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rel="nofollow" href="https://www.academia.edu/Documents/in/Neurology">Neurology</a>, <script data-card-contents-for-ri="623" type="text/json">{"id":623,"name":"Neurology","url":"https://www.academia.edu/Documents/in/Neurology?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4117" rel="nofollow" href="https://www.academia.edu/Documents/in/Motor_Development">Motor Development</a>, <script data-card-contents-for-ri="4117" type="text/json">{"id":4117,"name":"Motor Development","url":"https://www.academia.edu/Documents/in/Motor_Development?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8054" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Production">Speech Production</a><script data-card-contents-for-ri="8054" type="text/json">{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35300145]'), work: {"id":35300145,"title":"More on the Role of the Mandible in Speech Production: Clinical Correlates of Green, Moore, and Reilly's (2002) Findings","created_at":"2017-11-30T07:11:49.929-08:00","url":"https://www.academia.edu/35300145/More_on_the_Role_of_the_Mandible_in_Speech_Production_Clinical_Correlates_of_Green_Moore_and_Reillys_2002_Findings?f_ri=8054","dom_id":"work_35300145","summary":null,"downloadable_attachments":[{"id":55160783,"asset_id":35300145,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":797965,"first_name":"Jordan","last_name":"Green","domain_name":"mghihp","page_name":"JordanGreen","display_name":"Jordan 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behavior","url":"https://www.academia.edu/Documents/in/Verbal_behavior?f_ri=8054"},{"id":143165,"name":"ENT","url":"https://www.academia.edu/Documents/in/ENT?f_ri=8054"},{"id":150880,"name":"Mandible","url":"https://www.academia.edu/Documents/in/Mandible?f_ri=8054"},{"id":153223,"name":"Equivalence","url":"https://www.academia.edu/Documents/in/Equivalence?f_ri=8054"},{"id":244814,"name":"Clinical Sciences","url":"https://www.academia.edu/Documents/in/Clinical_Sciences?f_ri=8054"},{"id":802034,"name":"Block","url":"https://www.academia.edu/Documents/in/Block?f_ri=8054"},{"id":1115730,"name":"Articulation","url":"https://www.academia.edu/Documents/in/Articulation?f_ri=8054"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_22961272" data-work_id="22961272" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/22961272/Dysarthric_speech_database_for_universal_access_research">Dysarthric speech database for universal access research</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper describes a database of dysarthric speech produced by 19 speakers with cerebral palsy. Speech materials consist of 765 isolated words per speaker: 300 distinct uncommon words and 3 repetitions of digits, computer commands,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_22961272" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper describes a database of dysarthric speech produced by 19 speakers with cerebral palsy. Speech materials consist of 765 isolated words per speaker: 300 distinct uncommon words and 3 repetitions of digits, computer commands, radio alphabet and common words. Data is recorded through an 8-microphone array and one digital video camera. Our database provides a fundamental resource for automatic speech recognition development for people with neuromotor disability. Research on articulation errors in dysarthria will benefit clinical treatments and contribute to our knowledge of neuromotor mechanisms in speech production. Data files are available via secure ftp upon request.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/22961272" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3a6764ac6ae183969dfb40b81c7cbb57" rel="nofollow" data-download="{"attachment_id":43482639,"asset_id":22961272,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43482639/download_file?st=MTc0MDI3MzU3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="44552473" href="https://independent.academia.edu/AdriennePerlman">Adrienne Perlman</a><script data-card-contents-for-user="44552473" type="text/json">{"id":44552473,"first_name":"Adrienne","last_name":"Perlman","domain_name":"independent","page_name":"AdriennePerlman","display_name":"Adrienne Perlman","profile_url":"https://independent.academia.edu/AdriennePerlman?f_ri=8054","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_22961272 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="22961272"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 22961272, container: ".js-paper-rank-work_22961272", }); 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$(".js-view-count[data-work-id=22961272]").text(description); $(".js-view-count-work_22961272").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_22961272").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="22961272"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="8054" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Production">Speech Production</a>, <script data-card-contents-for-ri="8054" type="text/json">{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11320" rel="nofollow" href="https://www.academia.edu/Documents/in/Automatic_Speech_Recognition">Automatic Speech Recognition</a>, <script data-card-contents-for-ri="11320" type="text/json">{"id":11320,"name":"Automatic Speech Recognition","url":"https://www.academia.edu/Documents/in/Automatic_Speech_Recognition?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11984" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Recognition">Speech Recognition</a>, <script data-card-contents-for-ri="11984" type="text/json">{"id":11984,"name":"Speech Recognition","url":"https://www.academia.edu/Documents/in/Speech_Recognition?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="17845" rel="nofollow" href="https://www.academia.edu/Documents/in/Cerebral_Palsy">Cerebral Palsy</a><script data-card-contents-for-ri="17845" type="text/json">{"id":17845,"name":"Cerebral Palsy","url":"https://www.academia.edu/Documents/in/Cerebral_Palsy?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=22961272]'), work: {"id":22961272,"title":"Dysarthric speech database for universal access research","created_at":"2016-03-07T19:19:52.409-08:00","url":"https://www.academia.edu/22961272/Dysarthric_speech_database_for_universal_access_research?f_ri=8054","dom_id":"work_22961272","summary":"This paper describes a database of dysarthric speech produced by 19 speakers with cerebral palsy. Speech materials consist of 765 isolated words per speaker: 300 distinct uncommon words and 3 repetitions of digits, computer commands, radio alphabet and common words. Data is recorded through an 8-microphone array and one digital video camera. Our database provides a fundamental resource for automatic speech recognition development for people with neuromotor disability. Research on articulation errors in dysarthria will benefit clinical treatments and contribute to our knowledge of neuromotor mechanisms in speech production. Data files are available via secure ftp upon request.","downloadable_attachments":[{"id":43482639,"asset_id":22961272,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":44552473,"first_name":"Adrienne","last_name":"Perlman","domain_name":"independent","page_name":"AdriennePerlman","display_name":"Adrienne Perlman","profile_url":"https://independent.academia.edu/AdriennePerlman?f_ri=8054","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true},{"id":11320,"name":"Automatic Speech Recognition","url":"https://www.academia.edu/Documents/in/Automatic_Speech_Recognition?f_ri=8054","nofollow":true},{"id":11984,"name":"Speech Recognition","url":"https://www.academia.edu/Documents/in/Speech_Recognition?f_ri=8054","nofollow":true},{"id":17845,"name":"Cerebral Palsy","url":"https://www.academia.edu/Documents/in/Cerebral_Palsy?f_ri=8054","nofollow":true},{"id":40276,"name":"Proceedings","url":"https://www.academia.edu/Documents/in/Proceedings?f_ri=8054"},{"id":200398,"name":"Digital Video","url":"https://www.academia.edu/Documents/in/Digital_Video?f_ri=8054"},{"id":746799,"name":"Universal Access","url":"https://www.academia.edu/Documents/in/Universal_Access?f_ri=8054"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_65439427" data-work_id="65439427" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/65439427/Co_dok%C3%A1%C5%BEe_n%C3%A1%C5%A1_hlas_Fonetick%C3%BD_pohled_na_variabilitu_%C5%99e%C4%8Dov%C3%A9_produkce">Co dokáže náš hlas? Fonetický pohled na variabilitu řečové produkce</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Jing-Henthorn, Trevor: The pitch levels of female speech in two Chinese villages.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/65439427" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="07f4a00e16ff5ef9a6bcec3225d852c9" rel="nofollow" data-download="{"attachment_id":77035704,"asset_id":65439427,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/77035704/download_file?st=MTc0MDI3MzU3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="16611407" href="https://cuni.academia.edu/RadekSkarnitzl">Radek Skarnitzl</a><script data-card-contents-for-user="16611407" type="text/json">{"id":16611407,"first_name":"Radek","last_name":"Skarnitzl","domain_name":"cuni","page_name":"RadekSkarnitzl","display_name":"Radek Skarnitzl","profile_url":"https://cuni.academia.edu/RadekSkarnitzl?f_ri=8054","photo":"https://0.academia-photos.com/16611407/7000814/7893556/s65_radek.skarnitzl.jpg"}</script></span></span></li><li class="js-paper-rank-work_65439427 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="65439427"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 65439427, container: ".js-paper-rank-work_65439427", }); 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Fonetický pohled na variabilitu řečové produkce","created_at":"2021-12-22T00:27:49.866-08:00","url":"https://www.academia.edu/65439427/Co_dok%C3%A1%C5%BEe_n%C3%A1%C5%A1_hlas_Fonetick%C3%BD_pohled_na_variabilitu_%C5%99e%C4%8Dov%C3%A9_produkce?f_ri=8054","dom_id":"work_65439427","summary":"Jing-Henthorn, Trevor: The pitch levels of female speech in two Chinese villages.","downloadable_attachments":[{"id":77035704,"asset_id":65439427,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":16611407,"first_name":"Radek","last_name":"Skarnitzl","domain_name":"cuni","page_name":"RadekSkarnitzl","display_name":"Radek Skarnitzl","profile_url":"https://cuni.academia.edu/RadekSkarnitzl?f_ri=8054","photo":"https://0.academia-photos.com/16611407/7000814/7893556/s65_radek.skarnitzl.jpg"}],"research_interests":[{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=8054","nofollow":true},{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=8054","nofollow":true},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true},{"id":8938,"name":"Sociophonetics","url":"https://www.academia.edu/Documents/in/Sociophonetics?f_ri=8054","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4680271" data-work_id="4680271" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/4680271/The_cognitive_cerebellum_A_big_role_in_psychology_for_the_little_brain">The cognitive cerebellum: A big role in psychology for the 'little brain'?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Most contemporary text books of neurology and of psychology pay little attention to the function of the cerebellum beyond noting it to be an organ of motor control. A historical overview of research on cerebellar function is presented,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_4680271" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Most contemporary text books of neurology and of psychology pay little attention to the function of the cerebellum beyond noting it to be an organ of motor control. A historical overview of research on cerebellar function is presented, from pre-Sherrinton suggestions of sensory and motor function, through the post-Sherrinton and dominant 20 th . Century view of "motor" function, to the 21 st . century perspective of "sensorimotor" function. The intrinsic capability of the cerebellum is briefly considered in terms of: its size/complexity/capacity; its information representation/processing characteristics (with "a particular computational function"); its sensory information processing capability; and, its role in sensorimotor regulatory control. It is suggested that the cerebellum can process sensorimotor stimulus information in a statistical (connectionist type) manner and respond to in on the basis of its own learning based sensorimotor representations, albeit at a "level" that does not necessarily involve cerebral "awareness".</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/4680271" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2600dd383cc8a997580cc5aea78e4ceb" rel="nofollow" data-download="{"attachment_id":32016049,"asset_id":4680271,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/32016049/download_file?st=MTc0MDI3MzU3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5068174" href="https://independent.academia.edu/EricParkins">Eric Parkins</a><script data-card-contents-for-user="5068174" type="text/json">{"id":5068174,"first_name":"Eric","last_name":"Parkins","domain_name":"independent","page_name":"EricParkins","display_name":"Eric Parkins","profile_url":"https://independent.academia.edu/EricParkins?f_ri=8054","photo":"https://0.academia-photos.com/5068174/2211302/2663294/s65_eric.parkins.jpg"}</script></span></span></li><li class="js-paper-rank-work_4680271 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4680271"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4680271, container: ".js-paper-rank-work_4680271", }); 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speech","created_at":"2015-04-17T05:05:32.958-07:00","url":"https://www.academia.edu/11986870/A_MATLAB_toolbox_for_the_analysis_of_articulatory_data_in_the_production_of_speech?f_ri=8054","dom_id":"work_11986870","summary":null,"downloadable_attachments":[{"id":46411303,"asset_id":11986870,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":29794137,"first_name":"Nga","last_name":"Nguyen","domain_name":"hcmus","page_name":"nganguyen","display_name":"Nga Nguyen","profile_url":"https://hcmus.academia.edu/nganguyen?f_ri=8054","photo":"https://0.academia-photos.com/29794137/8572135/9576558/s65_nga.nguyen.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=8054","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=8054","nofollow":true},{"id":445,"name":"Computer Graphics","url":"https://www.academia.edu/Documents/in/Computer_Graphics?f_ri=8054","nofollow":true},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true},{"id":313024,"name":"Electromagnetic phenomena","url":"https://www.academia.edu/Documents/in/Electromagnetic_phenomena?f_ri=8054"},{"id":765148,"name":"Numerical computation","url":"https://www.academia.edu/Documents/in/Numerical_computation?f_ri=8054"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_17050205" data-work_id="17050205" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/17050205/Phonetic_convergence_in_college_roommates">Phonetic convergence in college roommates</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Previous studies have found that talkers converge or diverge in phonetic form during a single conversational session or as a result of long-term exposure to a particular linguistic environment. In the current study, five pairs of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_17050205" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Previous studies have found that talkers converge or diverge in phonetic form during a single conversational session or as a result of long-term exposure to a particular linguistic environment. In the current study, five pairs of previously unacquainted male roommates were recorded at four time intervals during the academic year. Phonetic convergence over time was assessed using a perceptual similarity test and measures of vowel spectra. There were distinct patterns of phonetic convergence during the academic year across roommate pairs, and perceptual detection of convergence varied for different linguistic items. In addition, phonetic convergence correlated moderately with roommates' self-reported closeness. These findings suggest that phonetic convergence in college roommates is variable and moderately related to the strength of a relationship.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/17050205" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3df466cf2e8d465313824a4c5647e7ab" rel="nofollow" data-download="{"attachment_id":42342223,"asset_id":17050205,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/42342223/download_file?st=MTc0MDI3MzU3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="36609008" href="https://independent.academia.edu/AlexandraSuppes">Alexandra Suppes</a><script data-card-contents-for-user="36609008" type="text/json">{"id":36609008,"first_name":"Alexandra","last_name":"Suppes","domain_name":"independent","page_name":"AlexandraSuppes","display_name":"Alexandra Suppes","profile_url":"https://independent.academia.edu/AlexandraSuppes?f_ri=8054","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_17050205 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="17050205"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 17050205, container: ".js-paper-rank-work_17050205", }); 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$(".js-view-count[data-work-id=17050205]").text(description); $(".js-view-count-work_17050205").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_17050205").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="17050205"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2139" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics">Phonetics</a>, <script data-card-contents-for-ri="2139" type="text/json">{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2524" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociolinguistics">Sociolinguistics</a>, <script data-card-contents-for-ri="2524" type="text/json">{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4972" rel="nofollow" href="https://www.academia.edu/Documents/in/Psycholinguistics">Psycholinguistics</a>, <script data-card-contents-for-ri="4972" type="text/json">{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5391" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_perception">Speech perception</a><script data-card-contents-for-ri="5391" type="text/json">{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=17050205]'), work: {"id":17050205,"title":"Phonetic convergence in college roommates","created_at":"2015-10-20T08:44:42.780-07:00","url":"https://www.academia.edu/17050205/Phonetic_convergence_in_college_roommates?f_ri=8054","dom_id":"work_17050205","summary":"Previous studies have found that talkers converge or diverge in phonetic form during a single conversational session or as a result of long-term exposure to a particular linguistic environment. In the current study, five pairs of previously unacquainted male roommates were recorded at four time intervals during the academic year. Phonetic convergence over time was assessed using a perceptual similarity test and measures of vowel spectra. There were distinct patterns of phonetic convergence during the academic year across roommate pairs, and perceptual detection of convergence varied for different linguistic items. In addition, phonetic convergence correlated moderately with roommates' self-reported closeness. These findings suggest that phonetic convergence in college roommates is variable and moderately related to the strength of a relationship.","downloadable_attachments":[{"id":42342223,"asset_id":17050205,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":36609008,"first_name":"Alexandra","last_name":"Suppes","domain_name":"independent","page_name":"AlexandraSuppes","display_name":"Alexandra Suppes","profile_url":"https://independent.academia.edu/AlexandraSuppes?f_ri=8054","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=8054","nofollow":true},{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=8054","nofollow":true},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=8054","nofollow":true},{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception?f_ri=8054","nofollow":true},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054"},{"id":146456,"name":"Phonetic Convergence","url":"https://www.academia.edu/Documents/in/Phonetic_Convergence?f_ri=8054"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_21538497 coauthored" data-work_id="21538497" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/21538497/The_Effectiveness_of_Bilateral_Cochlear_Implants_for_Severe_to_Profound_Deafness_in_Children">The Effectiveness of Bilateral Cochlear Implants for Severe-to-Profound Deafness in Children</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Objective: To assess the clinical effectiveness of bilateral cochlear implantation compared with unilateral cochlear implantation alone or with a contralateral hearing aid (bimodal stimulation), in children with severe-to-profound hearing... