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data-component-name="Pill" data-props="{"color":"gray","children":["Family Resilience"]}" data-trace="false" data-dom-id="Pill-react-component-c3a71122-c680-407b-bb32-7410da33ad6b"></div> <div id="Pill-react-component-c3a71122-c680-407b-bb32-7410da33ad6b"></div> </a></div></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Joaquín Romero</h3></div><div class="js-work-strip profile--work_container" data-work-id="101928809"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/101928809/Patterns_of_Constriction_Degree_in_Spanish_Heterorganic_Consonant_Sequences"><img alt="Research paper thumbnail of Patterns of Constriction Degree in Spanish Heterorganic Consonant Sequences" class="work-thumbnail" src="https://attachments.academia-assets.com/102332482/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/101928809/Patterns_of_Constriction_Degree_in_Spanish_Heterorganic_Consonant_Sequences">Patterns of Constriction Degree in Spanish Heterorganic Consonant Sequences</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study explores some of the predictions made by the theory of Articulatory Phonology regardin...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study explores some of the predictions made by the theory of Articulatory Phonology regarding the combined effects of distinct constriction degrees at the global vocal tract level. Data from peninsular Spanish are used to test whether the constriction degrees of two adjacent heterorganic consonants (stop+stop or stop+nasal) in words such as abdicar or abnegar influence each other as a function of context and speaking rate. Results show a variety of patterns in constriction degree realization, ranging from full occlusion to wide lenition for both consonants in the sequence. In addition, Pearson correlation coefficients show strong positive correlations between the constriction degrees of the consonants in the sequences, especially when they are both voiced stops, but also in stop+nasal combinations. These results are taken as evidence that the constriction degree of an individual gesture can have output effects at the vocal tract level beyond the individual gesture&#39;s constri...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e6f7345d3645cb1c5bfdd143f05ef326" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":102332482,"asset_id":101928809,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/102332482/download_file?st=MTczMjQ4MzQ5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="101928809"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="101928809"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 101928809; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=101928809]").text(description); $(".js-view-count[data-work-id=101928809]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 101928809; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='101928809']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 101928809, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e6f7345d3645cb1c5bfdd143f05ef326" } } $('.js-work-strip[data-work-id=101928809]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":101928809,"title":"Patterns of Constriction Degree in Spanish Heterorganic Consonant Sequences","translated_title":"","metadata":{"abstract":"This study explores some of the predictions made by the theory of Articulatory Phonology regarding the combined effects of distinct constriction degrees at the global vocal tract level. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="95207252"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/95207252/Articulatory_weakening_as_basis_of_historical_rhotacism"><img alt="Research paper thumbnail of Articulatory weakening as basis of historical rhotacism" class="work-thumbnail" src="https://attachments.academia-assets.com/97452753/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/95207252/Articulatory_weakening_as_basis_of_historical_rhotacism">Articulatory weakening as basis of historical rhotacism</a></div><div class="wp-workCard_item"><span>Proceedings of the 15th International Congress of …</span><span>, 2003</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0d1035518a52d0aa0fc51bb187ca7d9b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":97452753,"asset_id":95207252,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/97452753/download_file?st=MTczMjQ4MzQ5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="95207252"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="95207252"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 95207252; 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P., & García-Chico, T. (in press). Facilitative effect of cognate words vanishes when reducing the orthographic overlap: The effect of stimuli list composition. Journal of Experimental Psychology: Learning, Memory, and Cognition" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/74595029/Comesa%C3%B1a_M_Ferr%C3%A9_P_Guasch_M_Romero_J_Soares_A_P_and_Garc%C3%ADa_Chico_T_in_press_Facilitative_effect_of_cognate_words_vanishes_when_reducing_the_orthographic_overlap_The_effect_of_stimuli_list_composition_Journal_of_Experimental_Psychology_Learning_Memory_and_Cognition">Comesaña, M., Ferré, P., Guasch, M., Romero, J., Soares, A. P., & García-Chico, T. (in press). Facilitative effect of cognate words vanishes when reducing the orthographic overlap: The effect of stimuli list composition. Journal of Experimental Psychology: Learning, Memory, and Cognition</a></div><div class="wp-workCard_item"><span>Journal of Experimental Psychology Learning Memory and Cognition</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">press). Facilitative effect of cognate words vanishes when reducing the orthographic overlap: The...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">press). Facilitative effect of cognate words vanishes when reducing the orthographic overlap: The effect of stimuli list composition. Journal of Experimental Psychology: Learning, Memory, and Cognition. Facilitative effect of cognate words vanishes when reducing the orthographic overlap: The role of stimuli list composition Abstract Recent research has shown that cognate word processing is modulated by</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74595029"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74595029"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74595029; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74595029]").text(description); $(".js-view-count[data-work-id=74595029]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74595029; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74595029']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 74595029, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=74595029]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74595029,"title":"Comesaña, M., Ferré, P., Guasch, M., Romero, J., Soares, A. 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Journal of Experimental Psychology: Learning, Memory, and Cognition. Facilitative effect of cognate words vanishes when reducing the orthographic overlap: The role of stimuli list composition Abstract Recent research has shown that cognate word processing is modulated by","internal_url":"https://www.academia.edu/74595029/Comesa%C3%B1a_M_Ferr%C3%A9_P_Guasch_M_Romero_J_Soares_A_P_and_Garc%C3%ADa_Chico_T_in_press_Facilitative_effect_of_cognate_words_vanishes_when_reducing_the_orthographic_overlap_The_effect_of_stimuli_list_composition_Journal_of_Experimental_Psychology_Learning_Memory_and_Cognition","translated_internal_url":"","created_at":"2022-03-26T00:22:49.319-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":40588398,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Comesaña_M_Ferré_P_Guasch_M_Romero_J_Soares_A_P_and_García_Chico_T_in_press_Facilitative_effect_of_cognate_words_vanishes_when_reducing_the_orthographic_overlap_The_effect_of_stimuli_list_composition_Journal_of_Experimental_Psychology_Learning_Memory_and_Cognition","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":40588398,"first_name":"Joaquín","middle_initials":null,"last_name":"Romero","page_name":"RomeroJoaquín","domain_name":"independent","created_at":"2015-12-25T03:11:50.632-08:00","display_name":"Joaquín Romero","url":"https://independent.academia.edu/RomeroJoaqu%C3%ADn"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="69883636"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/69883636/Gestural_Timing_in_the_Perception_ofSpanish_r_C_Clusters"><img alt="Research paper thumbnail of Gestural Timing in the Perception ofSpanish r+C Clusters" class="work-thumbnail" src="https://attachments.academia-assets.com/79809700/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/69883636/Gestural_Timing_in_the_Perception_ofSpanish_r_C_Clusters">Gestural Timing in the Perception ofSpanish r+C Clusters</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Spanish single (erre simple) occurs in complementary distribution with double (erre doble) and ap...