Influence of Altered Auditory Feedback on Oral–Nasal Balance in Speech

Purpose This study explored the role of auditory feedback in the regulation of oral–nasal balance in speech. Method Twenty typical female speakers wore a Nasometer 6450 (KayPentax) headset and headphones while continuously repeating a sentence with oral and nasal sounds. Oral–nasal balance was quantified with nasalance scores. The signals from 2 additional oral and nasal microphones were played back to the participants through the headphones. The relative loudness of the nasal channel in the mix was gradually changed so that the speakers heard themselves as more or less nasal. An additional amplitude control group of 9 female speakers completed the same task while hearing themselves louder or softer in the headphones. Results A repeated-measures analysis of variance of the mean nasalance scores of the stimulus sentence at baseline, minimum, and maximum nasal feedback conditions demonstrated a significant effect of the nasal feedback condition. Post hoc analyses found that the mean nasalance scores were lowest for the maximum nasal feedback condition. The scores of the minimum nasal feedback condition were significantly higher than 2 of the 3 baseline feedback conditions. The amplitude control group did not show any effects of volume changes on nasalance scores. Conclusions Increased nasal feedback led to a compensatory adjustment in the opposite direction, confirming that oral–nasal balance is regulated by auditory feedback. However, a lack of nasal feedback did not lead to a consistent compensatory response of similar magnitude.

The L3 syntax–discourse interface

This article considers the acquisition of three English syntax–discourse interface constructions: Topicalization, Focus Fronting and Left Dislocation. We use data from Basque–Spanish bilinguals learning English as a third language (L3) as a test case for the Interface Hypothesis (IH, Sorace, 2011). The IH has made specific predictions about second language (L2) acquisition and such predictions can be extrapolated to L3 on the basis of interface delay explanations. Thirty contexts and embedded test sentences with and without pronouns were used; participants had to rate the acceptability of each audio stimulus sentence in the context on a seven-point scale. We tested Basque–Spanish bilinguals dominant in Basque (n = 23), Basque–Spanish bilinguals dominant in Spanish (n = 24), Spanish L2 English learners (n = 39) as well as native English speakers (n = 24). Findings provide evidence against current L3 acquisition models and potential arguments for both cumulative enhancement as well as cumulative inhibition as possible processes in L3 acquisition.

Literal salience in on-line processing of idiomatic expressions by second language learners

This article addresses the question of how second language (L2) learners understand idiomatic expressions in their second/foreign language and advances the proposition that literal meanings of idiom constituents enjoy processing priority over their figurative interpretations. This suggestion forms the core of the literal-salience resonant model of L2 idiom comprehension, whose major assumptions are outlined in the article. On the literal salience view, understanding L2 idioms entails an obligatory computation of the literal meanings of idiom constituent words, even if these idioms are embedded in a figurative context and if their idiomatic interpretation is well-known to L2 learners. The literal salience assumption was put to the test in a cross-modal lexical priming experiment with advanced Polish learners of English. The experiment showed more priming for visual targets related to literal meanings of idiom constituent words than for targets related figuratively to the metaphoric interpretation of the idiomatic phrase. This effect held true irrespective of whether the stimulus sentence contained a literal or a non-literal idiom.

Grammatical and situational aspect in French: a developmental study

We study the ability of children to provide an appropriate continuation for a stimulus sentence, taking into account the joint demands of situational aspect and grammatical aspect. We hypothesize that the aspectual transitions required by some aspectual combinations play a role in the difficulty of providing an appropriate continuation for them. We tested 130 French-speaking children of 5;06 to 9;0. In general, the data are consistent with the idea that the ability of children to construe an appropriate continuation for a stimulus clause is a function of both the situational aspect of the clause and the grammatical aspect provided by the verbal morpheme. There is a significant tense×situational aspect interaction in the number of continuations that children are able to provide in answer to the stimuli. Contrary to our expectations, there is no significant tense×situational aspect in the number of appropriate continuations, this being perhaps due to the small number of continuations for each stimulus type, but there are trends in the expected direction, which further studies may be able to confirm.