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_21538497" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Objective: To assess the clinical effectiveness of bilateral cochlear implantation compared with unilateral cochlear implantation alone or with a contralateral hearing aid (bimodal stimulation), in children with severe-to-profound hearing loss. Recently, the National Institute for Health and Clinical Excellence (NICE) in the U.K. has conducted a systematic review on cochlear implantation. We decided to update the pediatric part of the NICE review. Data Sources: The electronic databases MEDLINE and Embase were searched for European, North American, and Australasian studies published between October 2006 and June 2009. Reference lists of the included articles were also searched for relevant articles. Study Selection: Studies were included if they comprised data on comparisons between bilateral cochlear implantation and unilateral cochlear implantation and/or bilateral cochlear implantation and bimodal stimulation, in children with severe-toprofound sensorineural hearing loss. The following outcome measures were analyzed: audiological, speech perception, speech production, functional capacities, health-related quality of life, and/or educational outcomes. Data Extraction: Characteristics of the participants, interventions, outcomes, and methodological comments were entered into data extraction forms and the level of evidence was assessed. Data Synthesis: Results were standardized for each outcome measure by calculating a standardized mean difference (effect size). Conclusion: Effect sizes could not be pooled because of the heterogeneity of the studies. Therefore, we presented the results qualitatively. Although the level of evidence was low, the advantages of bilateral cochlear implants corresponded with the primary benefits of bilateral hearing, that is, improved speech perception in quiet and noise. Localization results were less consistent. No data on audiologic, speech production, or educational outcomes were available. Key Words: Bilateral cochlear implantsV Bimodal stimulationVChildrenVCochlear implantationVSevereto-profound deafnessVSystematic reviewVUnilateral cochlear implants. Otol Neurotol 31:1062Y1071, 2010.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/21538497" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9037a56b1ba0a6642e9fa9dd40452a30" rel="nofollow" data-download="{"attachment_id":42025951,"asset_id":21538497,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/42025951/download_file?st=MTc0MDI3MzU3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="42536030" href="https://umcg.academia.edu/BMaat">Bert Maat</a><script data-card-contents-for-user="42536030" type="text/json">{"id":42536030,"first_name":"Bert","last_name":"Maat","domain_name":"umcg","page_name":"BMaat","display_name":"Bert Maat","profile_url":"https://umcg.academia.edu/BMaat?f_ri=8054","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-21538497">+1</span><div class="hidden js-additional-users-21538497"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://umcu.academia.edu/WilkoGrolman">Wilko Grolman</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-21538497'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-21538497').html(); 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Recently, the National Institute for Health and Clinical Excellence (NICE) in the U.K. has conducted a systematic review on cochlear implantation. We decided to update the pediatric part of the NICE review. Data Sources: The electronic databases MEDLINE and Embase were searched for European, North American, and Australasian studies published between October 2006 and June 2009. Reference lists of the included articles were also searched for relevant articles. Study Selection: Studies were included if they comprised data on comparisons between bilateral cochlear implantation and unilateral cochlear implantation and/or bilateral cochlear implantation and bimodal stimulation, in children with severe-toprofound sensorineural hearing loss. The following outcome measures were analyzed: audiological, speech perception, speech production, functional capacities, health-related quality of life, and/or educational outcomes. Data Extraction: Characteristics of the participants, interventions, outcomes, and methodological comments were entered into data extraction forms and the level of evidence was assessed. Data Synthesis: Results were standardized for each outcome measure by calculating a standardized mean difference (effect size). Conclusion: Effect sizes could not be pooled because of the heterogeneity of the studies. Therefore, we presented the results qualitatively. Although the level of evidence was low, the advantages of bilateral cochlear implants corresponded with the primary benefits of bilateral hearing, that is, improved speech perception in quiet and noise. Localization results were less consistent. No data on audiologic, speech production, or educational outcomes were available. Key Words: Bilateral cochlear implantsV Bimodal stimulationVChildrenVCochlear implantationVSevereto-profound deafnessVSystematic reviewVUnilateral cochlear implants. Otol Neurotol 31:1062Y1071, 2010.","downloadable_attachments":[{"id":42025951,"asset_id":21538497,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":42536030,"first_name":"Bert","last_name":"Maat","domain_name":"umcg","page_name":"BMaat","display_name":"Bert Maat","profile_url":"https://umcg.academia.edu/BMaat?f_ri=8054","photo":"/images/s65_no_pic.png"},{"id":32541510,"first_name":"Wilko","last_name":"Grolman","domain_name":"umcu","page_name":"WilkoGrolman","display_name":"Wilko 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Neurotology","url":"https://www.academia.edu/Documents/in/Otology_Neurotology?f_ri=8054"},{"id":375296,"name":"Observer Variation","url":"https://www.academia.edu/Documents/in/Observer_Variation?f_ri=8054"},{"id":393977,"name":"Educational Outcomes","url":"https://www.academia.edu/Documents/in/Educational_Outcomes?f_ri=8054"},{"id":648834,"name":"North American","url":"https://www.academia.edu/Documents/in/North_American?f_ri=8054"},{"id":1203325,"name":"Data Extraction","url":"https://www.academia.edu/Documents/in/Data_Extraction?f_ri=8054"},{"id":1253980,"name":"Cochlear Implantation","url":"https://www.academia.edu/Documents/in/Cochlear_Implantation?f_ri=8054"},{"id":1267518,"name":"Hearing Aid","url":"https://www.academia.edu/Documents/in/Hearing_Aid?f_ri=8054"},{"id":2234200,"name":"Functional Laterality","url":"https://www.academia.edu/Documents/in/Functional_Laterality?f_ri=8054"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3334403" data-work_id="3334403" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3334403/Look_whos_talking_developmental_trends_in_the_size_of_conversational_cliques">Look who's talking: developmental trends in the size of conversational cliques</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Work on adult humans has revealed a limit on the size of freely forming conversational groups that has been attributed to the mechanical constraints on human speech production. However, it is also possible that cognitive constraints limit... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3334403" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Work on adult humans has revealed a limit on the size of freely forming conversational groups that has been attributed to the mechanical constraints on human speech production. However, it is also possible that cognitive constraints limit the number of individuals with which it is possible to interact. Data from South African and British children were used to test this hypothesis. A significant developmental trend in both clique and group sizes was found, which mapped onto the developmental trend for metacognitive skills. Notably, children with high levels of metarepresentational skill for their age were not found in significantly larger groups. This may be because group size is set by the average level of metarepresentation within a particular population and/or that extensive experience of within-group peer interaction is needed to function within larger groups. D</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3334403" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e840b6eadfae7519e3154ff392f1c9c4" rel="nofollow" data-download="{"attachment_id":50336395,"asset_id":3334403,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50336395/download_file?st=MTc0MDI3MzU3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="68269" href="https://nottinghamtrent.academia.edu/JamesStiller">James Stiller</a><script data-card-contents-for-user="68269" type="text/json">{"id":68269,"first_name":"James","last_name":"Stiller","domain_name":"nottinghamtrent","page_name":"JamesStiller","display_name":"James Stiller","profile_url":"https://nottinghamtrent.academia.edu/JamesStiller?f_ri=8054","photo":"https://0.academia-photos.com/68269/19138/17777/s65_james.stiller.jpg"}</script></span></span></li><li class="js-paper-rank-work_3334403 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3334403"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3334403, container: ".js-paper-rank-work_3334403", }); 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$(".js-view-count[data-work-id=3334403]").text(description); $(".js-view-count-work_3334403").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3334403").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3334403"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="767" rel="nofollow" href="https://www.academia.edu/Documents/in/Anthropology">Anthropology</a>, <script data-card-contents-for-ri="767" type="text/json">{"id":767,"name":"Anthropology","url":"https://www.academia.edu/Documents/in/Anthropology?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="772" rel="nofollow" href="https://www.academia.edu/Documents/in/Human_Evolution">Human Evolution</a><script data-card-contents-for-ri="772" type="text/json">{"id":772,"name":"Human Evolution","url":"https://www.academia.edu/Documents/in/Human_Evolution?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3334403]'), work: {"id":3334403,"title":"Look who's talking: developmental trends in the size of conversational cliques","created_at":"2013-04-19T04:37:11.027-07:00","url":"https://www.academia.edu/3334403/Look_whos_talking_developmental_trends_in_the_size_of_conversational_cliques?f_ri=8054","dom_id":"work_3334403","summary":"Work on adult humans has revealed a limit on the size of freely forming conversational groups that has been attributed to the mechanical constraints on human speech production. However, it is also possible that cognitive constraints limit the number of individuals with which it is possible to interact. Data from South African and British children were used to test this hypothesis. A significant developmental trend in both clique and group sizes was found, which mapped onto the developmental trend for metacognitive skills. Notably, children with high levels of metarepresentational skill for their age were not found in significantly larger groups. This may be because group size is set by the average level of metarepresentation within a particular population and/or that extensive experience of within-group peer interaction is needed to function within larger groups. D","downloadable_attachments":[{"id":50336395,"asset_id":3334403,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":68269,"first_name":"James","last_name":"Stiller","domain_name":"nottinghamtrent","page_name":"JamesStiller","display_name":"James Stiller","profile_url":"https://nottinghamtrent.academia.edu/JamesStiller?f_ri=8054","photo":"https://0.academia-photos.com/68269/19138/17777/s65_james.stiller.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=8054","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=8054","nofollow":true},{"id":767,"name":"Anthropology","url":"https://www.academia.edu/Documents/in/Anthropology?f_ri=8054","nofollow":true},{"id":772,"name":"Human Evolution","url":"https://www.academia.edu/Documents/in/Human_Evolution?f_ri=8054","nofollow":true},{"id":4937,"name":"Theory of Mind","url":"https://www.academia.edu/Documents/in/Theory_of_Mind?f_ri=8054"},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054"},{"id":26868,"name":"Social Groups","url":"https://www.academia.edu/Documents/in/Social_Groups?f_ri=8054"},{"id":33713,"name":"Evolution and Human Behavior","url":"https://www.academia.edu/Documents/in/Evolution_and_Human_Behavior?f_ri=8054"},{"id":177793,"name":"Group Size","url":"https://www.academia.edu/Documents/in/Group_Size?f_ri=8054"},{"id":251111,"name":"South African","url":"https://www.academia.edu/Documents/in/South_African?f_ri=8054"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_278802" data-work_id="278802" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/278802/Covert_Formulation_and_Editing_of_Anomalies_In_Speech_Production_Evidence_From_Experimentally_Elicited_Slips_of_the_Tongue">Covert Formulation and Editing of Anomalies In Speech Production: Evidence From Experimentally Elicited Slips of the Tongue</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/278802" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="11e42f1d7909e4571cd4caa49692a590" rel="nofollow" data-download="{"attachment_id":3241620,"asset_id":278802,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/3241620/download_file?st=MTc0MDI3MzU3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="209925" href="https://mbscience.academia.edu/BernardBaars">Bernard Baars</a><script data-card-contents-for-user="209925" type="text/json">{"id":209925,"first_name":"Bernard","last_name":"Baars","domain_name":"mbscience","page_name":"BernardBaars","display_name":"Bernard Baars","profile_url":"https://mbscience.academia.edu/BernardBaars?f_ri=8054","photo":"https://0.academia-photos.com/209925/48505/44654/s65_bernard.baars.jpg"}</script></span></span></li><li class="js-paper-rank-work_278802 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="278802"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 278802, container: ".js-paper-rank-work_278802", }); });</script></li><li class="js-percentile-work_278802 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 278802; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_278802"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_278802 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="278802"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 278802; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=278802]").text(description); $(".js-view-count-work_278802").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_278802").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="278802"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="8054" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Production">Speech Production</a><script data-card-contents-for-ri="8054" type="text/json">{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=278802]'), work: {"id":278802,"title":"Covert Formulation and Editing of Anomalies In Speech Production: Evidence From Experimentally Elicited Slips of the Tongue","created_at":"2010-07-29T23:27:53.818-07:00","url":"https://www.academia.edu/278802/Covert_Formulation_and_Editing_of_Anomalies_In_Speech_Production_Evidence_From_Experimentally_Elicited_Slips_of_the_Tongue?f_ri=8054","dom_id":"work_278802","summary":null,"downloadable_attachments":[{"id":3241620,"asset_id":278802,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":209925,"first_name":"Bernard","last_name":"Baars","domain_name":"mbscience","page_name":"BernardBaars","display_name":"Bernard Baars","profile_url":"https://mbscience.academia.edu/BernardBaars?f_ri=8054","photo":"https://0.academia-photos.com/209925/48505/44654/s65_bernard.baars.jpg"}],"research_interests":[{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_71575293" data-work_id="71575293" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/71575293/Self_monitoring_and_feedback_A_new_attempt_to_find_the_main_cause_of_lexical_bias_in_phonological_speech_errors">Self-monitoring and feedback: A new attempt to find the main cause of lexical bias in phonological speech errors</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper reports two experiments designed to investigate whether lexical bias in phonological speech errors is caused by immediate feedback of activation, by self-monitoring of inner speech, or by both. The experiments test a number of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_71575293" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper reports two experiments designed to investigate whether lexical bias in phonological speech errors is caused by immediate feedback of activation, by self-monitoring of inner speech, or by both. The experiments test a number of predictions derived from a model of self-monitoring of inner speech. This model assumes that, after an error in inner speech, (1) an early interruption of speech may be made when speech was initiated too hastily, (2) the error may be covertly repaired, leading to the correct target, (3) the error may be covertly replaced by another speech error, or (4) an error may go undetected, leading to a completed spoonerism. This model of self-monitoring was supported by the speech errors observed in two SLIP experiments. The pattern of results supports the idea that lexical bias has two sources, immediate feedback of activation and self-monitoring of inner speech.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/71575293" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2c61b00b97f4bfa0efeb654890fcccd1" rel="nofollow" data-download="{"attachment_id":80860110,"asset_id":71575293,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80860110/download_file?st=MTc0MDI3MzU3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="241007" href="https://uu.academia.edu/HugoQuene">Hugo Quené</a><script data-card-contents-for-user="241007" type="text/json">{"id":241007,"first_name":"Hugo","last_name":"Quené","domain_name":"uu","page_name":"HugoQuene","display_name":"Hugo Quené","profile_url":"https://uu.academia.edu/HugoQuene?f_ri=8054","photo":"https://0.academia-photos.com/241007/52495/48354/s65_hugo.quen_.png"}</script></span></span></li><li class="js-paper-rank-work_71575293 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="71575293"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 71575293, container: ".js-paper-rank-work_71575293", }); 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$(".js-view-count[data-work-id=71575293]").text(description); $(".js-view-count-work_71575293").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_71575293").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="71575293"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">16</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1239" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonology">Phonology</a>, <script data-card-contents-for-ri="1239" type="text/json">{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4212" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognition">Cognition</a><script data-card-contents-for-ri="4212" type="text/json">{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=71575293]'), work: {"id":71575293,"title":"Self-monitoring and feedback: A new attempt to find the main cause of lexical bias in phonological speech errors","created_at":"2022-02-15T01:43:14.169-08:00","url":"https://www.academia.edu/71575293/Self_monitoring_and_feedback_A_new_attempt_to_find_the_main_cause_of_lexical_bias_in_phonological_speech_errors?f_ri=8054","dom_id":"work_71575293","summary":"This paper reports two experiments designed to investigate whether lexical bias in phonological speech errors is caused by immediate feedback of activation, by self-monitoring of inner speech, or by both. The experiments test a number of predictions derived from a model of self-monitoring of inner speech. This model assumes that, after an error in inner speech, (1) an early interruption of speech may be made when speech was initiated too hastily, (2) the error may be covertly repaired, leading to the correct target, (3) the error may be covertly replaced by another speech error, or (4) an error may go undetected, leading to a completed spoonerism. This model of self-monitoring was supported by the speech errors observed in two SLIP experiments. The pattern of results supports the idea that lexical bias has two sources, immediate feedback of activation and self-monitoring of inner speech.","downloadable_attachments":[{"id":80860110,"asset_id":71575293,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":241007,"first_name":"Hugo","last_name":"Quené","domain_name":"uu","page_name":"HugoQuene","display_name":"Hugo Quené","profile_url":"https://uu.academia.edu/HugoQuene?f_ri=8054","photo":"https://0.academia-photos.com/241007/52495/48354/s65_hugo.quen_.