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Spanish single (erre simple) occurs in complementary distribution with double (erre doble) and appears everywhere except in absolute word-initial position and following /n/, /s/ and /l/ (Navarro Tomas 1970). According to Navarro Tomas the articulation of single (henceforth /R/) consists of a quick elevation of the tongue tip towards the alveolar region followed by a weak and brief contact and a subsequent return to the starting position. This description would correspond to that of a ‘tap’ (see also Hualde 2005). Articulatory evidence (Romero 1996), however, shows that /R/ can also be produced as a ‘flap’, in which case the tongue tip follows a more complex trajectory, moving upwards and backwards slightly before flapping forward, hitting the alveolar ridge in the process and then returning to the resting position. This would be the situation, for example, in intervocalic position, as in para /»paRa/ ‘for’. In other positions, such as preceding or following consonants, single is acc...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b0b9cba9e1b818e37f4d575bb36b765d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":79809700,"asset_id":69883636,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/79809700/download_file?st=MTczMjQ4MzQ5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="69883636"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="69883636"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69883636; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69883636]").text(description); $(".js-view-count[data-work-id=69883636]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 69883636; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='69883636']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 69883636, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b0b9cba9e1b818e37f4d575bb36b765d" } } $('.js-work-strip[data-work-id=69883636]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":69883636,"title":"Gestural Timing in the Perception ofSpanish r+C Clusters","translated_title":"","metadata":{"abstract":"Spanish single (erre simple) occurs in complementary distribution with double (erre doble) and appears everywhere except in absolute word-initial position and following /n/, /s/ and /l/ (Navarro Tomas 1970). 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In other positions, such as preceding or following consonants, single is acc...","publication_date":{"day":null,"month":null,"year":2008,"errors":{}}},"translated_abstract":"Spanish single (erre simple) occurs in complementary distribution with double (erre doble) and appears everywhere except in absolute word-initial position and following /n/, /s/ and /l/ (Navarro Tomas 1970). According to Navarro Tomas the articulation of single (henceforth /R/) consists of a quick elevation of the tongue tip towards the alveolar region followed by a weak and brief contact and a subsequent return to the starting position. This description would correspond to that of a ‘tap’ (see also Hualde 2005). Articulatory evidence (Romero 1996), however, shows that /R/ can also be produced as a ‘flap’, in which case the tongue tip follows a more complex trajectory, moving upwards and backwards slightly before flapping forward, hitting the alveolar ridge in the process and then returning to the resting position. This would be the situation, for example, in intervocalic position, as in para /»paRa/ ‘for’. In other positions, such as preceding or following consonants, single is acc...","internal_url":"https://www.academia.edu/69883636/Gestural_Timing_in_the_Perception_ofSpanish_r_C_Clusters","translated_internal_url":"","created_at":"2022-01-29T01:58:54.857-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":40588398,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":79809700,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/79809700/thumbnails/1.jpg","file_name":"paper1714.pdf","download_url":"https://www.academia.edu/attachments/79809700/download_file?st=MTczMjQ4MzQ5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Gestural_Timing_in_the_Perception_ofSpan.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/79809700/paper1714-libre.pdf?1643466515=\u0026response-content-disposition=attachment%3B+filename%3DGestural_Timing_in_the_Perception_ofSpan.pdf\u0026Expires=1732468795\u0026Signature=bkz6AEgRmLZny5xb8HIIMgJoj5TKifcdqumznGsJJEtaFhHbpkIPNRkacrBnkCRiMmnIknilid0IPmWAeNAEy40302VtSYdoVNNJYzXNVbIDwH3vD643I1Xof8myINSRxLQnF85KLWvOYdMxKYL~8uJJNmoWIDMsshQrpBzeCya1zJhZ65XDGEQbjZW4LnCkd3jZYANESpD9SplPkmXm5XMeLY3A2jIPnbmva3e4GEGypoHrRc2ReHwKrYh7rH7W5D8035OPmFNO-uhrFbye1z4WMWVbAypxU8MzuTwRJKKtKDNL1yrMXmmYPwmXUrCxq5ieCIUo0KXDyHC5DPwtFw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Gestural_Timing_in_the_Perception_ofSpanish_r_C_Clusters","translated_slug":"","page_count":14,"language":"en","content_type":"Work","owner":{"id":40588398,"first_name":"Joaquín","middle_initials":null,"last_name":"Romero","page_name":"RomeroJoaquín","domain_name":"independent","created_at":"2015-12-25T03:11:50.632-08:00","display_name":"Joaquín Romero","url":"https://independent.academia.edu/RomeroJoaqu%C3%ADn"},"attachments":[{"id":79809700,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/79809700/thumbnails/1.jpg","file_name":"paper1714.pdf","download_url":"https://www.academia.edu/attachments/79809700/download_file?st=MTczMjQ4MzQ5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Gestural_Timing_in_the_Perception_ofSpan.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/79809700/paper1714-libre.pdf?1643466515=\u0026response-content-disposition=attachment%3B+filename%3DGestural_Timing_in_the_Perception_ofSpan.pdf\u0026Expires=1732468795\u0026Signature=bkz6AEgRmLZny5xb8HIIMgJoj5TKifcdqumznGsJJEtaFhHbpkIPNRkacrBnkCRiMmnIknilid0IPmWAeNAEy40302VtSYdoVNNJYzXNVbIDwH3vD643I1Xof8myINSRxLQnF85KLWvOYdMxKYL~8uJJNmoWIDMsshQrpBzeCya1zJhZ65XDGEQbjZW4LnCkd3jZYANESpD9SplPkmXm5XMeLY3A2jIPnbmva3e4GEGypoHrRc2ReHwKrYh7rH7W5D8035OPmFNO-uhrFbye1z4WMWVbAypxU8MzuTwRJKKtKDNL1yrMXmmYPwmXUrCxq5ieCIUo0KXDyHC5DPwtFw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":79809701,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/79809701/thumbnails/1.jpg","file_name":"paper1714.pdf","download_url":"https://www.academia.edu/attachments/79809701/download_file","bulk_download_file_name":"Gestural_Timing_in_the_Perception_ofSpan.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/79809701/paper1714-libre.pdf?1643466515=\u0026response-content-disposition=attachment%3B+filename%3DGestural_Timing_in_the_Perception_ofSpan.pdf\u0026Expires=1732468795\u0026Signature=UdjPwYzdoEjOkOTjVTnbV5FXnwWglsYYP~Ff-Jp6N8Pjh4f-tJta2-xG8GbwItuHtIcDFFjE4221Y9MjJWphKeMwVjCDE0bAMSukvx2ykfLjYfxheMAlSfX1Wr1WLUoo~TtmiYWm6-BMBgBlI0GhxhbhawgtLlngP-lFBFShGx~YblNUa-pnriA9rAYTUUUntV8u-WwRjP0No91xafC9pGCpvDff6gb1bzs5wA8tq6QJ9svEzWZVHITZswoIaIt4N-k26qobh-KzzxtzMuIiITng36pnmxoggbXgNgXW2kveGRQkc6tFN712WvHCg~HvH-KqMDIs5Fq7g2h422e5zQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":300,"name":"Mathematics","url":"https://www.academia.edu/Documents/in/Mathematics"}],"urls":[{"id":17060055,"url":"http://www.lingref.com/cpp/lasp/3/paper1714.