Speech Perception in a Communicative Context

By diminishing the role of communicative context, traditional tests of speech perception may underestimate or misrepresent the actual speech perception abilities of adults with a hearing impairment. This study investigates this contention by devising an assessment that may better simulate some aspects of "reallife" speech perception. A group of 31 participants with a severe-to-profound hearing impairment took part in a series of speech perception tests while wearing their hearing aids. The tests used question/answer or adjacency pairs, where the stimulus sentence was preceded by a question spoken by the participant. Four conditions were included: (a) where there was no initiating sentence, as in a traditional open-set speech perception test; (b) where the initiating question was neutral (e.g. "Why?"); (c) where there was a disruptive semantic relationship between the question and answer; and (d) where there was a strong contextual relationship between the question and answer. The time delay between the question and answer was also varied. Results demonstrated that in all conditions where there was a preceding question speech perception improved, and increasing the cohesion between the question and the reply improved speech perception scores. Additionally, time delay and the relatedness of the reply interacted. The effects of semantic context appeared to diminish over a 10-s period while other linguistic effects remained more constant. These results indicate the utility of simulating communicative environments within speech perception tests.

Performance of Monolingual and Bilingual Speakers of English and Spanish on the Synthetic Sentence Identification Test

Differences in the performance of adults with normal hearing were evaluated on the English and Spanish versions of the Synthetic Sentence Identification (SSI) test in the ipsilateral competing message (ICM) format. Previous work has shown that bilingual subjects perform significantly better on the Spanish version of the SSI at a –30 dB message-to-competition ratio (MCR). The previous investigators attributed this difference in performance to the existence of a greater number of pauses in the competing message of the Spanish version compared to the English version. In the present study, seven bilingual speakers and ten monolingual speakers each of English and Spanish completed two conditions—the standard competing message (SC) and the competing message mixed with speech noise (SC+N)—in order to reduce or eliminate the effect of pauses on performance. Bilingual subjects’ scores in each language were not significantly different from monolingual subjects’ scores. Scores from bilinguals were significantly better in Spanish compared to English—even when speech noise was used to fill in the natural pauses present in the competing message at a –10 dB MCR. It is suggested that this performance difference may be a result of the unequal average number of syllables per stimulus sentence in the English and Spanish versions. However, further research will be needed to explore the impact that different language structures have on SSI performance.

Bihemispheric Language Disorders in Early-Stage Dementia of the Alzheimer Type: Evidence From a Novel Metalinguistic Task

Because dementia of the Alzheimer type (DAT) is commonly characterized by bilateral cerebral atrophy, we examined the issue of higher linguistic abilities lateralized to the right cerebral hemisphere (RH) in earlystage DAT. A modified version of an insertion task was administered to 14 patients with probable DAT, 8 right-hemisphere brain-damaged (RHD) patients, 8 left-hemisphere brain-damaged (LHD) patients, and 28 normal elderly (control, CTR) right-handed subjects. The task consisted of presenting the subjects with 53 well-formed sentences; in each a word or syntagm had to be inserted grammatically. Twenty-eight word/syntagm insertions required grammatical role reassignment of a lexical item in the stimulus sentence (shift, sensitive to RHD); 25 insertions implied only semantic reinterpretation of the target sentence (nonshift, sensitive to LHD). The three pathological groups were relatively and similarly impaired on standard aphasia assessment. The performances of the DAT patients, controlled for global cognitive verbal proficiency, verbal cognitive skills, and mood, were found to be significantly worse than the performances of the CTR group on both insertion subtests, whereas there were no significant differences between the DAT and RHD subjects on the shift items or between the DAT and LHD subjects on the nonshift items. Similarly, no differences were noted between the RHD and CTR nonshift scores, or between the LHD and CTR shift scores. On the other hand, the LHD group outscored the RHD group on the shift insertions. A comparison between the two insertion subtests revealed that only the RHD and DAT groups performed significantly worse on the shift than on the nonshift items. Results are consistent with other anecdotally reported RH-specific language-related disorders in early DAT and replicate previous findings of bihemispheric extralinguistic disturbances in these patients.

Pronominalization in the Language of Deaf Students

Four hundred and eighty deaf students (age 10 to 18 years) and 60 hearing children (age eight to 10 years) were required to complete a stimulus sentence by selecting the appropriate pronoun from a list provided. The results indicated that subject and object case pronouns were easier than possessive adjectives, which were in turn easier than possessive pronouns and reflexives. Correct use of relative pronouns was the most difficult for both deaf and hearing subjects. Generalizations about the acquisition of the pronoun system must be limited, as it appeared that pronouns are mastered on a pronoun-by-pronoun basis rather than by categories (person, number, case) for both the deaf and hearing subjects.