Hz) condition. The results confirmed the contention that prior research results were equivocal due, in large measure, to procedural variability. Methods for reducing such variability and enhancing the clinical viability of binaural fusion tasks are suggested.

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