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="58225553"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/58225553/The_improvement_of_Spanish_Catalan_EFL_students_prosody_by_means_of_explicit_rhythm_instruction"><img alt="Research paper thumbnail of The improvement of Spanish/Catalan EFL students' prosody by means of explicit rhythm instruction" class="work-thumbnail" src="https://attachments.academia-assets.com/72740480/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/58225553/The_improvement_of_Spanish_Catalan_EFL_students_prosody_by_means_of_explicit_rhythm_instruction">The improvement of Spanish/Catalan EFL students' prosody by means of explicit rhythm instruction</a></div><div class="wp-workCard_item"><span>ISAPh 2018 International Symposium on Applied Phonetics</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ea9f7fee433682f317547676d84a0372" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":72740480,"asset_id":58225553,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/72740480/download_file?st=MTczMjQ4MzQ5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="58225553"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="58225553"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 58225553; 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This paper documents a longitudinal study conducted with ESP students at Rovira i Virgili University (Tarragona, Spain). Two groups were established: the experimental group, which received explicit rhythm instruction, and the control group, which did not. Both groups participated in ten weekly pronunciation sessions following Celce-Murcia's communicative framework and adapted to the technical context of the course. This study investigates the extent to which rhythm training positively influences students' prosody by analyzing ten sentences uttered before and after the instruction and measuring their VarcoV values. Results show that the experimental group tends to increase their VarcoV values after training, adopting a more English-like rhythm, while the control group behaves incongruently. Despite ANOVAs and t-tests not always being significant, the effect sizes of the differences between pre-and post-instruction reach significance.","publication_name":"ISAPh 2018 International Symposium on Applied Phonetics","grobid_abstract_attachment_id":72740480},"translated_abstract":null,"internal_url":"https://www.academia.edu/58225553/The_improvement_of_Spanish_Catalan_EFL_students_prosody_by_means_of_explicit_rhythm_instruction","translated_internal_url":"","created_at":"2021-10-15T14:32:53.017-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":40588398,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":72740480,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/72740480/thumbnails/1.jpg","file_name":"4a2253231029518e0f9a4a78996035768feb.pdf","download_url":"https://www.academia.edu/attachments/72740480/download_file?st=MTczMjQ4MzQ5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_improvement_of_Spanish_Catalan_EFL_s.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/72740480/4a2253231029518e0f9a4a78996035768feb-libre.pdf?1634341650=\u0026response-content-disposition=attachment%3B+filename%3DThe_improvement_of_Spanish_Catalan_EFL_s.pdf\u0026Expires=1732468795\u0026Signature=IDazs0f1Y2vzS57sKLb-upwVIvf-DlSa64NbQhZpvDH20wMoHCy2SIpysdb2lBX-otox9ttPSfQ-Gnb9E0PeAyNsF9-Xj6zK9HqCK1WY4HjOqITsHb66Zepp28QQuYaAkpRQGRGn9qXLOExfpx1vI8Ajoje7Du2Q7PbZp9yNuMBp44D3Q2TdRtOC2Oce5f3XNpYH8yKTS~lFyS3RPjzS-RjdCCePBiLDJtiDahgzt~mvWY28wzLbl7Y3YQ-~QP0-y0zQXPaJKFSVel94G-VcmjorO6KIIvZudzJu5zv-unC78-NPfDznr6UgwPsJdzc1Ngid00rpJLMWXzDjYI4icw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_improvement_of_Spanish_Catalan_EFL_students_prosody_by_means_of_explicit_rhythm_instruction","translated_slug":"","page_count":6,"language":"en","content_type":"Work","owner":{"id":40588398,"first_name":"Joaquín","middle_initials":null,"last_name":"Romero","page_name":"RomeroJoaquín","domain_name":"independent","created_at":"2015-12-25T03:11:50.632-08:00","display_name":"Joaquín Romero","url":"https://independent.academia.edu/RomeroJoaqu%C3%ADn"},"attachments":[{"id":72740480,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/72740480/thumbnails/1.jpg","file_name":"4a2253231029518e0f9a4a78996035768feb.pdf","download_url":"https://www.academia.edu/attachments/72740480/download_file?st=MTczMjQ4MzQ5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_improvement_of_Spanish_Catalan_EFL_s.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/72740480/4a2253231029518e0f9a4a78996035768feb-libre.pdf?1634341650=\u0026response-content-disposition=attachment%3B+filename%3DThe_improvement_of_Spanish_Catalan_EFL_s.pdf\u0026Expires=1732468795\u0026Signature=IDazs0f1Y2vzS57sKLb-upwVIvf-DlSa64NbQhZpvDH20wMoHCy2SIpysdb2lBX-otox9ttPSfQ-Gnb9E0PeAyNsF9-Xj6zK9HqCK1WY4HjOqITsHb66Zepp28QQuYaAkpRQGRGn9qXLOExfpx1vI8Ajoje7Du2Q7PbZp9yNuMBp44D3Q2TdRtOC2Oce5f3XNpYH8yKTS~lFyS3RPjzS-RjdCCePBiLDJtiDahgzt~mvWY28wzLbl7Y3YQ-~QP0-y0zQXPaJKFSVel94G-VcmjorO6KIIvZudzJu5zv-unC78-NPfDznr6UgwPsJdzc1Ngid00rpJLMWXzDjYI4icw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="56478305"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/56478305/The_Interaction_of_Spirantization_and_s_Aspiration_in_Andalusian_Spanish"><img alt="Research paper thumbnail of The Interaction of Spirantization and s-Aspiration in Andalusian Spanish" class="work-thumbnail" src="https://attachments.academia-assets.com/71845576/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/56478305/The_Interaction_of_Spirantization_and_s_Aspiration_in_Andalusian_Spanish">The Interaction of Spirantization and s-Aspiration in Andalusian Spanish</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Western Andalusian dialect of Spanish presents some interesting phenomena which have to do wi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The Western Andalusian dialect of Spanish presents some interesting phenomena which have to do with the interaction of two common rules of the language: spirantization and s- aspiration. Spirantization is a general phenomenon which is present in all dialects of the language by which voiced stops deocclusivize in a variety of contexts; s-aspiration, on the other hand, is more dialectally restricted and consists, in its simplest form, in the loss of the apical gesture of syllable coda /s/. Traditional phonological/phonetic accounts refer to the outcome of spirantization as continuant segments (fricatives or approximants), but more recent work has suggested that the term &#x27;deocclusivized stops&#x27; (Honorof 2003, Romero & Honorof 2004) might be more appropriate to describe the phonetic nature of these resulting segments. Along the same lines, Romero (1995) provided evidence that spirantized /b, d, g/ could be interpreted as regular stops with perhaps an altered constriction degree...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d8e30d11c0926838b64e149320863344" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":71845576,"asset_id":56478305,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/71845576/download_file?st=MTczMjQ4MzQ5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="56478305"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="56478305"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 56478305; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=56478305]").text(description); $(".js-view-count[data-work-id=56478305]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 56478305; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='56478305']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 56478305, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d8e30d11c0926838b64e149320863344" } } $('.js-work-strip[data-work-id=56478305]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":56478305,"title":"The Interaction of Spirantization and s-Aspiration in Andalusian Spanish","translated_title":"","metadata":{"abstract":"The Western Andalusian dialect of Spanish presents some interesting phenomena which have to do with the interaction of two common rules of the language: spirantization and s- aspiration. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="56478304"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/56478304/An_EMMA_Study_of_Segmental_Complexity_in_Alveolopalatals_and_Palatalized_Alveolars"><img alt="Research paper thumbnail of An EMMA Study of Segmental Complexity in Alveolopalatals and Palatalized Alveolars" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/56478304/An_EMMA_Study_of_Segmental_Complexity_in_Alveolopalatals_and_Palatalized_Alveolars">An EMMA Study of Segmental Complexity in Alveolopalatals and Palatalized Alveolars</a></div><div class="wp-workCard_item"><span>Phonetica</span><span>, 1997</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The goal of this paper is to test whether the palatal nasal stop [symbol: see text] occurring in ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The goal of this paper is to test whether the palatal nasal stop [symbol: see text] occurring in several Romance languages, Hungarian and Czech, is a two-gesture, complex segment (produced with a tongue front closure and intentional tongue dorsum raising) or else a one-gesture, simple segment (articulated at the alveoloprepalatal zone with a single tongue portion including the lamina and predorsum). In order to investigate this issue, electromagnetic midsagittal articulometer data were collected on apical, laminal and dorsal movement data for Catalan [symbol: see text] and Russian palatalized alveolar /nj/ (which is known to be a complex segment); other sound classes of both languages were also recorded, namely, the simple palatal segment /j/ and the two-segmental cluster /nj/. Time lags between position maxima at the tongue front and at the tongue dorsum argue strongly in favor of [symbol: see text] being a simple segment: they were found to be considerably shorter for [symbol: see text] than for /nj/; moreover, those for /nj/ were significantly longer than those for /j/ in Russian but not so in Catalan. In conjunction with linguopalatal contact data from the literature, it is argued that a longer time lag for [symbol: see text] vs. /j/ is representative of an unintentional, transitional event resulting from the alveoloprepalatal closure release for the former consonant occurring at the alveolar zone earlier than at the prepalatal zone.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="56478304"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="56478304"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 56478304; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=56478304]").text(description); $(".js-view-count[data-work-id=56478304]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 56478304; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='56478304']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 56478304, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=56478304]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":56478304,"title":"An EMMA Study of Segmental Complexity in Alveolopalatals and Palatalized Alveolars","translated_title":"","metadata":{"abstract":"The goal of this paper is to test whether the palatal nasal stop [symbol: see text] occurring in several Romance languages, Hungarian and Czech, is a two-gesture, complex segment (produced with a tongue front closure and intentional tongue dorsum raising) or else a one-gesture, simple segment (articulated at the alveoloprepalatal zone with a single tongue portion including the lamina and predorsum). In order to investigate this issue, electromagnetic midsagittal articulometer data were collected on apical, laminal and dorsal movement data for Catalan [symbol: see text] and Russian palatalized alveolar /nj/ (which is known to be a complex segment); other sound classes of both languages were also recorded, namely, the simple palatal segment /j/ and the two-segmental cluster /nj/. Time lags between position maxima at the tongue front and at the tongue dorsum argue strongly in favor of [symbol: see text] being a simple segment: they were found to be considerably shorter for [symbol: see text] than for /nj/; moreover, those for /nj/ were significantly longer than those for /j/ in Russian but not so in Catalan. In conjunction with linguopalatal contact data from the literature, it is argued that a longer time lag for [symbol: see text] vs. /j/ is representative of an unintentional, transitional event resulting from the alveoloprepalatal closure release for the former consonant occurring at the alveolar zone earlier than at the prepalatal zone.","publisher":"S. Karger AG","publication_date":{"day":null,"month":null,"year":1997,"errors":{}},"publication_name":"Phonetica"},"translated_abstract":"The goal of this paper is to test whether the palatal nasal stop [symbol: see text] occurring in several Romance languages, Hungarian and Czech, is a two-gesture, complex segment (produced with a tongue front closure and intentional tongue dorsum raising) or else a one-gesture, simple segment (articulated at the alveoloprepalatal zone with a single tongue portion including the lamina and predorsum). In order to investigate this issue, electromagnetic midsagittal articulometer data were collected on apical, laminal and dorsal movement data for Catalan [symbol: see text] and Russian palatalized alveolar /nj/ (which is known to be a complex segment); other sound classes of both languages were also recorded, namely, the simple palatal segment /j/ and the two-segmental cluster /nj/. Time lags between position maxima at the tongue front and at the tongue dorsum argue strongly in favor of [symbol: see text] being a simple segment: they were found to be considerably shorter for [symbol: see text] than for /nj/; moreover, those for /nj/ were significantly longer than those for /j/ in Russian but not so in Catalan. In conjunction with linguopalatal contact data from the literature, it is argued that a longer time lag for [symbol: see text] vs. /j/ is representative of an unintentional, transitional event resulting from the alveoloprepalatal closure release for the former consonant occurring at the alveolar zone earlier than at the prepalatal zone.","internal_url":"https://www.academia.edu/56478304/An_EMMA_Study_of_Segmental_Complexity_in_Alveolopalatals_and_Palatalized_Alveolars","translated_internal_url":"","created_at":"2021-10-08T00:40:02.965-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":40588398,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"An_EMMA_Study_of_Segmental_Complexity_in_Alveolopalatals_and_Palatalized_Alveolars","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":40588398,"first_name":"Joaquín","middle_initials":null,"last_name":"Romero","page_name":"RomeroJoaquín","domain_name":"independent","created_at":"2015-12-25T03:11:50.632-08:00","display_name":"Joaquín Romero","url":"https://independent.academia.edu/RomeroJoaqu%C3%ADn"},"attachments":[],"research_interests":[{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics"},{"id":8367,"name":"Complexity","url":"https://www.academia.edu/Documents/in/Complexity"},{"id":39549,"name":"Czech Republic","url":"https://www.academia.edu/Documents/in/Czech_Republic"},{"id":40516,"name":"Spain","url":"https://www.academia.edu/Documents/in/Spain"},{"id":41863,"name":"Russia","url":"https://www.academia.edu/Documents/in/Russia"},{"id":42799,"name":"Speech","url":"https://www.academia.edu/Documents/in/Speech"},{"id":64568,"name":"Humans","url":"https://www.academia.edu/Documents/in/Humans"},{"id":81896,"name":"Hungary","url":"https://www.academia.edu/Documents/in/Hungary"},{"id":168525,"name":"Catalan","url":"https://www.academia.edu/Documents/in/Catalan"},{"id":177125,"name":"Language Culture and Communication","url":"https://www.academia.edu/Documents/in/Language_Culture_and_Communication"},{"id":1459678,"name":"Segment","url":"https://www.academia.edu/Documents/in/Segment"},{"id":2796027,"name":"Time lag","url":"https://www.academia.edu/Documents/in/Time_lag"},{"id":2922956,"name":"Psychology and Cognitive Sciences","url":"https://www.academia.edu/Documents/in/Psychology_and_Cognitive_Sciences"}],"urls":[]}, dispatcherData: dispatcherData }); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="19780859"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/19780859/Facilitative_Effect_of_Cognate_Words_Vanishes_When_Reducing_the_Orthographic_Overlap_The_Role_of_Stimuli_List_Composition"><img alt="Research paper thumbnail of Facilitative Effect of Cognate Words Vanishes When Reducing the Orthographic Overlap: The Role of Stimuli List Composition" class="work-thumbnail" src="https://attachments.academia-assets.com/40841207/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/19780859/Facilitative_Effect_of_Cognate_Words_Vanishes_When_Reducing_the_Orthographic_Overlap_The_Role_of_Stimuli_List_Composition">Facilitative Effect of Cognate Words Vanishes When Reducing the Orthographic Overlap: The Role of Stimuli List Composition</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/MontserratComesa%C3%B1a">Montserrat Comesaña</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/RomeroJoaqu%C3%ADn">Joaquín Romero</a></span></div><div class="wp-workCard_item"><span>Journal of experimental psychology. Learning, memory, and cognition</span><span>, Jan 20, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Recent research has shown that cognate word processing is modulated by variables such as degree o...