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=8054","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=8054","nofollow":true},{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=8054","nofollow":true},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=8054","nofollow":true},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=8054"},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054"},{"id":8667,"name":"Metacognition","url":"https://www.academia.edu/Documents/in/Metacognition?f_ri=8054"},{"id":9432,"name":"Experience Design","url":"https://www.academia.edu/Documents/in/Experience_Design?f_ri=8054"},{"id":11106,"name":"Self Control","url":"https://www.academia.edu/Documents/in/Self_Control?f_ri=8054"},{"id":11107,"name":"Self Monitoring","url":"https://www.academia.edu/Documents/in/Self_Monitoring?f_ri=8054"},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=8054"},{"id":18174,"name":"Language","url":"https://www.academia.edu/Documents/in/Language?f_ri=8054"},{"id":42799,"name":"Speech","url":"https://www.academia.edu/Documents/in/Speech?f_ri=8054"},{"id":72158,"name":"Speech Errors","url":"https://www.academia.edu/Documents/in/Speech_Errors?f_ri=8054"},{"id":137633,"name":"Feedback","url":"https://www.academia.edu/Documents/in/Feedback?f_ri=8054"},{"id":412086,"name":"Language and Memory","url":"https://www.academia.edu/Documents/in/Language_and_Memory?f_ri=8054"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_81682565" data-work_id="81682565" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/81682565/Effects_of_Augmentative_and_Alternative_Communication_Intervention_on_Speech_Production_in_Children_With_Autism_A_Systematic_Review">Effects of Augmentative and Alternative Communication Intervention on Speech Production in Children With Autism: A Systematic Review</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Purpose This systematic review aimed to determine the effects of augmentative and alternative communication (AAC) intervention on speech production in children with autism or pervasive developmental disorder-not otherwise specified.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_81682565" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Purpose This systematic review aimed to determine the effects of augmentative and alternative communication (AAC) intervention on speech production in children with autism or pervasive developmental disorder-not otherwise specified. Method A systematic review methodology was utilized to limit bias in searching, selecting, coding, and synthesizing relevant treatment studies. This involved a multifaceted search for studies written between 1975 and May 2007 using various bibliographic databases, dissertation databases, hand searches of selected journals and published compilations of AAC theses and dissertations, and ancestry searches. To be included, studies had to meet stringent criteria. A coding manual and form facilitated data extraction in terms of participant characteristics, treatment characteristics, design and measurement, and outcomes. Results Nine single-subject experimental design (27 participants) and 2 group studies (98 participants) were included. Results indicated that ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/81682565" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1c7d04bb80d34d46b88def66f0aaed54" rel="nofollow" data-download="{"attachment_id":87642502,"asset_id":81682565,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/87642502/download_file?st=MTc0MDI3MzU3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="165993951" href="https://neu.academia.edu/ralfschlosser">ralf schlosser</a><script data-card-contents-for-user="165993951" type="text/json">{"id":165993951,"first_name":"ralf","last_name":"schlosser","domain_name":"neu","page_name":"ralfschlosser","display_name":"ralf schlosser","profile_url":"https://neu.academia.edu/ralfschlosser?f_ri=8054","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_81682565 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="81682565"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 81682565, container: ".js-paper-rank-work_81682565", }); });</script></li><li class="js-percentile-work_81682565 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81682565; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_81682565"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_81682565 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="81682565"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81682565; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81682565]").text(description); $(".js-view-count-work_81682565").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_81682565").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="81682565"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">19</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2249" rel="nofollow" href="https://www.academia.edu/Documents/in/Autism">Autism</a>, <script data-card-contents-for-ri="2249" type="text/json">{"id":2249,"name":"Autism","url":"https://www.academia.edu/Documents/in/Autism?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8054" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Production">Speech Production</a><script data-card-contents-for-ri="8054" type="text/json">{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=81682565]'), work: {"id":81682565,"title":"Effects of Augmentative and Alternative Communication Intervention on Speech Production in Children With Autism: A Systematic Review","created_at":"2022-06-17T02:24:15.458-07:00","url":"https://www.academia.edu/81682565/Effects_of_Augmentative_and_Alternative_Communication_Intervention_on_Speech_Production_in_Children_With_Autism_A_Systematic_Review?f_ri=8054","dom_id":"work_81682565","summary":"Purpose This systematic review aimed to determine the effects of augmentative and alternative communication (AAC) intervention on speech production in children with autism or pervasive developmental disorder-not otherwise specified. Method A systematic review methodology was utilized to limit bias in searching, selecting, coding, and synthesizing relevant treatment studies. This involved a multifaceted search for studies written between 1975 and May 2007 using various bibliographic databases, dissertation databases, hand searches of selected journals and published compilations of AAC theses and dissertations, and ancestry searches. To be included, studies had to meet stringent criteria. A coding manual and form facilitated data extraction in terms of participant characteristics, treatment characteristics, design and measurement, and outcomes. Results Nine single-subject experimental design (27 participants) and 2 group studies (98 participants) were included. Results indicated that ...","downloadable_attachments":[{"id":87642502,"asset_id":81682565,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":165993951,"first_name":"ralf","last_name":"schlosser","domain_name":"neu","page_name":"ralfschlosser","display_name":"ralf schlosser","profile_url":"https://neu.academia.edu/ralfschlosser?f_ri=8054","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=8054","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=8054","nofollow":true},{"id":2249,"name":"Autism","url":"https://www.academia.edu/Documents/in/Autism?f_ri=8054","nofollow":true},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=8054"},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=8054"},{"id":18342,"name":"Speech Disorders","url":"https://www.academia.edu/Documents/in/Speech_Disorders?f_ri=8054"},{"id":20811,"name":"Augmentative and Alternative Communication","url":"https://www.academia.edu/Documents/in/Augmentative_and_Alternative_Communication?f_ri=8054"},{"id":25059,"name":"Language Therapy","url":"https://www.academia.edu/Documents/in/Language_Therapy?f_ri=8054"},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine?f_ri=8054"},{"id":28663,"name":"Language disorders","url":"https://www.academia.edu/Documents/in/Language_disorders?f_ri=8054"},{"id":42799,"name":"Speech","url":"https://www.academia.edu/Documents/in/Speech?f_ri=8054"},{"id":97450,"name":"Intervention","url":"https://www.academia.edu/Documents/in/Intervention?f_ri=8054"},{"id":221411,"name":"Systematic review","url":"https://www.academia.edu/Documents/in/Systematic_review?f_ri=8054"},{"id":234882,"name":"Autism Spectrum Disorder","url":"https://www.academia.edu/Documents/in/Autism_Spectrum_Disorder?f_ri=8054"},{"id":244814,"name":"Clinical Sciences","url":"https://www.academia.edu/Documents/in/Clinical_Sciences?f_ri=8054"},{"id":395704,"name":"Communication and media Studies","url":"https://www.academia.edu/Documents/in/Communication_and_media_Studies?f_ri=8054"},{"id":495132,"name":"Speech Therapy","url":"https://www.academia.edu/Documents/in/Speech_Therapy?f_ri=8054"},{"id":2489699,"name":"Autistic disorder","url":"https://www.academia.edu/Documents/in/Autistic_disorder?f_ri=8054"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12530945" data-work_id="12530945" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12530945/A_study_of_the_genetic_and_environmental_etiology_of_stuttering_in_a_selected_twin_sample">A study of the genetic and environmental etiology of stuttering in a selected twin sample</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Stuttering is a developmental disorder of speech production that usually emerges in childhood. In this study, a large population-based twin sample from the Australian Twin Registry (1567 pairs and 634 singles aged 17–29 years) was... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12530945" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Stuttering is a developmental disorder of speech production that usually emerges in childhood. In this study, a large population-based twin sample from the Australian Twin Registry (1567 pairs and 634 singles aged 17–29 years) was screened to identify twin pairs in which one or both members reported themselves to be affected by stuttering. Telephone interview-based diagnoses were obtained for 457 of these individuals (self-reported affected cases, cotwins, and controls) to determine whether the self-report was correct. To correct ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12530945" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f8554935afb93e2dbc753e4853913bdb" rel="nofollow" data-download="{"attachment_id":37709544,"asset_id":12530945,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37709544/download_file?st=MTc0MDI3MzU3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="31417070" href="https://independent.academia.edu/NealeMichael">Michael Neale</a><script data-card-contents-for-user="31417070" type="text/json">{"id":31417070,"first_name":"Michael","last_name":"Neale","domain_name":"independent","page_name":"NealeMichael","display_name":"Michael Neale","profile_url":"https://independent.academia.edu/NealeMichael?f_ri=8054","photo":"https://0.academia-photos.com/31417070/9268686/10332544/s65_michael.neale.jpg"}</script></span></span></li><li class="js-paper-rank-work_12530945 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12530945"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12530945, container: ".js-paper-rank-work_12530945", }); 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$(".js-view-count[data-work-id=12530945]").text(description); $(".js-view-count-work_12530945").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_12530945").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="12530945"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="156" rel="nofollow" href="https://www.academia.edu/Documents/in/Genetics">Genetics</a>, <script data-card-contents-for-ri="156" type="text/json">{"id":156,"name":"Genetics","url":"https://www.academia.edu/Documents/in/Genetics?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7590" rel="nofollow" href="https://www.academia.edu/Documents/in/Behavior_Genetics">Behavior Genetics</a>, <script data-card-contents-for-ri="7590" type="text/json">{"id":7590,"name":"Behavior Genetics","url":"https://www.academia.edu/Documents/in/Behavior_Genetics?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8054" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Production">Speech Production</a><script data-card-contents-for-ri="8054" type="text/json">{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=12530945]'), work: {"id":12530945,"title":"A study of the genetic and environmental etiology of stuttering in a selected twin sample","created_at":"2015-05-22T10:07:23.174-07:00","url":"https://www.academia.edu/12530945/A_study_of_the_genetic_and_environmental_etiology_of_stuttering_in_a_selected_twin_sample?f_ri=8054","dom_id":"work_12530945","summary":"Stuttering is a developmental disorder of speech production that usually emerges in childhood. In this study, a large population-based twin sample from the Australian Twin Registry (1567 pairs and 634 singles aged 17–29 years) was screened to identify twin pairs in which one or both members reported themselves to be affected by stuttering. Telephone interview-based diagnoses were obtained for 457 of these individuals (self-reported affected cases, cotwins, and controls) to determine whether the self-report was correct. To correct ...","downloadable_attachments":[{"id":37709544,"asset_id":12530945,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":31417070,"first_name":"Michael","last_name":"Neale","domain_name":"independent","page_name":"NealeMichael","display_name":"Michael Neale","profile_url":"https://independent.academia.edu/NealeMichael?f_ri=8054","photo":"https://0.academia-photos.com/31417070/9268686/10332544/s65_michael.neale.jpg"}],"research_interests":[{"id":156,"name":"Genetics","url":"https://www.academia.edu/Documents/in/Genetics?f_ri=8054","nofollow":true},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=8054","nofollow":true},{"id":7590,"name":"Behavior Genetics","url":"https://www.academia.edu/Documents/in/Behavior_Genetics?f_ri=8054","nofollow":true},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=8054"},{"id":23626,"name":"Stuttering","url":"https://www.academia.edu/Documents/in/Stuttering?f_ri=8054"},{"id":52253,"name":"Developmental Coordination Disorder","url":"https://www.academia.edu/Documents/in/Developmental_Coordination_Disorder?f_ri=8054"},{"id":148227,"name":"Environmental Effect","url":"https://www.academia.edu/Documents/in/Environmental_Effect?f_ri=8054"},{"id":174464,"name":"Social Environment","url":"https://www.academia.edu/Documents/in/Social_Environment?f_ri=8054"},{"id":192721,"name":"Risk factors","url":"https://www.academia.edu/Documents/in/Risk_factors?f_ri=8054"},{"id":620049,"name":"Risk Factors","url":"https://www.academia.edu/Documents/in/Risk_Factors-1?f_ri=8054"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences?f_ri=8054"},{"id":1587858,"name":"Confidence Interval","url":"https://www.academia.edu/Documents/in/Confidence_Interval?f_ri=8054"},{"id":1819400,"name":"Cohort Studies","url":"https://www.academia.edu/Documents/in/Cohort_Studies?f_ri=8054"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1575426" data-work_id="1575426" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1575426/The_role_of_conversational_hand_gestures_in_a_narrative_task">The role of conversational hand gestures in a narrative task</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The primary functional role of conversational hand gestures in narrative discourse is disputed. A novel experimental technique investigated whether gestures function primarily to aid speech production by the speaker, or communication to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1575426" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The primary functional role of conversational hand gestures in narrative discourse is disputed. A novel experimental technique investigated whether gestures function primarily to aid speech production by the speaker, or communication to the listener. The experiment involved repeated narration of a cartoon story or stories to a single or multiple listeners. The pattern of results matched that predicted by the communication hypothesis. In a second experiment, the effects of attention in the listener were investigated. Significant differences were found in gesture production when narrating to attentive versus inattentive listeners. These results support the theory that during a narrative task gestures are produced primarily for the benefit of the listener. Our technique can readily be generalized to other tasks and contexts.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1575426" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="19a60ab59f5b75809b867b3d7ea597a3" rel="nofollow" data-download="{"attachment_id":50924402,"asset_id":1575426,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50924402/download_file?st=MTc0MDI3MzU3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="901942" href="https://sussex.academia.edu/AlanGarnham">Alan Garnham</a><script data-card-contents-for-user="901942" type="text/json">{"id":901942,"first_name":"Alan","last_name":"Garnham","domain_name":"sussex","page_name":"AlanGarnham","display_name":"Alan Garnham","profile_url":"https://sussex.academia.edu/AlanGarnham?f_ri=8054","photo":"https://0.academia-photos.com/901942/332226/394165/s65_alan.garnham.jpg"}</script></span></span></li><li class="js-paper-rank-work_1575426 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1575426"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1575426, container: ".js-paper-rank-work_1575426", }); 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$(".js-view-count[data-work-id=1575426]").text(description); $(".js-view-count-work_1575426").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1575426").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1575426"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8054" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Production">Speech Production</a>, <script data-card-contents-for-ri="8054" type="text/json">{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="412086" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_and_Memory">Language and Memory</a><script data-card-contents-for-ri="412086" type="text/json">{"id":412086,"name":"Language and Memory","url":"https://www.academia.edu/Documents/in/Language_and_Memory?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1575426]'), work: {"id":1575426,"title":"The role of conversational hand gestures in a narrative task","created_at":"2012-05-20T04:39:52.514-07:00","url":"https://www.academia.edu/1575426/The_role_of_conversational_hand_gestures_in_a_narrative_task?f_ri=8054","dom_id":"work_1575426","summary":"The primary functional role of conversational hand gestures in narrative discourse is disputed. A novel experimental technique investigated whether gestures function primarily to aid speech production by the speaker, or communication to the listener. The experiment involved repeated narration of a cartoon story or stories to a single or multiple listeners. The pattern of results matched that predicted by the communication hypothesis. In a second experiment, the effects of attention in the listener were investigated. Significant differences were found in gesture production when narrating to attentive versus inattentive listeners. These results support the theory that during a narrative task gestures are produced primarily for the benefit of the listener. Our technique can readily be generalized to other tasks and contexts.","downloadable_attachments":[{"id":50924402,"asset_id":1575426,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":901942,"first_name":"Alan","last_name":"Garnham","domain_name":"sussex","page_name":"AlanGarnham","display_name":"Alan Garnham","profile_url":"https://sussex.academia.edu/AlanGarnham?f_ri=8054","photo":"https://0.academia-photos.com/901942/332226/394165/s65_alan.garnham.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=8054","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=8054","nofollow":true},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true},{"id":412086,"name":"Language and Memory","url":"https://www.academia.edu/Documents/in/Language_and_Memory?f_ri=8054","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_18677916" data-work_id="18677916" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/18677916/The_effects_of_visual_beats_on_prosodic_prominence_Acoustic_analyses_auditory_perception_and_visual_perception">The effects of visual beats on prosodic prominence: Acoustic analyses, auditory perception and visual perception</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Speakers employ acoustic cues (pitch accents) to indicate that a word is important, but may also use visual cues (beat gestures, head nods, eyebrow movements) for this purpose. Even though these acoustic and visual cues are related, the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_18677916" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Speakers employ acoustic cues (pitch accents) to indicate that a word is important, but may also use visual cues (beat gestures, head nods, eyebrow movements) for this purpose. Even though these acoustic and visual cues are related, the exact nature of this relationship is far from well understood. We investigate whether producing a visual beat leads to changes in how acoustic prominence is realized in speech, and whether it leads to changes in how prominence is perceived by observers. For Experiment I (''making beats'') we use an original experimental paradigm in which speakers are instructed to realize a target sentence with different distributions of acoustic and visual cues for prominence. Acoustic analyses reveal that the production of a visual beat indeed has an effect on the acoustic realization of the co-occurring speech, in particular on duration and the higher formants (F 2 and F 3 ), independent of the kind of visual beat and of the presence and position of pitch accents. In Experiment II (''hearing beats''), it is found that visual beats have a significant effect on the perceived prominence of the target words. When a speaker produces a beat gesture, an eyebrow movement or a head nod, the accompanying word is produced with relatively more spoken emphasis. In Experiment III (''seeing beats''), finally, it is found that when participants see a speaker realize a visual beat on a word, they perceive it as more prominent than when they do not see the beat gesture.