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Recent research has shown that cognate word processing is modulated by variables such as degree of orthographic and phonological overlap of cognate words and task requirements in such a way that the typical preferential processing observed in the literature for cognate words relative to non-cognate words can be annulled or even reversed (Comesaña et al., 2012; Dijkstra, Miwa, Brummelhuis, Sappelli, & Baayen, 2010). These findings beg the question about the precise representation and processing of identical cognates (e.g., plata-plata, silver in Spanish and Catalan, respectively) and non-identical cognates (e.g., braç-brazo [arm]). The aim of the present study was to further explore this issue by manipulating for the 1st time cross-linguistic similarities of identical and non-identical cognate words as well as stimuli list composition. Proficient balanced Catalan-Spanish bilinguals performed a lexical decision task in Spanish. In Experiment 1 identical and non-identical cognates alon...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="249ad060ab413581973a5e6834a4a80f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":40841207,"asset_id":19780859,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/40841207/download_file?st=MTczMjQ4MzQ5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="19780859"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="19780859"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19780859; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19780859]").text(description); $(".js-view-count[data-work-id=19780859]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19780859; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='19780859']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 19780859, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "249ad060ab413581973a5e6834a4a80f" } } $('.js-work-strip[data-work-id=19780859]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":19780859,"title":"Facilitative Effect of Cognate Words Vanishes When Reducing the Orthographic Overlap: The Role of Stimuli List Composition","translated_title":"","metadata":{"abstract":"Recent research has shown that cognate word processing is modulated by variables such as degree of orthographic and phonological overlap of cognate words and task requirements in such a way that the typical preferential processing observed in the literature for cognate words relative to non-cognate words can be annulled or even reversed (Comesaña et al., 2012; Dijkstra, Miwa, Brummelhuis, Sappelli, \u0026 Baayen, 2010). 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="4306986" id="papers"><div class="js-work-strip profile--work_container" data-work-id="101928809"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/101928809/Patterns_of_Constriction_Degree_in_Spanish_Heterorganic_Consonant_Sequences"><img alt="Research paper thumbnail of Patterns of Constriction Degree in Spanish Heterorganic Consonant Sequences" class="work-thumbnail" src="https://attachments.academia-assets.com/102332482/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/101928809/Patterns_of_Constriction_Degree_in_Spanish_Heterorganic_Consonant_Sequences">Patterns of Constriction Degree in Spanish Heterorganic Consonant Sequences</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study explores some of the predictions made by the theory of Articulatory Phonology regardin...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study explores some of the predictions made by the theory of Articulatory Phonology regarding the combined effects of distinct constriction degrees at the global vocal tract level. Data from peninsular Spanish are used to test whether the constriction degrees of two adjacent heterorganic consonants (stop+stop or stop+nasal) in words such as abdicar or abnegar influence each other as a function of context and speaking rate. Results show a variety of patterns in constriction degree realization, ranging from full occlusion to wide lenition for both consonants in the sequence. In addition, Pearson correlation coefficients show strong positive correlations between the constriction degrees of the consonants in the sequences, especially when they are both voiced stops, but also in stop+nasal combinations. These results are taken as evidence that the constriction degree of an individual gesture can have output effects at the vocal tract level beyond the individual gesture&#39;s constri...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e6f7345d3645cb1c5bfdd143f05ef326" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":102332482,"asset_id":101928809,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/102332482/download_file?st=MTczMjQ4MzQ5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="101928809"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="101928809"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 101928809; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=101928809]").text(description); $(".js-view-count[data-work-id=101928809]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 101928809; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='101928809']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 101928809, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e6f7345d3645cb1c5bfdd143f05ef326" } } $('.js-work-strip[data-work-id=101928809]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":101928809,"title":"Patterns of Constriction Degree in Spanish Heterorganic Consonant Sequences","translated_title":"","metadata":{"abstract":"This study explores some of the predictions made by the theory of Articulatory Phonology regarding the combined effects of distinct constriction degrees at the global vocal tract level. 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These results are taken as evidence that the constriction degree of an individual gesture can have output effects at the vocal tract level beyond the individual gesture\u0026#39;s constri...","publication_date":{"day":null,"month":null,"year":2019,"errors":{}}},"translated_abstract":"This study explores some of the predictions made by the theory of Articulatory Phonology regarding the combined effects of distinct constriction degrees at the global vocal tract level. Data from peninsular Spanish are used to test whether the constriction degrees of two adjacent heterorganic consonants (stop+stop or stop+nasal) in words such as abdicar or abnegar influence each other as a function of context and speaking rate. Results show a variety of patterns in constriction degree realization, ranging from full occlusion to wide lenition for both consonants in the sequence. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="74595029"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/74595029/Comesa%C3%B1a_M_Ferr%C3%A9_P_Guasch_M_Romero_J_Soares_A_P_and_Garc%C3%ADa_Chico_T_in_press_Facilitative_effect_of_cognate_words_vanishes_when_reducing_the_orthographic_overlap_The_effect_of_stimuli_list_composition_Journal_of_Experimental_Psychology_Learning_Memory_and_Cognition"><img alt="Research paper thumbnail of Comesaña, M., Ferré, P., Guasch, M., Romero, J., Soares, A. P., & García-Chico, T. (in press). Facilitative effect of cognate words vanishes when reducing the orthographic overlap: The effect of stimuli list composition. Journal of Experimental Psychology: Learning, Memory, and Cognition" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/74595029/Comesa%C3%B1a_M_Ferr%C3%A9_P_Guasch_M_Romero_J_Soares_A_P_and_Garc%C3%ADa_Chico_T_in_press_Facilitative_effect_of_cognate_words_vanishes_when_reducing_the_orthographic_overlap_The_effect_of_stimuli_list_composition_Journal_of_Experimental_Psychology_Learning_Memory_and_Cognition">Comesaña, M., Ferré, P., Guasch, M., Romero, J., Soares, A. P., & García-Chico, T. (in press). Facilitative effect of cognate words vanishes when reducing the orthographic overlap: The effect of stimuli list composition. Journal of Experimental Psychology: Learning, Memory, and Cognition</a></div><div class="wp-workCard_item"><span>Journal of Experimental Psychology Learning Memory and Cognition</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">press). Facilitative effect of cognate words vanishes when reducing the orthographic overlap: The...