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/18677916" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e1465a21b7f9075b4b5ac9578b6e35e0" rel="nofollow" data-download="{"attachment_id":40195946,"asset_id":18677916,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40195946/download_file?st=MTc0MDI3MzU3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="22145178" href="https://independent.academia.edu/MarcSwerts">Marc Swerts</a><script data-card-contents-for-user="22145178" type="text/json">{"id":22145178,"first_name":"Marc","last_name":"Swerts","domain_name":"independent","page_name":"MarcSwerts","display_name":"Marc Swerts","profile_url":"https://independent.academia.edu/MarcSwerts?f_ri=8054","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_18677916 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="18677916"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 18677916, container: ".js-paper-rank-work_18677916", }); 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Even though these acoustic and visual cues are related, the exact nature of this relationship is far from well understood. We investigate whether producing a visual beat leads to changes in how acoustic prominence is realized in speech, and whether it leads to changes in how prominence is perceived by observers. For Experiment I (''making beats'') we use an original experimental paradigm in which speakers are instructed to realize a target sentence with different distributions of acoustic and visual cues for prominence. Acoustic analyses reveal that the production of a visual beat indeed has an effect on the acoustic realization of the co-occurring speech, in particular on duration and the higher formants (F 2 and F 3 ), independent of the kind of visual beat and of the presence and position of pitch accents. In Experiment II (''hearing beats''), it is found that visual beats have a significant effect on the perceived prominence of the target words. When a speaker produces a beat gesture, an eyebrow movement or a head nod, the accompanying word is produced with relatively more spoken emphasis. In Experiment III (''seeing beats''), finally, it is found that when participants see a speaker realize a visual beat on a word, they perceive it as more prominent than when they do not see the beat gesture.","downloadable_attachments":[{"id":40195946,"asset_id":18677916,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":22145178,"first_name":"Marc","last_name":"Swerts","domain_name":"independent","page_name":"MarcSwerts","display_name":"Marc Swerts","profile_url":"https://independent.academia.edu/MarcSwerts?f_ri=8054","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=8054","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=8054","nofollow":true},{"id":3031,"name":"Auditory Perception","url":"https://www.academia.edu/Documents/in/Auditory_Perception?f_ri=8054","nofollow":true},{"id":5359,"name":"Visual perception","url":"https://www.academia.edu/Documents/in/Visual_perception?f_ri=8054","nofollow":true},{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception?f_ri=8054"},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054"},{"id":21269,"name":"Facial expression","url":"https://www.academia.edu/Documents/in/Facial_expression?f_ri=8054"},{"id":313989,"name":"Visual Cues","url":"https://www.academia.edu/Documents/in/Visual_Cues?f_ri=8054"},{"id":412086,"name":"Language and Memory","url":"https://www.academia.edu/Documents/in/Language_and_Memory?f_ri=8054"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_5050955 coauthored" data-work_id="5050955" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/5050955/A_case_of_foreign_accent_syndrome_Acoustic_analyses_and_an_empirical_test_of_accent_perception">A case of foreign accent syndrome: Acoustic analyses and an empirical test of accent perception</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Foreign Accent Syndrome (FAS) is a rare acquired syndrome following stroke, manifesting as a perceived change in the speaker's accent. We present acoustic-phonetic analyses of the speech of a patient, RD, with FAS presenting as an... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_5050955" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Foreign Accent Syndrome (FAS) is a rare acquired syndrome following stroke, manifesting as a perceived change in the speaker's accent. We present acoustic-phonetic analyses of the speech of a patient, RD, with FAS presenting as an apparent accent shift from Southern Ontarian to Atlantic Canadian who was first described in Naidoo, Warriner, Oczkowski, Sévigny, and Humphreys (2008). As well as more fully documenting this case, this paper also seeks to examine whether the accompanying articulatory deficits constitute a mild form of some other motor speech disorder such as apraxia of speech (AOS) or dysarthria. Acoustic-phonetic analyses showed increased vowel formant variability, overlap of voice onset times for phonemically contrastive stops, inconsistent consonant distortions, and global prosodic attenuation. These, combined with the patient's fluent speech, can account for the perception of a foreign accent as opposed to disordered speech. The observed inconsistency of consonant distortions coupled with other articulatory deficits suggest that at least in this case, FAS can be considered to be a mild form of AOS.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/5050955" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="eda7ae1fcc9c438b5030caedc745efdd" rel="nofollow" data-download="{"attachment_id":49469828,"asset_id":5050955,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/49469828/download_file?st=MTc0MDI3MzU3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="67355994" href="https://independent.academia.edu/RaageenKanjee">Raageen Kanjee</a><script data-card-contents-for-user="67355994" type="text/json">{"id":67355994,"first_name":"Raageen","last_name":"Kanjee","domain_name":"independent","page_name":"RaageenKanjee","display_name":"Raageen Kanjee","profile_url":"https://independent.academia.edu/RaageenKanjee?f_ri=8054","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-5050955">+2</span><div class="hidden js-additional-users-5050955"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://mcmaster.academia.edu/KarinHumphreys">Karin Humphreys</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://mcmaster.academia.edu/ScottWatter">Scott Watter</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-5050955'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-5050955').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_5050955 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="5050955"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5050955; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5050955]").text(description); $(".js-view-count-work_5050955").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_5050955").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="5050955"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8054" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Production">Speech Production</a>, <script data-card-contents-for-ri="8054" type="text/json">{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="13692" rel="nofollow" href="https://www.academia.edu/Documents/in/Neurolinguistics">Neurolinguistics</a><script data-card-contents-for-ri="13692" type="text/json">{"id":13692,"name":"Neurolinguistics","url":"https://www.academia.edu/Documents/in/Neurolinguistics?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=5050955]'), work: {"id":5050955,"title":"A case of foreign accent syndrome: Acoustic analyses and an empirical test of accent perception","created_at":"2013-11-10T07:09:12.185-08:00","url":"https://www.academia.edu/5050955/A_case_of_foreign_accent_syndrome_Acoustic_analyses_and_an_empirical_test_of_accent_perception?f_ri=8054","dom_id":"work_5050955","summary":"Foreign Accent Syndrome (FAS) is a rare acquired syndrome following stroke, manifesting as a perceived change in the speaker's accent. We present acoustic-phonetic analyses of the speech of a patient, RD, with FAS presenting as an apparent accent shift from Southern Ontarian to Atlantic Canadian who was first described in Naidoo, Warriner, Oczkowski, Sévigny, and Humphreys (2008). As well as more fully documenting this case, this paper also seeks to examine whether the accompanying articulatory deficits constitute a mild form of some other motor speech disorder such as apraxia of speech (AOS) or dysarthria. Acoustic-phonetic analyses showed increased vowel formant variability, overlap of voice onset times for phonemically contrastive stops, inconsistent consonant distortions, and global prosodic attenuation. These, combined with the patient's fluent speech, can account for the perception of a foreign accent as opposed to disordered speech. The observed inconsistency of consonant distortions coupled with other articulatory deficits suggest that at least in this case, FAS can be considered to be a mild form of AOS.","downloadable_attachments":[{"id":49469828,"asset_id":5050955,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":67355994,"first_name":"Raageen","last_name":"Kanjee","domain_name":"independent","page_name":"RaageenKanjee","display_name":"Raageen Kanjee","profile_url":"https://independent.academia.edu/RaageenKanjee?f_ri=8054","photo":"/images/s65_no_pic.png"},{"id":18838,"first_name":"Karin","last_name":"Humphreys","domain_name":"mcmaster","page_name":"KarinHumphreys","display_name":"Karin Humphreys","profile_url":"https://mcmaster.academia.edu/KarinHumphreys?f_ri=8054","photo":"https://0.academia-photos.com/18838/6342/6110/s65_karin.humphreys.jpg"},{"id":111113,"first_name":"Scott","last_name":"Watter","domain_name":"mcmaster","page_name":"ScottWatter","display_name":"Scott Watter","profile_url":"https://mcmaster.academia.edu/ScottWatter?f_ri=8054","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=8054","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=8054","nofollow":true},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true},{"id":13692,"name":"Neurolinguistics","url":"https://www.academia.edu/Documents/in/Neurolinguistics?f_ri=8054","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=8054"},{"id":216712,"name":"Voice Onset Time","url":"https://www.academia.edu/Documents/in/Voice_Onset_Time?f_ri=8054"},{"id":403656,"name":"Apraxia of speech","url":"https://www.academia.edu/Documents/in/Apraxia_of_speech?f_ri=8054"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_5820008" data-work_id="5820008" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/5820008/Unconscious_Mind_a_Gestalt_sensorimotor_information_processor_capable_of_embodied_emotional_cognition_automatic_control_of_behavior_and_dream_production">Unconscious Mind: a Gestalt sensorimotor information processor, capable of embodied 'emotional' cognition, 'automatic' control of behavior, and dream production.</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" 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class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1316687" data-work_id="1316687" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1316687/The_acquisition_of_the_stop_fricative_contrast_in_perception_and_production">The acquisition of the stop-fricative contrast in perception and production</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper examines whether there is an asymmetry in production and perception of the stop-fricative contrast by Dutch learning children. The development of stops and fricatives in both word-initial and post-vocalic position is studied.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1316687" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper examines whether there is an asymmetry in production and perception of the stop-fricative contrast by Dutch learning children. The development of stops and fricatives in both word-initial and post-vocalic position is studied. To investigate the acquisition of stops and fricatives in production, longitudinal spontaneous speech data of six Dutch one- to three-year-olds was analyzed. To test infants’ perception of this contrast, a series of word-learning experiments using the Switch paradigm was conducted with 62 Dutch 14-month-olds. The data show similar phonological asymmetries: in both perception and production infants treat stops differently from fricatives. Based on this phonological asymmetry we argue that (a) children use the same lexical representations for perception and production, suggesting that development in perception and production go hand in hand, that (b) early lexical representations are not specified with respect to all features, and that (c) specification does not occur in all prosodic positions at the same time</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1316687" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6b66c89cd9ef5353ba715e0a2781daa5" rel="nofollow" data-download="{"attachment_id":51033266,"asset_id":1316687,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51033266/download_file?st=MTc0MDI3MzU3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1166324" href="https://uni-mainz.academia.edu/NicoleAltvaterMackensen">Nicole Altvater-Mackensen</a><script data-card-contents-for-user="1166324" type="text/json">{"id":1166324,"first_name":"Nicole","last_name":"Altvater-Mackensen","domain_name":"uni-mainz","page_name":"NicoleAltvaterMackensen","display_name":"Nicole Altvater-Mackensen","profile_url":"https://uni-mainz.academia.edu/NicoleAltvaterMackensen?f_ri=8054","photo":"https://0.academia-photos.com/1166324/413319/507507/s65_nicole.altvater-mackensen.jpg"}</script></span></span></li><li class="js-paper-rank-work_1316687 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1316687"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1316687, container: ".js-paper-rank-work_1316687", }); 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$(".js-view-count[data-work-id=1316687]").text(description); $(".js-view-count-work_1316687").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1316687").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1316687"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1239" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonology">Phonology</a>, <script data-card-contents-for-ri="1239" type="text/json">{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1417" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Acquisition">Language Acquisition</a>, <script data-card-contents-for-ri="1417" type="text/json">{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5391" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_perception">Speech perception</a><script data-card-contents-for-ri="5391" type="text/json">{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1316687]'), work: {"id":1316687,"title":"The acquisition of the stop-fricative contrast in perception and production","created_at":"2012-01-30T17:12:46.984-08:00","url":"https://www.academia.edu/1316687/The_acquisition_of_the_stop_fricative_contrast_in_perception_and_production?f_ri=8054","dom_id":"work_1316687","summary":"This paper examines whether there is an asymmetry in production and perception of the stop-fricative contrast by Dutch learning children. The development of stops and fricatives in both word-initial and post-vocalic position is studied. To investigate the acquisition of stops and fricatives in production, longitudinal spontaneous speech data of six Dutch one- to three-year-olds was analyzed. To test infants’ perception of this contrast, a series of word-learning experiments using the Switch paradigm was conducted with 62 Dutch 14-month-olds. The data show similar phonological asymmetries: in both perception and production infants treat stops differently from fricatives. Based on this phonological asymmetry we argue that (a) children use the same lexical representations for perception and production, suggesting that development in perception and production go hand in hand, that (b) early lexical representations are not specified with respect to all features, and that (c) specification does not occur in all prosodic positions at the same time","downloadable_attachments":[{"id":51033266,"asset_id":1316687,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1166324,"first_name":"Nicole","last_name":"Altvater-Mackensen","domain_name":"uni-mainz","page_name":"NicoleAltvaterMackensen","display_name":"Nicole Altvater-Mackensen","profile_url":"https://uni-mainz.academia.edu/NicoleAltvaterMackensen?f_ri=8054","photo":"https://0.academia-photos.com/1166324/413319/507507/s65_nicole.altvater-mackensen.jpg"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=8054","nofollow":true},{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=8054","nofollow":true},{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=8054","nofollow":true},{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception?f_ri=8054","nofollow":true},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=8054"},{"id":19717,"name":"Word Learning","url":"https://www.academia.edu/Documents/in/Word_Learning?f_ri=8054"},{"id":50569,"name":"Language Learning","url":"https://www.academia.edu/Documents/in/Language_Learning?f_ri=8054"},{"id":119709,"name":"Spontaneous speech","url":"https://www.academia.edu/Documents/in/Spontaneous_speech?f_ri=8054"},{"id":184685,"name":"Asymmetry","url":"https://www.academia.edu/Documents/in/Asymmetry?f_ri=8054"},{"id":521876,"name":"Lingua","url":"https://www.academia.edu/Documents/in/Lingua?f_ri=8054"},{"id":965059,"name":"Stop","url":"https://www.academia.edu/Documents/in/Stop?f_ri=8054"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_23407024" data-work_id="23407024" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/23407024/Mental_health_behaviour_and_intellectual_abilities_of_people_with_Down_syndrome">Mental health, behaviour and intellectual abilities of people with Down syndrome</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The mental health, adaptive behaviour and intellectual abilities of people with Down syndrome (n=129) were evaluated in a population-based survey of social and health care records. Females had better cognitive abilities and speech... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_23407024" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The mental health, adaptive behaviour and intellectual abilities of people with Down syndrome (n=129) were evaluated in a population-based survey of social and health care records. Females had better cognitive abilities and speech production compared with males. Males had more behavioural problems than females. Behaviour suggestive of attention deficit hyperactivity disorder was often seen in childhood. Depression was diagnosed mainly in adults with mild to moderate intellectual disability. Autistic behaviour was most common in individuals with profound intellectual disability. Elderly people often showed decline of adaptive behaviour associated with Alzheimer's disease. Case descriptions are presented to illustrate the multitude of mental health and behavioural issues seen from childhood to old age in this population.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/23407024" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="047c64156bb89573bf411378d9c69cc6" rel="nofollow" data-download="{"attachment_id":43853201,"asset_id":23407024,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43853201/download_file?st=MTc0MDI3MzU3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="44917781" href="https://independent.academia.edu/MarkusKaski">Markus Kaski</a><script data-card-contents-for-user="44917781" type="text/json">{"id":44917781,"first_name":"Markus","last_name":"Kaski","domain_name":"independent","page_name":"MarkusKaski","display_name":"Markus Kaski","profile_url":"https://independent.academia.edu/MarkusKaski?f_ri=8054","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_23407024 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="23407024"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 23407024, container: ".js-paper-rank-work_23407024", }); 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$(".js-view-count[data-work-id=23407024]").text(description); $(".js-view-count-work_23407024").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_23407024").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="23407024"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">41</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2249" rel="nofollow" href="https://www.academia.edu/Documents/in/Autism">Autism</a>, <script data-card-contents-for-ri="2249" type="text/json">{"id":2249,"name":"Autism","url":"https://www.academia.edu/Documents/in/Autism?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2674" rel="nofollow" href="https://www.academia.edu/Documents/in/Intelligence">Intelligence</a>, <script data-card-contents-for-ri="2674" type="text/json">{"id":2674,"name":"Intelligence","url":"https://www.academia.edu/Documents/in/Intelligence?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2827" rel="nofollow" href="https://www.academia.edu/Documents/in/Mental_Health">Mental Health</a><script data-card-contents-for-ri="2827" type="text/json">{"id":2827,"name":"Mental Health","url":"https://www.academia.edu/Documents/in/Mental_Health?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=23407024]'), work: {"id":23407024,"title":"Mental health, behaviour and intellectual abilities of people with Down syndrome","created_at":"2016-03-18T04:45:59.466-07:00","url":"https://www.academia.edu/23407024/Mental_health_behaviour_and_intellectual_abilities_of_people_with_Down_syndrome?f_ri=8054","dom_id":"work_23407024","summary":"The mental health, adaptive behaviour and intellectual abilities of people with Down syndrome (n=129) were evaluated in a population-based survey of social and health care records. Females had better cognitive abilities and speech production compared with males. Males had more behavioural problems than females. Behaviour suggestive of attention deficit hyperactivity disorder was often seen in childhood. Depression was diagnosed mainly in adults with mild to moderate intellectual disability. Autistic behaviour was most common in individuals with profound intellectual disability. Elderly people often showed decline of adaptive behaviour associated with Alzheimer's disease. Case descriptions are presented to illustrate the multitude of mental health and behavioural issues seen from childhood to old age in this population.","downloadable_attachments":[{"id":43853201,"asset_id":23407024,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":44917781,"first_name":"Markus","last_name":"Kaski","domain_name":"independent","page_name":"MarkusKaski","display_name":"Markus Kaski","profile_url":"https://independent.academia.edu/MarkusKaski?f_ri=8054","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=8054","nofollow":true},{"id":2249,"name":"Autism","url":"https://www.academia.edu/Documents/in/Autism?f_ri=8054","nofollow":true},{"id":2674,"name":"Intelligence","url":"https://www.academia.edu/Documents/in/Intelligence?f_ri=8054","nofollow":true},{"id":2827,"name":"Mental Health","url":"https://www.academia.edu/Documents/in/Mental_Health?f_ri=8054","nofollow":true},{"id":3217,"name":"Depression","url":"https://www.academia.edu/Documents/in/Depression?f_ri=8054"},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=8054"},{"id":4307,"name":"Behavior","url":"https://www.academia.edu/Documents/in/Behavior?f_ri=8054"},{"id":4441,"name":"Health Care","url":"https://www.academia.edu/Documents/in/Health_Care?f_ri=8054"},{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=8054"},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054"},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=8054"},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=8054"},{"id":18174,"name":"Language","url":"https://www.academia.edu/Documents/in/Language?f_ri=8054"},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=8054"},{"id":23868,"name":"Intellectual Disability","url":"https://www.academia.edu/Documents/in/Intellectual_Disability?f_ri=8054"},{"id":37413,"name":"Down Syndrome","url":"https://www.academia.edu/Documents/in/Down_Syndrome?f_ri=8054"},{"id":42799,"name":"Speech","url":"https://www.academia.edu/Documents/in/Speech?f_ri=8054"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory?f_ri=8054"},{"id":64336,"name":"Population","url":"https://www.academia.edu/Documents/in/Population?f_ri=8054"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=8054"},{"id":80698,"name":"Films","url":"https://www.academia.edu/Documents/in/Films?f_ri=8054"},{"id":83069,"name":"Old Age","url":"https://www.academia.edu/Documents/in/Old_Age?f_ri=8054"},{"id":88908,"name":"Elderly People","url":"https://www.academia.edu/Documents/in/Elderly_People?f_ri=8054"},{"id":91221,"name":"Resources","url":"https://www.academia.edu/Documents/in/Resources?f_ri=8054"},{"id":119379,"name":"Obsessive Compulsive 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Disorders","url":"https://www.academia.edu/Documents/in/Psychotic_Disorders?f_ri=8054"},{"id":851846,"name":"Attention Deficit","url":"https://www.academia.edu/Documents/in/Attention_Deficit?f_ri=8054"},{"id":862679,"name":"Intelligence quotient","url":"https://www.academia.edu/Documents/in/Intelligence_quotient?f_ri=8054"},{"id":1120234,"name":"Alzheimer Disease","url":"https://www.academia.edu/Documents/in/Alzheimer_Disease?f_ri=8054"},{"id":1123924,"name":"Social","url":"https://www.academia.edu/Documents/in/Social-20?f_ri=8054"},{"id":1186477,"name":"Adaptive Behaviour","url":"https://www.academia.edu/Documents/in/Adaptive_Behaviour?f_ri=8054"},{"id":1753682,"name":"Behavioural Problems","url":"https://www.academia.edu/Documents/in/Behavioural_Problems?f_ri=8054"},{"id":2214362,"name":"Math","url":"https://www.academia.edu/Documents/in/Math?f_ri=8054"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3703963" data-work_id="3703963" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3703963/A_theory_of_lexical_access_in_speech_production">A theory of lexical access in speech production</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Infants (from Latin infans, speechless) are human beings who cannot speak. It took most of us the whole first year of our lives to overcome this infancy and to produce our first few meaningful words, but we were not idle as infants. We... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3703963" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Infants (from Latin infans, speechless) are human beings who cannot speak. It took most of us the whole first year of our lives to overcome this infancy and to produce our first few meaningful words, but we were not idle as infants. We worked, rather independently, on two basic ingredients of word production. On the one hand, we established our primary notions of agency, interactancy, the temporal and causal structures of events, object permanence and location. This provided us with a matrix for the creation of our first lexical concepts, concepts flagged by way of a verbal label. Initially, these word labels were exclusively auditory patterns, picked up from the environment. On the other hand, we created a repertoire of babbles, a set of syllabic articulatory gestures. These motor patterns normally spring up around the seventh month. The child carefully attends to their acoustic manifestations, leading to elaborate exercises in the repetition and concatenation of these syllabic patterns. In addition, these audiomotor patterns start resonating with real speech input, becoming more and more tuned to the mother tongue (De Boysson-Bardies & Vihman 1991; Elbers 1982). These exercises provided us with a protosyllabary, a core repository of speech motor patterns, which were, however, completely meaningless.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3703963" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9ef70f53a4dd416b6c7d8ad2f9a9d5ec" rel="nofollow" data-download="{"attachment_id":50172499,"asset_id":3703963,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50172499/download_file?st=MTc0MDI3MzU3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4531387" href="https://independent.academia.edu/ardyardy">ardy ardy</a><script data-card-contents-for-user="4531387" type="text/json">{"id":4531387,"first_name":"ardy","last_name":"ardy","domain_name":"independent","page_name":"ardyardy","display_name":"ardy ardy","profile_url":"https://independent.academia.edu/ardyardy?f_ri=8054","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_3703963 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3703963"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3703963, container: ".js-paper-rank-work_3703963", }); });</script></li><li class="js-percentile-work_3703963 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3703963; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_3703963"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_3703963 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="3703963"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3703963; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3703963]").text(description); $(".js-view-count-work_3703963").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3703963").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3703963"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">27</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1613" rel="nofollow" href="https://www.academia.edu/Documents/in/Brain_Imaging">Brain Imaging</a>, <script data-card-contents-for-ri="1613" type="text/json">{"id":1613,"name":"Brain Imaging","url":"https://www.academia.edu/Documents/in/Brain_Imaging?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2139" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics">Phonetics</a>, <script data-card-contents-for-ri="2139" type="text/json">{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5356" rel="nofollow" href="https://www.academia.edu/Documents/in/Magnetoencephalography">Magnetoencephalography</a><script data-card-contents-for-ri="5356" type="text/json">{"id":5356,"name":"Magnetoencephalography","url":"https://www.academia.edu/Documents/in/Magnetoencephalography?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3703963]'), work: {"id":3703963,"title":"A theory of lexical access in speech production","created_at":"2013-06-13T08:12:43.875-07:00","url":"https://www.academia.edu/3703963/A_theory_of_lexical_access_in_speech_production?f_ri=8054","dom_id":"work_3703963","summary":"Infants (from Latin infans, speechless) are human beings who cannot speak. It took most of us the whole first year of our lives to overcome this infancy and to produce our first few meaningful words, but we were not idle as infants. We worked, rather independently, on two basic ingredients of word production. On the one hand, we established our primary notions of agency, interactancy, the temporal and causal structures of events, object permanence and location. This provided us with a matrix for the creation of our first lexical concepts, concepts flagged by way of a verbal label. Initially, these word labels were exclusively auditory patterns, picked up from the environment. On the other hand, we created a repertoire of babbles, a set of syllabic articulatory gestures. These motor patterns normally spring up around the seventh month. The child carefully attends to their acoustic manifestations, leading to elaborate exercises in the repetition and concatenation of these syllabic patterns. In addition, these audiomotor patterns start resonating with real speech input, becoming more and more tuned to the mother tongue (De Boysson-Bardies \u0026 Vihman 1991; Elbers 1982). These exercises provided us with a protosyllabary, a core repository of speech motor patterns, which were, however, completely meaningless.","downloadable_attachments":[{"id":50172499,"asset_id":3703963,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4531387,"first_name":"ardy","last_name":"ardy","domain_name":"independent","page_name":"ardyardy","display_name":"ardy ardy","profile_url":"https://independent.academia.edu/ardyardy?f_ri=8054","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=8054","nofollow":true},{"id":1613,"name":"Brain Imaging","url":"https://www.academia.edu/Documents/in/Brain_Imaging?f_ri=8054","nofollow":true},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=8054","nofollow":true},{"id":5356,"name":"Magnetoencephalography","url":"https://www.academia.edu/Documents/in/Magnetoencephalography?f_ri=8054","nofollow":true},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054"},{"id":9851,"name":"Language Development","url":"https://www.academia.edu/Documents/in/Language_Development?f_ri=8054"},{"id":11107,"name":"Self Monitoring","url":"https://www.academia.edu/Documents/in/Self_Monitoring?f_ri=8054"},{"id":13839,"name":"Temporal Resolution","url":"https://www.academia.edu/Documents/in/Temporal_Resolution?f_ri=8054"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=8054"},{"id":42799,"name":"Speech","url":"https://www.academia.edu/Documents/in/Speech?f_ri=8054"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory?f_ri=8054"},{"id":53293,"name":"Software","url":"https://www.academia.edu/Documents/in/Software?f_ri=8054"},{"id":69542,"name":"Computer Simulation","url":"https://www.academia.edu/Documents/in/Computer_Simulation?f_ri=8054"},{"id":85294,"name":"Computer Model","url":"https://www.academia.edu/Documents/in/Computer_Model?f_ri=8054"},{"id":119665,"name":"Reaction Time","url":"https://www.academia.edu/Documents/in/Reaction_Time?f_ri=8054"},{"id":119912,"name":"Speaking","url":"https://www.academia.edu/Documents/in/Speaking?f_ri=8054"},{"id":171307,"name":"Lexical access","url":"https://www.academia.edu/Documents/in/Lexical_access?f_ri=8054"},{"id":334381,"name":"Readiness Potential","url":"https://www.academia.edu/Documents/in/Readiness_Potential?f_ri=8054"},{"id":369542,"name":"Picture Naming","url":"https://www.academia.edu/Documents/in/Picture_Naming?f_ri=8054"},{"id":435720,"name":"Real-Time Data Processing","url":"https://www.academia.edu/Documents/in/Real-Time_Data_Processing?f_ri=8054"},{"id":539509,"name":"Lemma","url":"https://www.academia.edu/Documents/in/Lemma?f_ri=8054"},{"id":587215,"name":"Phonological Encoding","url":"https://www.academia.edu/Documents/in/Phonological_Encoding?f_ri=8054"},{"id":654899,"name":"Computer Modelling","url":"https://www.academia.edu/Documents/in/Computer_Modelling?f_ri=8054"},{"id":816819,"name":"Psychological Models","url":"https://www.academia.edu/Documents/in/Psychological_Models?f_ri=8054"},{"id":1115730,"name":"Articulation","url":"https://www.academia.edu/Documents/in/Articulation?f_ri=8054"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences?f_ri=8054"},{"id":1376804,"name":"Feed-Forward","url":"https://www.academia.edu/Documents/in/Feed-Forward?f_ri=8054"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1373884" data-work_id="1373884" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1373884/Phonological_processing_and_reading_in_children_with_speech_sound_disorders">Phonological processing and reading in children with speech sound disorders</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Purpose: To examine the relationship between phonological processing skills prior to kindergarten entry and reading skills at the end of 1st grade, in children with speech sound disorders (SSD). Method: The participants were 17 children... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1373884" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Purpose: To examine the relationship between phonological processing skills prior to kindergarten entry and reading skills at the end of 1st grade, in children with speech sound disorders (SSD). Method: The participants were 17 children with SSD and poor phonological processing skills (SSD-low PP), 16 children with SSD and good phonological processing skills (SSD-high PP), and 35 children with typical speech who were first assessed during their prekindergarten year using measures of phonological processing (i.e., speech perception, rime awareness, and onset awareness tests), speech production, receptive and expressive language, and phonological awareness skills. This assessment was repeated when the children were completing 1st grade. The Test of Word Reading Efficiency was also conducted at that time. First-grade sight word and nonword reading performance was compared across these groups. Results: At the end of 1st grade, the SSD-low PP group achieved significantly lower nonword decoding scores than the SSD-high PP and typical speech groups. The 2 SSD groups demonstrated similarly good receptive language skills and similarly poor articulation skills at that time, however. No between-group differences in sight word reading were observed. All but 1 child (in the SSD-low PP group) obtained reading scores that were within normal limits. Conclusion: Weaknesses in phonological processing were stable for the SSD-low PP subgroup over a 2-year period.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1373884" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9db59a5f01aa5ea8c4c08b32f29fc930" rel="nofollow" data-download="{"attachment_id":8571915,"asset_id":1373884,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/8571915/download_file?st=MTc0MDI3MzU3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1198918" href="https://mcgill.academia.edu/SusanRvachew">Susan Rvachew</a><script data-card-contents-for-user="1198918" type="text/json">{"id":1198918,"first_name":"Susan","last_name":"Rvachew","domain_name":"mcgill","page_name":"SusanRvachew","display_name":"Susan Rvachew","profile_url":"https://mcgill.academia.edu/SusanRvachew?f_ri=8054","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_1373884 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1373884"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1373884, container: ".js-paper-rank-work_1373884", }); });</script></li><li class="js-percentile-work_1373884 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1373884; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_1373884"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_1373884 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="1373884"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1373884; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1373884]").text(description); $(".js-view-count-work_1373884").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1373884").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1373884"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">17</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1239" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonology">Phonology</a>, <script data-card-contents-for-ri="1239" type="text/json">{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2139" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics">Phonetics</a>, <script data-card-contents-for-ri="2139" type="text/json">{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3574" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonological_Awareness">Phonological Awareness</a><script data-card-contents-for-ri="3574" type="text/json">{"id":3574,"name":"Phonological Awareness","url":"https://www.academia.edu/Documents/in/Phonological_Awareness?