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">press). Facilitative effect of cognate words vanishes when reducing the orthographic overlap: The effect of stimuli list composition. Journal of Experimental Psychology: Learning, Memory, and Cognition. Facilitative effect of cognate words vanishes when reducing the orthographic overlap: The role of stimuli list composition Abstract Recent research has shown that cognate word processing is modulated by</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74595029"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74595029"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74595029; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74595029]").text(description); $(".js-view-count[data-work-id=74595029]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74595029; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74595029']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 74595029, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=74595029]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74595029,"title":"Comesaña, M., Ferré, P., Guasch, M., Romero, J., Soares, A. P., \u0026 García-Chico, T. (in press). Facilitative effect of cognate words vanishes when reducing the orthographic overlap: The effect of stimuli list composition. Journal of Experimental Psychology: Learning, Memory, and Cognition","translated_title":"","metadata":{"abstract":"press). Facilitative effect of cognate words vanishes when reducing the orthographic overlap: The effect of stimuli list composition. Journal of Experimental Psychology: Learning, Memory, and Cognition. Facilitative effect of cognate words vanishes when reducing the orthographic overlap: The role of stimuli list composition Abstract Recent research has shown that cognate word processing is modulated by","publication_name":"Journal of Experimental Psychology Learning Memory and Cognition"},"translated_abstract":"press). Facilitative effect of cognate words vanishes when reducing the orthographic overlap: The effect of stimuli list composition. Journal of Experimental Psychology: Learning, Memory, and Cognition. Facilitative effect of cognate words vanishes when reducing the orthographic overlap: The role of stimuli list composition Abstract Recent research has shown that cognate word processing is modulated by","internal_url":"https://www.academia.edu/74595029/Comesa%C3%B1a_M_Ferr%C3%A9_P_Guasch_M_Romero_J_Soares_A_P_and_Garc%C3%ADa_Chico_T_in_press_Facilitative_effect_of_cognate_words_vanishes_when_reducing_the_orthographic_overlap_The_effect_of_stimuli_list_composition_Journal_of_Experimental_Psychology_Learning_Memory_and_Cognition","translated_internal_url":"","created_at":"2022-03-26T00:22:49.319-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":40588398,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Comesaña_M_Ferré_P_Guasch_M_Romero_J_Soares_A_P_and_García_Chico_T_in_press_Facilitative_effect_of_cognate_words_vanishes_when_reducing_the_orthographic_overlap_The_effect_of_stimuli_list_composition_Journal_of_Experimental_Psychology_Learning_Memory_and_Cognition","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":40588398,"first_name":"Joaquín","middle_initials":null,"last_name":"Romero","page_name":"RomeroJoaquín","domain_name":"independent","created_at":"2015-12-25T03:11:50.632-08:00","display_name":"Joaquín Romero","url":"https://independent.academia.edu/RomeroJoaqu%C3%ADn"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="69883636"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/69883636/Gestural_Timing_in_the_Perception_ofSpanish_r_C_Clusters"><img alt="Research paper thumbnail of Gestural Timing in the Perception ofSpanish r+C Clusters" class="work-thumbnail" src="https://attachments.academia-assets.com/79809700/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/69883636/Gestural_Timing_in_the_Perception_ofSpanish_r_C_Clusters">Gestural Timing in the Perception ofSpanish r+C Clusters</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Spanish single (erre simple) occurs in complementary distribution with double (erre doble) and ap...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Spanish single (erre simple) occurs in complementary distribution with double (erre doble) and appears everywhere except in absolute word-initial position and following /n/, /s/ and /l/ (Navarro Tomas 1970). According to Navarro Tomas the articulation of single (henceforth /R/) consists of a quick elevation of the tongue tip towards the alveolar region followed by a weak and brief contact and a subsequent return to the starting position. This description would correspond to that of a ‘tap’ (see also Hualde 2005). Articulatory evidence (Romero 1996), however, shows that /R/ can also be produced as a ‘flap’, in which case the tongue tip follows a more complex trajectory, moving upwards and backwards slightly before flapping forward, hitting the alveolar ridge in the process and then returning to the resting position. This would be the situation, for example, in intervocalic position, as in para /»paRa/ ‘for’. In other positions, such as preceding or following consonants, single is acc...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b0b9cba9e1b818e37f4d575bb36b765d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":79809700,"asset_id":69883636,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/79809700/download_file?st=MTczMjQ4MzQ5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="69883636"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="69883636"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69883636; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69883636]").text(description); $(".js-view-count[data-work-id=69883636]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 69883636; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='69883636']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 69883636, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b0b9cba9e1b818e37f4d575bb36b765d" } } $('.js-work-strip[data-work-id=69883636]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":69883636,"title":"Gestural Timing in the Perception ofSpanish r+C Clusters","translated_title":"","metadata":{"abstract":"Spanish single (erre simple) occurs in complementary distribution with double (erre doble) and appears everywhere except in absolute word-initial position and following /n/, /s/ and /l/ (Navarro Tomas 1970). According to Navarro Tomas the articulation of single (henceforth /R/) consists of a quick elevation of the tongue tip towards the alveolar region followed by a weak and brief contact and a subsequent return to the starting position. This description would correspond to that of a ‘tap’ (see also Hualde 2005). Articulatory evidence (Romero 1996), however, shows that /R/ can also be produced as a ‘flap’, in which case the tongue tip follows a more complex trajectory, moving upwards and backwards slightly before flapping forward, hitting the alveolar ridge in the process and then returning to the resting position. This would be the situation, for example, in intervocalic position, as in para /»paRa/ ‘for’. In other positions, such as preceding or following consonants, single is acc...","publication_date":{"day":null,"month":null,"year":2008,"errors":{}}},"translated_abstract":"Spanish single (erre simple) occurs in complementary distribution with double (erre doble) and appears everywhere except in absolute word-initial position and following /n/, /s/ and /l/ (Navarro Tomas 1970). According to Navarro Tomas the articulation of single (henceforth /R/) consists of a quick elevation of the tongue tip towards the alveolar region followed by a weak and brief contact and a subsequent return to the starting position. This description would correspond to that of a ‘tap’ (see also Hualde 2005). Articulatory evidence (Romero 1996), however, shows that /R/ can also be produced as a ‘flap’, in which case the tongue tip follows a more complex trajectory, moving upwards and backwards slightly before flapping forward, hitting the alveolar ridge in the process and then returning to the resting position. This would be the situation, for example, in intervocalic position, as in para /»paRa/ ‘for’. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="58225553"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/58225553/The_improvement_of_Spanish_Catalan_EFL_students_prosody_by_means_of_explicit_rhythm_instruction"><img alt="Research paper thumbnail of The improvement of Spanish/Catalan EFL students' prosody by means of explicit rhythm instruction" class="work-thumbnail" src="https://attachments.academia-assets.com/72740480/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/58225553/The_improvement_of_Spanish_Catalan_EFL_students_prosody_by_means_of_explicit_rhythm_instruction">The improvement of Spanish/Catalan EFL students' prosody by means of explicit rhythm instruction</a></div><div class="wp-workCard_item"><span>ISAPh 2018 International Symposium on Applied Phonetics</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ea9f7fee433682f317547676d84a0372" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":72740480,"asset_id":58225553,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/72740480/download_file?st=MTczMjQ4MzQ5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="58225553"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="58225553"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 58225553; 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This paper documents a longitudinal study conducted with ESP students at Rovira i Virgili University (Tarragona, Spain). Two groups were established: the experimental group, which received explicit rhythm instruction, and the control group, which did not. Both groups participated in ten weekly pronunciation sessions following Celce-Murcia's communicative framework and adapted to the technical context of the course. This study investigates the extent to which rhythm training positively influences students' prosody by analyzing ten sentences uttered before and after the instruction and measuring their VarcoV values. Results show that the experimental group tends to increase their VarcoV values after training, adopting a more English-like rhythm, while the control group behaves incongruently. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="56478305"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/56478305/The_Interaction_of_Spirantization_and_s_Aspiration_in_Andalusian_Spanish"><img alt="Research paper thumbnail of The Interaction of Spirantization and s-Aspiration in Andalusian Spanish" class="work-thumbnail" src="https://attachments.academia-assets.com/71845576/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/56478305/The_Interaction_of_Spirantization_and_s_Aspiration_in_Andalusian_Spanish">The Interaction of Spirantization and s-Aspiration in Andalusian Spanish</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Western Andalusian dialect of Spanish presents some interesting phenomena which have to do wi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The Western Andalusian dialect of Spanish presents some interesting phenomena which have to do with the interaction of two common rules of the language: spirantization and s- aspiration. Spirantization is a general phenomenon which is present in all dialects of the language by which voiced stops deocclusivize in a variety of contexts; s-aspiration, on the other hand, is more dialectally restricted and consists, in its simplest form, in the loss of the apical gesture of syllable coda /s/. Traditional phonological/phonetic accounts refer to the outcome of spirantization as continuant segments (fricatives or approximants), but more recent work has suggested that the term &#x27;deocclusivized stops&#x27; (Honorof 2003, Romero & Honorof 2004) might be more appropriate to describe the phonetic nature of these resulting segments. Along the same lines, Romero (1995) provided evidence that spirantized /b, d, g/ could be interpreted as regular stops with perhaps an altered constriction degree...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d8e30d11c0926838b64e149320863344" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":71845576,"asset_id":56478305,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/71845576/download_file?st=MTczMjQ4MzQ5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="56478305"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="56478305"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 56478305; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=56478305]").text(description); $(".js-view-count[data-work-id=56478305]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 56478305; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='56478305']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 56478305, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d8e30d11c0926838b64e149320863344" } } $('.js-work-strip[data-work-id=56478305]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":56478305,"title":"The Interaction of Spirantization and s-Aspiration in Andalusian Spanish","translated_title":"","metadata":{"abstract":"The Western Andalusian dialect of Spanish presents some interesting phenomena which have to do with the interaction of two common rules of the language: spirantization and s- aspiration. 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Along the same lines, Romero (1995) provided evidence that spirantized /b, d, g/ could be interpreted as regular stops with perhaps an altered constriction degree..."},"translated_abstract":"The Western Andalusian dialect of Spanish presents some interesting phenomena which have to do with the interaction of two common rules of the language: spirantization and s- aspiration. Spirantization is a general phenomenon which is present in all dialects of the language by which voiced stops deocclusivize in a variety of contexts; s-aspiration, on the other hand, is more dialectally restricted and consists, in its simplest form, in the loss of the apical gesture of syllable coda /s/. Traditional phonological/phonetic accounts refer to the outcome of spirantization as continuant segments (fricatives or approximants), but more recent work has suggested that the term \u0026#x27;deocclusivized stops\u0026#x27; (Honorof 2003, Romero \u0026 Honorof 2004) might be more appropriate to describe the phonetic nature of these resulting segments. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="56478304"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/56478304/An_EMMA_Study_of_Segmental_Complexity_in_Alveolopalatals_and_Palatalized_Alveolars"><img alt="Research paper thumbnail of An EMMA Study of Segmental Complexity in Alveolopalatals and Palatalized Alveolars" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/56478304/An_EMMA_Study_of_Segmental_Complexity_in_Alveolopalatals_and_Palatalized_Alveolars">An EMMA Study of Segmental Complexity in Alveolopalatals and Palatalized Alveolars</a></div><div class="wp-workCard_item"><span>Phonetica</span><span>, 1997</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The goal of this paper is to test whether the palatal nasal stop [symbol: see text] occurring in ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The goal of this paper is to test whether the palatal nasal stop [symbol: see text] occurring in several Romance languages, Hungarian and Czech, is a two-gesture, complex segment (produced with a tongue front closure and intentional tongue dorsum raising) or else a one-gesture, simple segment (articulated at the alveoloprepalatal zone with a single tongue portion including the lamina and predorsum). In order to investigate this issue, electromagnetic midsagittal articulometer data were collected on apical, laminal and dorsal movement data for Catalan [symbol: see text] and Russian palatalized alveolar /nj/ (which is known to be a complex segment); other sound classes of both languages were also recorded, namely, the simple palatal segment /j/ and the two-segmental cluster /nj/. Time lags between position maxima at the tongue front and at the tongue dorsum argue strongly in favor of [symbol: see text] being a simple segment: they were found to be considerably shorter for [symbol: see text] than for /nj/; moreover, those for /nj/ were significantly longer than those for /j/ in Russian but not so in Catalan. In conjunction with linguopalatal contact data from the literature, it is argued that a longer time lag for [symbol: see text] vs. /j/ is representative of an unintentional, transitional event resulting from the alveoloprepalatal closure release for the former consonant occurring at the alveolar zone earlier than at the prepalatal zone.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="56478304"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="56478304"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 56478304; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=56478304]").text(description); $(".js-view-count[data-work-id=56478304]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 56478304; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='56478304']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 56478304, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=56478304]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":56478304,"title":"An EMMA Study of Segmental Complexity in Alveolopalatals and Palatalized Alveolars","translated_title":"","metadata":{"abstract":"The goal of this paper is to test whether the palatal nasal stop [symbol: see text] occurring in several Romance languages, Hungarian and Czech, is a two-gesture, complex segment (produced with a tongue front closure and intentional tongue dorsum raising) or else a one-gesture, simple segment (articulated at the alveoloprepalatal zone with a single tongue portion including the lamina and predorsum). In order to investigate this issue, electromagnetic midsagittal articulometer data were collected on apical, laminal and dorsal movement data for Catalan [symbol: see text] and Russian palatalized alveolar /nj/ (which is known to be a complex segment); other sound classes of both languages were also recorded, namely, the simple palatal segment /j/ and the two-segmental cluster /nj/. Time lags between position maxima at the tongue front and at the tongue dorsum argue strongly in favor of [symbol: see text] being a simple segment: they were found to be considerably shorter for [symbol: see text] than for /nj/; moreover, those for /nj/ were significantly longer than those for /j/ in Russian but not so in Catalan. In conjunction with linguopalatal contact data from the literature, it is argued that a longer time lag for [symbol: see text] vs. /j/ is representative of an unintentional, transitional event resulting from the alveoloprepalatal closure release for the former consonant occurring at the alveolar zone earlier than at the prepalatal zone.","publisher":"S. Karger AG","publication_date":{"day":null,"month":null,"year":1997,"errors":{}},"publication_name":"Phonetica"},"translated_abstract":"The goal of this paper is to test whether the palatal nasal stop [symbol: see text] occurring in several Romance languages, Hungarian and Czech, is a two-gesture, complex segment (produced with a tongue front closure and intentional tongue dorsum raising) or else a one-gesture, simple segment (articulated at the alveoloprepalatal zone with a single tongue portion including the lamina and predorsum). In order to investigate this issue, electromagnetic midsagittal articulometer data were collected on apical, laminal and dorsal movement data for Catalan [symbol: see text] and Russian palatalized alveolar /nj/ (which is known to be a complex segment); other sound classes of both languages were also recorded, namely, the simple palatal segment /j/ and the two-segmental cluster /nj/. Time lags between position maxima at the tongue front and at the tongue dorsum argue strongly in favor of [symbol: see text] being a simple segment: they were found to be considerably shorter for [symbol: see text] than for /nj/; moreover, those for /nj/ were significantly longer than those for /j/ in Russian but not so in Catalan. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="56478300"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/56478300/Gestural_Timing_in_the_Perception_of_Spanish_r_C_Clusters"><img alt="Research paper thumbnail of Gestural Timing in the Perception of Spanish r+ C Clusters" class="work-thumbnail" src="https://attachments.academia-assets.com/71845748/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/56478300/Gestural_Timing_in_the_Perception_of_Spanish_r_C_Clusters">Gestural Timing in the Perception of Spanish r+ C Clusters</a></div><div class="wp-workCard_item"><span>Selected Proceedings of the 3rd Conference on …</span><span>, 2008</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="98bc0b2015af14b34d3bdd927f1fd9c3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":71845748,"asset_id":56478300,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/71845748/download_file?st=MTczMjQ4MzQ5MSw4LjIyMi4yMDguMTQ2&st=MTczMjQ4MzQ5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="56478300"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="56478300"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 56478300; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="19780859"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/19780859/Facilitative_Effect_of_Cognate_Words_Vanishes_When_Reducing_the_Orthographic_Overlap_The_Role_of_Stimuli_List_Composition"><img alt="Research paper thumbnail of Facilitative Effect of Cognate Words Vanishes When Reducing the Orthographic Overlap: The Role of Stimuli List Composition" class="work-thumbnail" src="https://attachments.academia-assets.com/40841207/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/19780859/Facilitative_Effect_of_Cognate_Words_Vanishes_When_Reducing_the_Orthographic_Overlap_The_Role_of_Stimuli_List_Composition">Facilitative Effect of Cognate Words Vanishes When Reducing the Orthographic Overlap: The Role of Stimuli List Composition</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/MontserratComesa%C3%B1a">Montserrat Comesaña</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/RomeroJoaqu%C3%ADn">Joaquín Romero</a></span></div><div class="wp-workCard_item"><span>Journal of experimental psychology. Learning, memory, and cognition</span><span>, Jan 20, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Recent research has shown that cognate word processing is modulated by variables such as degree o...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Recent research has shown that cognate word processing is modulated by variables such as degree of orthographic and phonological overlap of cognate words and task requirements in such a way that the typical preferential processing observed in the literature for cognate words relative to non-cognate words can be annulled or even reversed (Comesaña et al., 2012; Dijkstra, Miwa, Brummelhuis, Sappelli, & Baayen, 2010). These findings beg the question about the precise representation and processing of identical cognates (e.g., plata-plata, silver in Spanish and Catalan, respectively) and non-identical cognates (e.g., braç-brazo [arm]). The aim of the present study was to further explore this issue by manipulating for the 1st time cross-linguistic similarities of identical and non-identical cognate words as well as stimuli list composition. Proficient balanced Catalan-Spanish bilinguals performed a lexical decision task in Spanish. 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These findings beg the question about the precise representation and processing of identical cognates (e.g., plata-plata, silver in Spanish and Catalan, respectively) and non-identical cognates (e.g., braç-brazo [arm]). The aim of the present study was to further explore this issue by manipulating for the 1st time cross-linguistic similarities of identical and non-identical cognate words as well as stimuli list composition. Proficient balanced Catalan-Spanish bilinguals performed a lexical decision task in Spanish. In Experiment 1 identical and non-identical cognates alon...","publication_date":{"day":20,"month":1,"year":2014,"errors":{}},"publication_name":"Journal of experimental psychology. 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