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1373884]'), work: {"id":1373884,"title":"Phonological processing and reading in children with speech sound disorders","created_at":"2012-02-11T01:59:37.330-08:00","url":"https://www.academia.edu/1373884/Phonological_processing_and_reading_in_children_with_speech_sound_disorders?f_ri=8054","dom_id":"work_1373884","summary":"Purpose: To examine the relationship between phonological processing skills prior to kindergarten entry and reading skills at the end of 1st grade, in children with speech sound disorders (SSD). Method: The participants were 17 children with SSD and poor phonological processing skills (SSD-low PP), 16 children with SSD and good phonological processing skills (SSD-high PP), and 35 children with typical speech who were first assessed during their prekindergarten year using measures of phonological processing (i.e., speech perception, rime awareness, and onset awareness tests), speech production, receptive and expressive language, and phonological awareness skills. This assessment was repeated when the children were completing 1st grade. The Test of Word Reading Efficiency was also conducted at that time. First-grade sight word and nonword reading performance was compared across these groups. Results: At the end of 1st grade, the SSD-low PP group achieved significantly lower nonword decoding scores than the SSD-high PP and typical speech groups. The 2 SSD groups demonstrated similarly good receptive language skills and similarly poor articulation skills at that time, however. No between-group differences in sight word reading were observed. All but 1 child (in the SSD-low PP group) obtained reading scores that were within normal limits. Conclusion: Weaknesses in phonological processing were stable for the SSD-low PP subgroup over a 2-year period.","downloadable_attachments":[{"id":8571915,"asset_id":1373884,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1198918,"first_name":"Susan","last_name":"Rvachew","domain_name":"mcgill","page_name":"SusanRvachew","display_name":"Susan Rvachew","profile_url":"https://mcgill.academia.edu/SusanRvachew?f_ri=8054","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=8054","nofollow":true},{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=8054","nofollow":true},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=8054","nofollow":true},{"id":3574,"name":"Phonological Awareness","url":"https://www.academia.edu/Documents/in/Phonological_Awareness?f_ri=8054","nofollow":true},{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception?f_ri=8054"},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054"},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=8054"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=8054"},{"id":20489,"name":"Phonological processing","url":"https://www.academia.edu/Documents/in/Phonological_processing?f_ri=8054"},{"id":25052,"name":"Dyslexia","url":"https://www.academia.edu/Documents/in/Dyslexia?f_ri=8054"},{"id":42799,"name":"Speech","url":"https://www.academia.edu/Documents/in/Speech?f_ri=8054"},{"id":49487,"name":"Reading Disability","url":"https://www.academia.edu/Documents/in/Reading_Disability?f_ri=8054"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=8054"},{"id":86085,"name":"Language Skills","url":"https://www.academia.edu/Documents/in/Language_Skills?f_ri=8054"},{"id":152553,"name":"Comparative Analysis","url":"https://www.academia.edu/Documents/in/Comparative_Analysis?f_ri=8054"},{"id":244814,"name":"Clinical Sciences","url":"https://www.academia.edu/Documents/in/Clinical_Sciences?f_ri=8054"},{"id":2489700,"name":"Child preschool","url":"https://www.academia.edu/Documents/in/Child_preschool?f_ri=8054"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_26636515" data-work_id="26636515" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/26636515/Acquisition_of_Prosody_in_a_Spanish_English_Bilingual_Child">Acquisition of Prosody in a Spanish-English Bilingual Child</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The current study examined the pattern of prosodic phrasing and the distribution of post-lexical pitch accent types in a Spanish-English bilingual child. We collected utterances from natural interactions between parents and the child at... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_26636515" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The current study examined the pattern of prosodic phrasing and the distribution of post-lexical pitch accent types in a Spanish-English bilingual child. We collected utterances from natural interactions between parents and the child at the age of 2;6 and 3;0, and analyzed them using MAE_ToBI and SP_ToBI. Then we compared prosodic development across ages within each language, and compared the child's speech production with monolingual English and Spanish parents' productions. Results revealed that both the child and parents divide their short utterances into smaller prosodic phrases and that most content words bear post-lexical pitch accent. The result suggests that there are abundant acoustic correlates of prosodic phrases and prominence in the language input, and it can make the word segmentation task easy for children.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/26636515" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="baa83692b3a3e9cc8b7d23ac54a817b8" rel="nofollow" data-download="{"attachment_id":46920724,"asset_id":26636515,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/46920724/download_file?st=MTc0MDI3MzU3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="444468" href="https://wayne.academia.edu/GeoffreyNathan">Geoffrey Nathan</a><script data-card-contents-for-user="444468" type="text/json">{"id":444468,"first_name":"Geoffrey","last_name":"Nathan","domain_name":"wayne","page_name":"GeoffreyNathan","display_name":"Geoffrey Nathan","profile_url":"https://wayne.academia.edu/GeoffreyNathan?f_ri=8054","photo":"https://gravatar.com/avatar/dafe6b629f549b505005e4ce55d83029?s=65"}</script></span></span></li><li class="js-paper-rank-work_26636515 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="26636515"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 26636515, container: ".js-paper-rank-work_26636515", }); 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$(".js-view-count[data-work-id=26636515]").text(description); $(".js-view-count-work_26636515").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_26636515").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="26636515"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="8054" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Production">Speech Production</a>, <script data-card-contents-for-ri="8054" type="text/json">{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="96156" rel="nofollow" href="https://www.academia.edu/Documents/in/Natural_interaction">Natural interaction</a>, <script data-card-contents-for-ri="96156" type="text/json">{"id":96156,"name":"Natural interaction","url":"https://www.academia.edu/Documents/in/Natural_interaction?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="218013" rel="nofollow" href="https://www.academia.edu/Documents/in/Word_Segmentation">Word Segmentation</a><script data-card-contents-for-ri="218013" type="text/json">{"id":218013,"name":"Word Segmentation","url":"https://www.academia.edu/Documents/in/Word_Segmentation?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=26636515]'), work: {"id":26636515,"title":"Acquisition of Prosody in a Spanish-English Bilingual Child","created_at":"2016-06-30T10:33:48.320-07:00","url":"https://www.academia.edu/26636515/Acquisition_of_Prosody_in_a_Spanish_English_Bilingual_Child?f_ri=8054","dom_id":"work_26636515","summary":"The current study examined the pattern of prosodic phrasing and the distribution of post-lexical pitch accent types in a Spanish-English bilingual child. We collected utterances from natural interactions between parents and the child at the age of 2;6 and 3;0, and analyzed them using MAE_ToBI and SP_ToBI. Then we compared prosodic development across ages within each language, and compared the child's speech production with monolingual English and Spanish parents' productions. Results revealed that both the child and parents divide their short utterances into smaller prosodic phrases and that most content words bear post-lexical pitch accent. The result suggests that there are abundant acoustic correlates of prosodic phrases and prominence in the language input, and it can make the word segmentation task easy for children.","downloadable_attachments":[{"id":46920724,"asset_id":26636515,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":444468,"first_name":"Geoffrey","last_name":"Nathan","domain_name":"wayne","page_name":"GeoffreyNathan","display_name":"Geoffrey Nathan","profile_url":"https://wayne.academia.edu/GeoffreyNathan?f_ri=8054","photo":"https://gravatar.com/avatar/dafe6b629f549b505005e4ce55d83029?s=65"}],"research_interests":[{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true},{"id":96156,"name":"Natural interaction","url":"https://www.academia.edu/Documents/in/Natural_interaction?f_ri=8054","nofollow":true},{"id":218013,"name":"Word Segmentation","url":"https://www.academia.edu/Documents/in/Word_Segmentation?f_ri=8054","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_6713402" data-work_id="6713402" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/6713402/Children_with_Comorbid_Speech_Sound_Disorder_and_Specific_Language_Impairment_are_at_Increased_Risk_for_Attention_Deficit_Hyperactivity_Disorder">Children with Comorbid Speech Sound Disorder and Specific Language Impairment are at Increased Risk for Attention-Deficit/Hyperactivity Disorder</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study focuses on the comorbidity between attention-deficit/hyperactivity disorder (ADHD) symptoms and speech sound disorder (SSD). SSD is a developmental disorder characterized by speech production errors that impact intelligibility.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_6713402" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study focuses on the comorbidity between attention-deficit/hyperactivity disorder (ADHD) symptoms and speech sound disorder (SSD). SSD is a developmental disorder characterized by speech production errors that impact intelligibility. Previous research addressing this comorbidity has typically used heterogeneous groups of speech–language disordered children. This study employed more precise speech–language diagnostic criteria and examined ADHD symptomatology in 108 SSD children between the ages of 4 and 7 years old with specific language impairment (SLI) (n = 23, 14 males, 9 females) and without SLI (n = 85, 49 males, 36 females). We also examined whether a subcategory of SSD, persistent (n = 39, 25 males, 14 females) versus normalized SSD (n = 67, 38 males, 29 females), was associated with ADHD and/or interacted with SLI to predict ADHD symptomatology. Results indicated that participants in the SSD + SLI group had higher rates of inattentive ADHD symptoms than those in the SSD-only and control groups. In addition, an unexpected interaction emerged such that children with SLI and normalized-SSD had significantly higher ADHD inattentive ratings than the other subgroups. A proposed explanation for this interaction is discussed.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/6713402" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ee889206b7dc70884aa8f74ded2c6f37" rel="nofollow" data-download="{"attachment_id":48745401,"asset_id":6713402,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/48745401/download_file?st=MTc0MDI3MzU3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="10989670" href="https://independent.academia.edu/RichardBoada">Richard Boada</a><script data-card-contents-for-user="10989670" type="text/json">{"id":10989670,"first_name":"Richard","last_name":"Boada","domain_name":"independent","page_name":"RichardBoada","display_name":"Richard Boada","profile_url":"https://independent.academia.edu/RichardBoada?f_ri=8054","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_6713402 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="6713402"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 6713402, container: ".js-paper-rank-work_6713402", }); 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$(".js-view-count[data-work-id=6713402]").text(description); $(".js-view-count-work_6713402").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_6713402").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="6713402"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">25</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2349" rel="nofollow" href="https://www.academia.edu/Documents/in/Semantics">Semantics</a>, <script data-card-contents-for-ri="2349" type="text/json">{"id":2349,"name":"Semantics","url":"https://www.academia.edu/Documents/in/Semantics?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2350" rel="nofollow" href="https://www.academia.edu/Documents/in/Attention-Deficit_Hyperactivity_Disorder">Attention-Deficit/Hyperactivity Disorder</a>, <script data-card-contents-for-ri="2350" type="text/json">{"id":2350,"name":"Attention-Deficit/Hyperactivity Disorder","url":"https://www.academia.edu/Documents/in/Attention-Deficit_Hyperactivity_Disorder?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2351" rel="nofollow" href="https://www.academia.edu/Documents/in/ADHD_Psychology_">ADHD (Psychology)</a><script data-card-contents-for-ri="2351" type="text/json">{"id":2351,"name":"ADHD (Psychology)","url":"https://www.academia.edu/Documents/in/ADHD_Psychology_?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=6713402]'), work: {"id":6713402,"title":"Children with Comorbid Speech Sound Disorder and Specific Language Impairment are at Increased Risk for Attention-Deficit/Hyperactivity Disorder","created_at":"2014-04-09T23:30:54.498-07:00","url":"https://www.academia.edu/6713402/Children_with_Comorbid_Speech_Sound_Disorder_and_Specific_Language_Impairment_are_at_Increased_Risk_for_Attention_Deficit_Hyperactivity_Disorder?f_ri=8054","dom_id":"work_6713402","summary":"This study focuses on the comorbidity between attention-deficit/hyperactivity disorder (ADHD) symptoms and speech sound disorder (SSD). SSD is a developmental disorder characterized by speech production errors that impact intelligibility. Previous research addressing this comorbidity has typically used heterogeneous groups of speech–language disordered children. This study employed more precise speech–language diagnostic criteria and examined ADHD symptomatology in 108 SSD children between the ages of 4 and 7 years old with specific language impairment (SLI) (n = 23, 14 males, 9 females) and without SLI (n = 85, 49 males, 36 females). We also examined whether a subcategory of SSD, persistent (n = 39, 25 males, 14 females) versus normalized SSD (n = 67, 38 males, 29 females), was associated with ADHD and/or interacted with SLI to predict ADHD symptomatology. Results indicated that participants in the SSD + SLI group had higher rates of inattentive ADHD symptoms than those in the SSD-only and control groups. In addition, an unexpected interaction emerged such that children with SLI and normalized-SSD had significantly higher ADHD inattentive ratings than the other subgroups. A proposed explanation for this interaction is discussed.","downloadable_attachments":[{"id":48745401,"asset_id":6713402,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":10989670,"first_name":"Richard","last_name":"Boada","domain_name":"independent","page_name":"RichardBoada","display_name":"Richard Boada","profile_url":"https://independent.academia.edu/RichardBoada?f_ri=8054","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=8054","nofollow":true},{"id":2349,"name":"Semantics","url":"https://www.academia.edu/Documents/in/Semantics?f_ri=8054","nofollow":true},{"id":2350,"name":"Attention-Deficit/Hyperactivity Disorder","url":"https://www.academia.edu/Documents/in/Attention-Deficit_Hyperactivity_Disorder?f_ri=8054","nofollow":true},{"id":2351,"name":"ADHD 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href="https://www.academia.edu/29852527/The_application_of_naturalistic_conversation_training_to_speech_production_in_children_with_speech_disabilities">The application of naturalistic conversation training to speech production in children with speech disabilities</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29852527" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="14ac4b6ab2dd7a9f0ba9a01c0db7b908" rel="nofollow" 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Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="931" rel="nofollow" href="https://www.academia.edu/Documents/in/Interpersonal_Communication">Interpersonal Communication</a>, <script data-card-contents-for-ri="931" type="text/json">{"id":931,"name":"Interpersonal Communication","url":"https://www.academia.edu/Documents/in/Interpersonal_Communication?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1417" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Acquisition">Language Acquisition</a><script data-card-contents-for-ri="1417" type="text/json">{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=29852527]'), 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class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Poster presented at the International Association for the Study of Dreams, 34th Annual International Conference, June 16-20, 2017. The poster outlines a study on avatar animation of dreamer motor behavior from electromyography collected... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_33083236" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Poster presented at the International Association for the Study of Dreams, 34th Annual International Conference, June 16-20, 2017. The poster outlines a study on avatar animation of dreamer motor behavior from electromyography collected at the University of Texas, Austin, Cognitive Neuroscience Lab in 2016.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/33083236" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="eacf57e346540b5f9af7570677c74592" rel="nofollow" data-download="{"attachment_id":53572686,"asset_id":33083236,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53572686/download_file?st=MTc0MDI3MzU3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="13171345" href="https://asdreams.academia.edu/DanielOldis">Daniel Oldis</a><script data-card-contents-for-user="13171345" type="text/json">{"id":13171345,"first_name":"Daniel","last_name":"Oldis","domain_name":"asdreams","page_name":"DanielOldis","display_name":"Daniel Oldis","profile_url":"https://asdreams.academia.edu/DanielOldis?f_ri=8054","photo":"https://0.academia-photos.com/13171345/3707487/29815188/s65_daniel.oldis.jpg"}</script></span></span></li><li class="js-paper-rank-work_33083236 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="33083236"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 33083236, container: ".js-paper-rank-work_33083236", }); 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$(".js-view-count[data-work-id=33083236]").text(description); $(".js-view-count-work_33083236").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_33083236").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="33083236"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">24</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2265" rel="nofollow" href="https://www.academia.edu/Documents/in/Sleep_Physiology">Sleep Physiology</a>, <script data-card-contents-for-ri="2265" type="text/json">{"id":2265,"name":"Sleep Physiology","url":"https://www.academia.edu/Documents/in/Sleep_Physiology?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2342" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Synthesis">Speech Synthesis</a>, <script data-card-contents-for-ri="2342" type="text/json">{"id":2342,"name":"Speech Synthesis","url":"https://www.academia.edu/Documents/in/Speech_Synthesis?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5391" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_perception">Speech perception</a>, <script data-card-contents-for-ri="5391" type="text/json">{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8054" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Production">Speech Production</a><script data-card-contents-for-ri="8054" type="text/json">{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=33083236]'), work: {"id":33083236,"title":"Animating Dreams and Future Dream Recording","created_at":"2017-05-18T13:12:29.984-07:00","url":"https://www.academia.edu/33083236/Animating_Dreams_and_Future_Dream_Recording?f_ri=8054","dom_id":"work_33083236","summary":"Poster presented at the International Association for the Study of Dreams, 34th Annual International Conference, June 16-20, 2017. The poster outlines a study on avatar animation of dreamer motor behavior from electromyography collected at the University of Texas, Austin, Cognitive Neuroscience Lab in 2016.","downloadable_attachments":[{"id":53572686,"asset_id":33083236,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":13171345,"first_name":"Daniel","last_name":"Oldis","domain_name":"asdreams","page_name":"DanielOldis","display_name":"Daniel Oldis","profile_url":"https://asdreams.academia.edu/DanielOldis?f_ri=8054","photo":"https://0.academia-photos.com/13171345/3707487/29815188/s65_daniel.oldis.jpg"}],"research_interests":[{"id":2265,"name":"Sleep Physiology","url":"https://www.academia.edu/Documents/in/Sleep_Physiology?f_ri=8054","nofollow":true},{"id":2342,"name":"Speech Synthesis","url":"https://www.academia.edu/Documents/in/Speech_Synthesis?f_ri=8054","nofollow":true},{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception?f_ri=8054","nofollow":true},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true},{"id":9224,"name":"Functional MRI","url":"https://www.academia.edu/Documents/in/Functional_MRI?f_ri=8054"},{"id":11320,"name":"Automatic Speech Recognition","url":"https://www.academia.edu/Documents/in/Automatic_Speech_Recognition?f_ri=8054"},{"id":11984,"name":"Speech Recognition","url":"https://www.academia.edu/Documents/in/Speech_Recognition?f_ri=8054"},{"id":14498,"name":"Sleep Medicine","url":"https://www.academia.edu/Documents/in/Sleep_Medicine?f_ri=8054"},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=8054"},{"id":21313,"name":"Dreams (Psychology)","url":"https://www.academia.edu/Documents/in/Dreams_Psychology_?f_ri=8054"},{"id":25422,"name":"Dreams","url":"https://www.academia.edu/Documents/in/Dreams?f_ri=8054"},{"id":28680,"name":"Speech Act Theory","url":"https://www.academia.edu/Documents/in/Speech_Act_Theory?f_ri=8054"},{"id":33297,"name":"Lucid Dreaming","url":"https://www.academia.edu/Documents/in/Lucid_Dreaming?f_ri=8054"},{"id":36835,"name":"Speech Processing","url":"https://www.academia.edu/Documents/in/Speech_Processing?f_ri=8054"},{"id":40868,"name":"Speech acts","url":"https://www.academia.edu/Documents/in/Speech_acts?f_ri=8054"},{"id":42799,"name":"Speech","url":"https://www.academia.edu/Documents/in/Speech?f_ri=8054"},{"id":58036,"name":"Dreaming","url":"https://www.academia.edu/Documents/in/Dreaming?f_ri=8054"},{"id":65580,"name":"EMG","url":"https://www.academia.edu/Documents/in/EMG?f_ri=8054"},{"id":74543,"name":"Sleep and Dreaming","url":"https://www.academia.edu/Documents/in/Sleep_and_Dreaming?f_ri=8054"},{"id":122790,"name":"EEG/FMRI","url":"https://www.academia.edu/Documents/in/EEG_FMRI?f_ri=8054"},{"id":133324,"name":"Sleep","url":"https://www.academia.edu/Documents/in/Sleep?f_ri=8054"},{"id":265362,"name":"Psychology of Sleep and Dreaming","url":"https://www.academia.edu/Documents/in/Psychology_of_Sleep_and_Dreaming?f_ri=8054"},{"id":867075,"name":"EMG signal processing","url":"https://www.academia.edu/Documents/in/EMG_signal_processing?f_ri=8054"},{"id":1030054,"name":"Dreams, Consciousness Studies, Qualitative Research","url":"https://www.academia.edu/Documents/in/Dreams_Consciousness_Studies_Qualitative_Research?f_ri=8054"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4444692" data-work_id="4444692" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/4444692/Speech_tempo">Speech tempo</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article presents an overview of the literature on speech tempo and the topics dealt with. Tempo is not one of the more frequently explored areas of speech research, and any possible consequences of tempo variation for other phonetic... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_4444692" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article presents an overview of the literature on speech tempo and the topics dealt with. Tempo is not one of the more frequently explored areas of speech research, and any possible consequences of tempo variation for other phonetic phenomena have all too often beentaken for granted. Unfortunately, this field is complicated by pitfalls of definition and hazards of numerical treatment.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/4444692" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c4c9382a6ca198e79d025bae56e994f9" rel="nofollow" data-download="{"attachment_id":31858501,"asset_id":4444692,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31858501/download_file?st=MTc0MDI3MzU3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5433437" href="https://lu.academia.edu/SidneyWood">Sidney Wood</a><script data-card-contents-for-user="5433437" type="text/json">{"id":5433437,"first_name":"Sidney","last_name":"Wood","domain_name":"lu","page_name":"SidneyWood","display_name":"Sidney Wood","profile_url":"https://lu.academia.edu/SidneyWood?f_ri=8054","photo":"https://gravatar.com/avatar/2ff40a789f9176f629427cd5575cf526?s=65"}</script></span></span></li><li class="js-paper-rank-work_4444692 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4444692"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4444692, container: ".js-paper-rank-work_4444692", }); });</script></li><li class="js-percentile-work_4444692 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 4444692; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_4444692"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_4444692 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="4444692"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 4444692; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=4444692]").text(description); $(".js-view-count-work_4444692").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_4444692").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="4444692"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2139" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics">Phonetics</a>, <script data-card-contents-for-ri="2139" type="text/json">{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8054" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Production">Speech Production</a>, <script data-card-contents-for-ri="8054" type="text/json">{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1117295" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Tempo">Speech Tempo</a><script data-card-contents-for-ri="1117295" type="text/json">{"id":1117295,"name":"Speech Tempo","url":"https://www.academia.edu/Documents/in/Speech_Tempo?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=4444692]'), work: {"id":4444692,"title":"Speech tempo","created_at":"2013-09-09T08:25:28.137-07:00","url":"https://www.academia.edu/4444692/Speech_tempo?f_ri=8054","dom_id":"work_4444692","summary":"This article presents an overview of the literature on speech tempo and the topics dealt with. Tempo is not one of the more frequently explored areas of speech research, and any possible consequences of tempo variation for other phonetic phenomena have all too often beentaken for granted. Unfortunately, this field is complicated by pitfalls of definition and hazards of numerical treatment.","downloadable_attachments":[{"id":31858501,"asset_id":4444692,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5433437,"first_name":"Sidney","last_name":"Wood","domain_name":"lu","page_name":"SidneyWood","display_name":"Sidney Wood","profile_url":"https://lu.academia.edu/SidneyWood?f_ri=8054","photo":"https://gravatar.com/avatar/2ff40a789f9176f629427cd5575cf526?s=65"}],"research_interests":[{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=8054","nofollow":true},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true},{"id":1117295,"name":"Speech Tempo","url":"https://www.academia.edu/Documents/in/Speech_Tempo?f_ri=8054","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35874033" data-work_id="35874033" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35874033/INFLUENCIA_DE_LOS_APARATOS_DENTALES_ORTOD%C3%93NTICOS_EN_LA_PRODUCCI%C3%93N_Y_PERCEPCI%C3%93N_DEL_HABLA_ESTUDIO_DE_CINCO_CASOS">INFLUENCIA DE LOS APARATOS DENTALES ORTODÓNTICOS EN LA PRODUCCIÓN Y PERCEPCIÓN DEL HABLA: ESTUDIO DE CINCO CASOS</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">RESUMEN Objetivo: observar la capacidad de cinco individuos venezolanos que usan aparatos dentales ortodónticos para articular el habla y verificar la influencia de los aparatos en la percepción del habla por parte de sus interlocutores.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35874033" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">RESUMEN<br />Objetivo: observar la capacidad de cinco individuos venezolanos que usan aparatos dentales ortodónticos para articular el habla y verificar la influencia de los aparatos en la percepción del habla por parte de<br />sus interlocutores. Métodos: se utilizó un corpus conformado por dos grabaciones de la lectura de un Test de Pares Mínimos realizadas por cinco hablantes antes y después de iniciar el tratamiento con los aparatos. Dichas grabaciones fueron luego expuestas a veinte oyentes adultos con la finalidad de que identificaran lo oído; sirviéndose de un test ad hoc, basado en el de los Pares Mínimos arriba indicado. Cada uno de los oyentes marcó la opción que creyó haber percibido. Resultados: el análisis de los datos arrojados por los dos conjuntos de tests permitió determinar los sonidos, los rasgos distintivos y los puntos articulatorios afectados por el uso de aparatos en los hablantes. Se demuestra que los sonidos mayormente afectados por los aparatos dentales son /t/, /m/, /p/, /f/, /b/, / /, /k/ y / /; los rasgos y oposiciones distintivas afectadas son [grave]: /b – d/, /f – s/, /m – /, /m – n/ y /p – t/; [sonoro]: /g – k/, /p – b/ y /t – d/ e [interrupto]: / - s/ ; por su parte, los lugares de articulación afectados son bilabial, alveolar, palatal, dental e interdental. Conclusiones: la presencia de los aparatos dentales ortodónticos en la cavidad bucal causa serios problemas en la articulación de los sonidos lingüísticos afectando de esa manera la percepción del habla por parte de los interlocutores. Los problemas de<br />articulación con el paso del tiempo van decreciendo.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35874033" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3e575ce28e2ad7c58f57ba399d44644d" rel="nofollow" data-download="{"attachment_id":55753771,"asset_id":35874033,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55753771/download_file?st=MTc0MDI3MzU3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5452296" href="https://ula.academia.edu/Hern%C3%A1nMart%C3%ADnezMatos">Hernán Martínez Matos</a><script data-card-contents-for-user="5452296" type="text/json">{"id":5452296,"first_name":"Hernán","last_name":"Martínez Matos","domain_name":"ula","page_name":"HernánMartínezMatos","display_name":"Hernán Martínez Matos","profile_url":"https://ula.academia.edu/Hern%C3%A1nMart%C3%ADnezMatos?f_ri=8054","photo":"https://0.academia-photos.com/5452296/8380109/18933668/s65_hern_n.mart_nez_matos.jpg"}</script></span></span></li><li class="js-paper-rank-work_35874033 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35874033"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35874033, container: ".js-paper-rank-work_35874033", }); 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$(".js-view-count[data-work-id=35874033]").text(description); $(".js-view-count-work_35874033").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35874033").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35874033"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="600" rel="nofollow" href="https://www.academia.edu/Documents/in/Orthodontics">Orthodontics</a>, <script data-card-contents-for-ri="600" type="text/json">{"id":600,"name":"Orthodontics","url":"https://www.academia.edu/Documents/in/Orthodontics?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2075" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Pathology">Speech Pathology</a>, <script data-card-contents-for-ri="2075" type="text/json">{"id":2075,"name":"Speech Pathology","url":"https://www.academia.edu/Documents/in/Speech_Pathology?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2139" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics">Phonetics</a>, <script data-card-contents-for-ri="2139" type="text/json">{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5391" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_perception">Speech perception</a><script data-card-contents-for-ri="5391" type="text/json">{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35874033]'), work: {"id":35874033,"title":"INFLUENCIA DE LOS APARATOS DENTALES ORTODÓNTICOS EN LA PRODUCCIÓN Y PERCEPCIÓN DEL HABLA: ESTUDIO DE CINCO CASOS","created_at":"2018-02-08T16:38:02.283-08:00","url":"https://www.academia.edu/35874033/INFLUENCIA_DE_LOS_APARATOS_DENTALES_ORTOD%C3%93NTICOS_EN_LA_PRODUCCI%C3%93N_Y_PERCEPCI%C3%93N_DEL_HABLA_ESTUDIO_DE_CINCO_CASOS?f_ri=8054","dom_id":"work_35874033","summary":"RESUMEN\nObjetivo: observar la capacidad de cinco individuos venezolanos que usan aparatos dentales ortodónticos para articular el habla y verificar la influencia de los aparatos en la percepción del habla por parte de\nsus interlocutores. Métodos: se utilizó un corpus conformado por dos grabaciones de la lectura de un Test de Pares Mínimos realizadas por cinco hablantes antes y después de iniciar el tratamiento con los aparatos. Dichas grabaciones fueron luego expuestas a veinte oyentes adultos con la finalidad de que identificaran lo oído; sirviéndose de un test ad hoc, basado en el de los Pares Mínimos arriba indicado. Cada uno de los oyentes marcó la opción que creyó haber percibido. Resultados: el análisis de los datos arrojados por los dos conjuntos de tests permitió determinar los sonidos, los rasgos distintivos y los puntos articulatorios afectados por el uso de aparatos en los hablantes. Se demuestra que los sonidos mayormente afectados por los aparatos dentales son /t/, /m/, /p/, /f/, /b/, / /, /k/ y / /; los rasgos y oposiciones distintivas afectadas son [grave]: /b – d/, /f – s/, /m – /, /m – n/ y /p – t/; [sonoro]: /g – k/, /p – b/ y /t – d/ e [interrupto]: / - s/ ; por su parte, los lugares de articulación afectados son bilabial, alveolar, palatal, dental e interdental. Conclusiones: la presencia de los aparatos dentales ortodónticos en la cavidad bucal causa serios problemas en la articulación de los sonidos lingüísticos afectando de esa manera la percepción del habla por parte de los interlocutores. Los problemas de\narticulación con el paso del tiempo van decreciendo.","downloadable_attachments":[{"id":55753771,"asset_id":35874033,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5452296,"first_name":"Hernán","last_name":"Martínez Matos","domain_name":"ula","page_name":"HernánMartínezMatos","display_name":"Hernán Martínez Matos","profile_url":"https://ula.academia.edu/Hern%C3%A1nMart%C3%ADnezMatos?f_ri=8054","photo":"https://0.academia-photos.com/5452296/8380109/18933668/s65_hern_n.mart_nez_matos.jpg"}],"research_interests":[{"id":600,"name":"Orthodontics","url":"https://www.academia.edu/Documents/in/Orthodontics?f_ri=8054","nofollow":true},{"id":2075,"name":"Speech Pathology","url":"https://www.academia.edu/Documents/in/Speech_Pathology?f_ri=8054","nofollow":true},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=8054","nofollow":true},{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception?f_ri=8054","nofollow":true},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_18201780" data-work_id="18201780" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/18201780/DUTCH_DIPHTHONG_AND_LONG_VOWEL_REALIZATIONS_AS_CHANGING_SOCIOECONOMIC_MARKERS">DUTCH DIPHTHONG AND LONG VOWEL REALIZATIONS AS CHANGING SOCIOECONOMIC MARKERS</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">To judge the influence of speaker background on the quality of five long vowels and diphthongs /oU/, /eI/, /Au/, /EI/, and /2y/ in Standard Dutch, the spectra of these vowel realizations in spontaneous speech were measured for 70... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_18201780" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">To judge the influence of speaker background on the quality of five long vowels and diphthongs /oU/, /eI/, /Au/, /EI/, and /2y/ in Standard Dutch, the spectra of these vowel realizations in spontaneous speech were measured for 70 subjects, and analyzed with regard to the subjects&#x27; regions of education and residence, their level of education and occupation, as well as their sex and age. Our preliminary analyses indic- ated that high educated speakers lowered (higher F1, articulated more open) the long vowels and diph- thongs and diphthongized them stronger than low educated speakers. There seemed to be effects of age but more data were needed to specify these. The new data show that besides the level of educa- tion or occupation, the factor &#x27;age group&#x27; has a ma- jor effect on the variations in speech production. The vowel attributes &#x27;onset&#x27; and &#x27;degree of diphthong- ization&#x27; were affected variably by speaker back- ground data. Speakers of the older ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/18201780" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fb24b3fac446c4713ee3ba97af6b3529" rel="nofollow" data-download="{"attachment_id":39930436,"asset_id":18201780,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/39930436/download_file?st=MTc0MDI3MzU3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="38187574" href="https://uva.academia.edu/IreneJacobi">Irene Jacobi</a><script data-card-contents-for-user="38187574" type="text/json">{"id":38187574,"first_name":"Irene","last_name":"Jacobi","domain_name":"uva","page_name":"IreneJacobi","display_name":"Irene Jacobi","profile_url":"https://uva.academia.edu/IreneJacobi?f_ri=8054","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_18201780 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="18201780"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 18201780, container: ".js-paper-rank-work_18201780", }); 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regions of education and residence, their level of education and occupation, as well as their sex and age. Our preliminary analyses indic- ated that high educated speakers lowered (higher F1, articulated more open) the long vowels and diph- thongs and diphthongized them stronger than low educated speakers. There seemed to be effects of age but more data were needed to specify these. The new data show that besides the level of educa- tion or occupation, the factor \u0026#x27;age group\u0026#x27; has a ma- jor effect on the variations in speech production. The vowel attributes \u0026#x27;onset\u0026#x27; and \u0026#x27;degree of diphthong- ization\u0026#x27; were affected variably by speaker back- ground data. Speakers of the older ...","downloadable_attachments":[{"id":39930436,"asset_id":18201780,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":38187574,"first_name":"Irene","last_name":"Jacobi","domain_name":"uva","page_name":"IreneJacobi","display_name":"Irene Jacobi","profile_url":"https://uva.academia.edu/IreneJacobi?f_ri=8054","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=8054","nofollow":true},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true},{"id":119709,"name":"Spontaneous speech","url":"https://www.academia.edu/Documents/in/Spontaneous_speech?f_ri=8054","nofollow":true},{"id":1470936,"name":"Age Groups","url":"https://www.academia.edu/Documents/in/Age_Groups?f_ri=8054","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_13635353" data-work_id="13635353" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/13635353/A_Synthesis_of_Empirical_Research_on_the_Linguistic_Outcomes_of_Early_Foreign_Language_Instruction">A Synthesis of Empirical Research on the Linguistic Outcomes of Early Foreign Language Instruction</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Early foreign language (FL) programs have grown rapidly worldwide in the past two decades, resting on the assumption that “earlier is better” for learning a FL. However, the majority of empirical studies that investigated the “earlier is... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_13635353" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Early foreign language (FL) programs have grown rapidly worldwide in the past two decades, resting on the assumption that “earlier is better” for learning a FL. However, the majority of empirical studies that investigated the “earlier is better” hypothesis were conducted in naturalistic immersion contexts. Given the substantial differences in the quality and quantity of input and instruction, whether or not the results in immersion contexts can be generalized to FL learning contexts remains unknown. The current study aimed to fill this gap by reviewing and synthesizing 40 empirical studies published in the past fifty years that examined the age of learning effect in FL learning contexts. Overall, the synthesis revealed no solid evidence for a younger learner advantage in short-term or long-term linguistic outcomes. We conclude with implications for research and practice. <br /> <br />Keywords: early foreign language education, formal classroom instruction, age of learning effect, research synthesis, critical/sensitive period.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13635353" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d7a7f3dfda21ff1e56a2fb848979f9ec" rel="nofollow" data-download="{"attachment_id":38500413,"asset_id":13635353,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38500413/download_file?st=MTc0MDI3MzU3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2610235" href="https://utsa.academia.edu/BeckyHHuang">Becky H. 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However, the majority of empirical studies that investigated the “earlier is better” hypothesis were conducted in naturalistic immersion contexts. Given the substantial differences in the quality and quantity of input and instruction, whether or not the results in immersion contexts can be generalized to FL learning contexts remains unknown. The current study aimed to fill this gap by reviewing and synthesizing 40 empirical studies published in the past fifty years that examined the age of learning effect in FL learning contexts. Overall, the synthesis revealed no solid evidence for a younger learner advantage in short-term or long-term linguistic outcomes. We conclude with implications for research and practice. \r\n\r\nKeywords: early foreign language education, formal classroom instruction, age of learning effect, research synthesis, critical/sensitive period.\r\n","downloadable_attachments":[{"id":38500413,"asset_id":13635353,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2610235,"first_name":"Becky H.","last_name":"Huang","domain_name":"utsa","page_name":"BeckyHHuang","display_name":"Becky H. Huang","profile_url":"https://utsa.academia.edu/BeckyHHuang?f_ri=8054","photo":"https://0.academia-photos.com/2610235/2311694/12022241/s65_becky_h..huang.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=8054","nofollow":true},{"id":3031,"name":"Auditory Perception","url":"https://www.academia.edu/Documents/in/Auditory_Perception?f_ri=8054","nofollow":true},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true},{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=8054","nofollow":true},{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar?f_ri=8054"},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=8054"},{"id":254107,"name":"Research Synthesis","url":"https://www.academia.edu/Documents/in/Research_Synthesis?f_ri=8054"},{"id":302356,"name":"Critical Period Hypothesis","url":"https://www.academia.edu/Documents/in/Critical_Period_Hypothesis?f_ri=8054"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_33393254" data-work_id="33393254" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/33393254/The_tip_of_the_tongue_phenomenon_in_models_of_speech_production">The tip-of-the-tongue phenomenon in models of speech production</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">While models of speech production largely agree on the general distinction between lexical-syntactic (lemma) and word form (lexeme) retrieval processes, they differ concerning the actual architecture of the system:</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/33393254" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6e4d89dee03bfcbce9ea1f9fc23cb1cc" rel="nofollow" data-download="{"attachment_id":53448871,"asset_id":33393254,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53448871/download_file?st=MTc0MDI3MzU3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="24296516" href="https://uni-frankfurt.academia.edu/NinaJeanetteSauer">Nina Jeanette Hofferberth</a><script data-card-contents-for-user="24296516" type="text/json">{"id":24296516,"first_name":"Nina Jeanette","last_name":"Hofferberth","domain_name":"uni-frankfurt","page_name":"NinaJeanetteSauer","display_name":"Nina Jeanette Hofferberth","profile_url":"https://uni-frankfurt.academia.edu/NinaJeanetteSauer?f_ri=8054","photo":"https://0.academia-photos.com/24296516/6982796/15313641/s65_nina_jeanette.sauer.jpg"}</script></span></span></li><li class="js-paper-rank-work_33393254 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="33393254"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 33393254, container: ".js-paper-rank-work_33393254", }); 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$(".js-view-count[data-work-id=33393254]").text(description); $(".js-view-count-work_33393254").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_33393254").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="33393254"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="8054" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Production">Speech Production</a>, <script data-card-contents-for-ri="8054" type="text/json">{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="36835" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Processing">Speech Processing</a>, <script data-card-contents-for-ri="36835" type="text/json">{"id":36835,"name":"Speech Processing","url":"https://www.academia.edu/Documents/in/Speech_Processing?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1147354" rel="nofollow" href="https://www.academia.edu/Documents/in/Tip-of-the-tongue">Tip-of-the-tongue</a>, <script data-card-contents-for-ri="1147354" type="text/json">{"id":1147354,"name":"Tip-of-the-tongue","url":"https://www.academia.edu/Documents/in/Tip-of-the-tongue?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2132497" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Production_Models">Speech Production Models</a><script data-card-contents-for-ri="2132497" type="text/json">{"id":2132497,"name":"Speech Production Models","url":"https://www.academia.edu/Documents/in/Speech_Production_Models?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=33393254]'), work: {"id":33393254,"title":"The tip-of-the-tongue phenomenon in models of speech production","created_at":"2017-06-09T09:06:43.003-07:00","url":"https://www.academia.edu/33393254/The_tip_of_the_tongue_phenomenon_in_models_of_speech_production?f_ri=8054","dom_id":"work_33393254","summary":"While models of speech production largely agree on the general distinction between lexical-syntactic (lemma) and word form (lexeme) retrieval processes, they differ concerning the actual architecture of the system:","downloadable_attachments":[{"id":53448871,"asset_id":33393254,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":24296516,"first_name":"Nina Jeanette","last_name":"Hofferberth","domain_name":"uni-frankfurt","page_name":"NinaJeanetteSauer","display_name":"Nina Jeanette Hofferberth","profile_url":"https://uni-frankfurt.academia.edu/NinaJeanetteSauer?f_ri=8054","photo":"https://0.academia-photos.com/24296516/6982796/15313641/s65_nina_jeanette.sauer.jpg"}],"research_interests":[{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true},{"id":36835,"name":"Speech Processing","url":"https://www.academia.edu/Documents/in/Speech_Processing?f_ri=8054","nofollow":true},{"id":1147354,"name":"Tip-of-the-tongue","url":"https://www.academia.edu/Documents/in/Tip-of-the-tongue?f_ri=8054","nofollow":true},{"id":2132497,"name":"Speech Production Models","url":"https://www.academia.edu/Documents/in/Speech_Production_Models?f_ri=8054","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_10725596" data-work_id="10725596" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/10725596/Speaker_recognition_under_stressed_condition">Speaker recognition under stressed condition</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper presents the feature analysis and design of compensators for speaker recognition under stressed speech conditions. Any condition that causes a speaker to vary his or her speech production from normal or neutral condition is... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_10725596" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper presents the feature analysis and design of compensators for speaker recognition under stressed speech conditions. Any condition that causes a speaker to vary his or her speech production from normal or neutral condition is called stressed speech condition. Stressed speech is induced by emotion, high workload, sleep deprivation, frustration and environmental noise. In stressed condition, the characteristics of speech signal are different from that of normal or neutral condition. Due to changes in speech signal characteristics, performance of the speaker recognition system may degrade under stressed speech conditions. Firstly, six speech features (mel-frequency cepstral coefficients (MFCC), linear prediction (LP) coefficients, linear prediction cepstral coefficients (LPCC), reflection coefficients (RC), arc-sin reflection coefficients (ARC) and log-area ratios (LAR)), which are widely used for speaker recognition, are analyzed for evaluation of their characteristics under stressed condition. Secondly, Vector Quantization (VQ) classifier and Gaussian Mixture Model (GMM) are used to evaluate speaker recognition results with different speech features. This analysis help select the best feature set for speaker recognition under stressed condition. Finally, four VQ based novel compensation techniques are proposed and evaluated for improvement of speaker recognition under stressed condition. The compensation techniques are speaker and stressed information based compensation (SSIC), compensation by removal of stressed vectors G. Senthil Raja ( ) iKoa semiconductor pvt.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/10725596" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f7f9aecaf6e95fd3b6ff61ed7777ba90" rel="nofollow" data-download="{"attachment_id":47173279,"asset_id":10725596,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/47173279/download_file?st=MTc0MDI3MzU3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="26154323" href="https://independent.academia.edu/sdandapat">sukumar dandapat</a><script data-card-contents-for-user="26154323" type="text/json">{"id":26154323,"first_name":"sukumar","last_name":"dandapat","domain_name":"independent","page_name":"sdandapat","display_name":"sukumar dandapat","profile_url":"https://independent.academia.edu/sdandapat?f_ri=8054","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_10725596 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="10725596"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 10725596, container: ".js-paper-rank-work_10725596", }); 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Any condition that causes a speaker to vary his or her speech production from normal or neutral condition is called stressed speech condition. Stressed speech is induced by emotion, high workload, sleep deprivation, frustration and environmental noise. In stressed condition, the characteristics of speech signal are different from that of normal or neutral condition. Due to changes in speech signal characteristics, performance of the speaker recognition system may degrade under stressed speech conditions. Firstly, six speech features (mel-frequency cepstral coefficients (MFCC), linear prediction (LP) coefficients, linear prediction cepstral coefficients (LPCC), reflection coefficients (RC), arc-sin reflection coefficients (ARC) and log-area ratios (LAR)), which are widely used for speaker recognition, are analyzed for evaluation of their characteristics under stressed condition. Secondly, Vector Quantization (VQ) classifier and Gaussian Mixture Model (GMM) are used to evaluate speaker recognition results with different speech features. This analysis help select the best feature set for speaker recognition under stressed condition. Finally, four VQ based novel compensation techniques are proposed and evaluated for improvement of speaker recognition under stressed condition. The compensation techniques are speaker and stressed information based compensation (SSIC), compensation by removal of stressed vectors G. Senthil Raja ( ) iKoa semiconductor pvt.","downloadable_attachments":[{"id":47173279,"asset_id":10725596,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":26154323,"first_name":"sukumar","last_name":"dandapat","domain_name":"independent","page_name":"sdandapat","display_name":"sukumar dandapat","profile_url":"https://independent.academia.edu/sdandapat?f_ri=8054","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=8054","nofollow":true},{"id":3240,"name":"Speaker Recognition","url":"https://www.academia.edu/Documents/in/Speaker_Recognition?f_ri=8054","nofollow":true},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=8054","nofollow":true},{"id":27491,"name":"Speech Technology","url":"https://www.academia.edu/Documents/in/Speech_Technology?f_ri=8054"},{"id":76423,"name":"Sleep Deprivation","url":"https://www.academia.edu/Documents/in/Sleep_Deprivation?f_ri=8054"},{"id":292776,"name":"LINEAR PREDICTIVE CODING","url":"https://www.academia.edu/Documents/in/LINEAR_PREDICTIVE_CODING?f_ri=8054"},{"id":327120,"name":"Gaussian Mixture Model","url":"https://www.academia.edu/Documents/in/Gaussian_Mixture_Model?f_ri=8054"},{"id":545008,"name":"Mel Frequency Cepstral Coefficient","url":"https://www.academia.edu/Documents/in/Mel_Frequency_Cepstral_Coefficient?f_ri=8054"},{"id":998885,"name":"Feature Analysis","url":"https://www.academia.edu/Documents/in/Feature_Analysis?f_ri=8054"},{"id":1553474,"name":"Reflection Coefficient","url":"https://www.academia.edu/Documents/in/Reflection_Coefficient?f_ri=8054"},{"id":1976927,"name":"Linear Predictive Cepstral 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Cambridge:  Cambridge Univer-sity press.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44016738" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d256ebe9fc890e50318fb9f9bd3ded74" rel="nofollow" data-download="{"attachment_id":64351780,"asset_id":44016738,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64351780/download_file?st=MTc0MDI3MzU3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6153236" href="https://abertay.academia.edu/DrSiobhanMacAndrew">Dr Siobhan MacAndrew</a><script data-card-contents-for-user="6153236" type="text/json">{"id":6153236,"first_name":"Dr Siobhan","last_name":"MacAndrew","domain_name":"abertay","page_name":"DrSiobhanMacAndrew","display_name":"Dr Siobhan MacAndrew","profile_url":"https://abertay.academia.edu/DrSiobhanMacAndrew?f_ri=8054","photo":"https://0.academia-photos.com/6153236/46398218/35866463/s65_dr_siobhan.macandrew.jpeg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-44016738">+1</span><div class="hidden js-additional-users-44016738"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://dundee.academia.edu/TrevorHarley">Trevor Harley</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-44016738'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-44016738').html(); 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style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="24940451"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="8054" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Production">Speech Production</a>, <script data-card-contents-for-ri="8054" type="text/json">{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="18342" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Disorders">Speech Disorders</a>, <script data-card-contents-for-ri="18342" type="text/json">{"id":18342,"name":"Speech Disorders","url":"https://www.academia.edu/Documents/in/Speech_Disorders?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="20489" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonological_processing">Phonological processing</a>, <script data-card-contents-for-ri="20489" type="text/json">{"id":20489,"name":"Phonological processing","url":"https://www.academia.edu/Documents/in/Phonological_processing?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="61474" rel="nofollow" href="https://www.academia.edu/Documents/in/Brain">Brain</a><script data-card-contents-for-ri="61474" type="text/json">{"id":61474,"name":"Brain","url":"https://www.academia.edu/Documents/in/Brain?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=24940451]'), work: {"id":24940451,"title":"Palilalia and Repetitive Speech: Two Case Studies","created_at":"2016-05-02T03:46:47.726-07:00","url":"https://www.academia.edu/24940451/Palilalia_and_Repetitive_Speech_Two_Case_Studies?f_ri=8054","dom_id":"work_24940451","summary":null,"downloadable_attachments":[{"id":45272009,"asset_id":24940451,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":322872,"first_name":"Brian","last_name":"Butterworth","domain_name":"ucl","page_name":"BrianButterworth","display_name":"Brian Butterworth","profile_url":"https://ucl.academia.edu/BrianButterworth?f_ri=8054","photo":"https://0.academia-photos.com/322872/135120/157100/s65_brian.butterworth.jpg"}],"research_interests":[{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true},{"id":18342,"name":"Speech Disorders","url":"https://www.academia.edu/Documents/in/Speech_Disorders?f_ri=8054","nofollow":true},{"id":20489,"name":"Phonological processing","url":"https://www.academia.edu/Documents/in/Phonological_processing?f_ri=8054","nofollow":true},{"id":61474,"name":"Brain","url":"https://www.academia.edu/Documents/in/Brain?f_ri=8054","nofollow":true},{"id":91905,"name":"Cerebrovascular Disease","url":"https://www.academia.edu/Documents/in/Cerebrovascular_Disease?f_ri=8054"},{"id":96047,"name":"Case Study","url":"https://www.academia.edu/Documents/in/Case_Study?f_ri=8054"},{"id":130616,"name":"Standard Model","url":"https://www.academia.edu/Documents/in/Standard_Model?f_ri=8054"},{"id":289271,"name":"Aged","url":"https://www.academia.edu/Documents/in/Aged?f_ri=8054"},{"id":357850,"name":"Atrophy","url":"https://www.academia.edu/Documents/in/Atrophy?f_ri=8054"},{"id":959921,"name":"X ray Computed Tomography","url":"https://www.academia.edu/Documents/in/X_ray_Computed_Tomography?f_ri=8054"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_7852367" data-work_id="7852367" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/7852367/Vowel_transcription_systems_An_Australian_perspective">Vowel transcription systems: An Australian perspective</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Transcription is an essential clinical tool for speech-language pathologists as it provides a permanent written record of communicative behaviour and forms an important source of data for analysis, interpretation, decision making, and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_7852367" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Transcription is an essential clinical tool for speech-language pathologists as it provides a permanent written record of communicative behaviour and forms an important source of data for analysis, interpretation, decision making, and dissemination. One of the responsibilities in speech-language pathology is to faithfully capture the speech production characteristics of clinical populations so that informed management decisions may be made. Notation systems that are appropriately suited for this purpose are mandatory. In Australia today, the conventional phonemic transcription system was first described over 60 years ago. However, an alternative to this traditional system has more recently been proposed by Harrington, Cox and Evans (HCE). This paper details the HCE system and argues its advantage as a clinical tool for speechlanguage pathologists in Australia. This new system provides a more accurate phonetically oriented foundation against which atypical vowel production can be assessed. It is further argued that the HCE system can form the basis for narrower phonetic examination and has pedagogical value in the description of Standard Australian English.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/7852367" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9668d2e7c714db3b33be31540e3c7236" rel="nofollow" data-download="{"attachment_id":34347107,"asset_id":7852367,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/34347107/download_file?st=MTc0MDI3MzU3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="14629207" href="https://mq.academia.edu/FelicityCox">Felicity Cox</a><script data-card-contents-for-user="14629207" type="text/json">{"id":14629207,"first_name":"Felicity","last_name":"Cox","domain_name":"mq","page_name":"FelicityCox","display_name":"Felicity Cox","profile_url":"https://mq.academia.edu/FelicityCox?f_ri=8054","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_7852367 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="7852367"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 7852367, container: ".js-paper-rank-work_7852367", }); 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$(".js-view-count[data-work-id=7852367]").text(description); $(".js-view-count-work_7852367").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_7852367").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="7852367"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="594" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Language_Pathology">Speech Language Pathology</a>, <script data-card-contents-for-ri="594" type="text/json">{"id":594,"name":"Speech Language Pathology","url":"https://www.academia.edu/Documents/in/Speech_Language_Pathology?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1453" rel="nofollow" href="https://www.academia.edu/Documents/in/Information_Management">Information Management</a>, <script data-card-contents-for-ri="1453" type="text/json">{"id":1453,"name":"Information Management","url":"https://www.academia.edu/Documents/in/Information_Management?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8054" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Production">Speech Production</a><script data-card-contents-for-ri="8054" type="text/json">{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=7852367]'), work: {"id":7852367,"title":"Vowel transcription systems: An Australian perspective","created_at":"2014-08-02T18:49:25.661-07:00","url":"https://www.academia.edu/7852367/Vowel_transcription_systems_An_Australian_perspective?f_ri=8054","dom_id":"work_7852367","summary":"Transcription is an essential clinical tool for speech-language pathologists as it provides a permanent written record of communicative behaviour and forms an important source of data for analysis, interpretation, decision making, and dissemination. One of the responsibilities in speech-language pathology is to faithfully capture the speech production characteristics of clinical populations so that informed management decisions may be made. Notation systems that are appropriately suited for this purpose are mandatory. In Australia today, the conventional phonemic transcription system was first described over 60 years ago. However, an alternative to this traditional system has more recently been proposed by Harrington, Cox and Evans (HCE). This paper details the HCE system and argues its advantage as a clinical tool for speechlanguage pathologists in Australia. This new system provides a more accurate phonetically oriented foundation against which atypical vowel production can be assessed. It is further argued that the HCE system can form the basis for narrower phonetic examination and has pedagogical value in the description of Standard Australian English.","downloadable_attachments":[{"id":34347107,"asset_id":7852367,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":14629207,"first_name":"Felicity","last_name":"Cox","domain_name":"mq","page_name":"FelicityCox","display_name":"Felicity Cox","profile_url":"https://mq.academia.edu/FelicityCox?f_ri=8054","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=8054","nofollow":true},{"id":594,"name":"Speech Language Pathology","url":"https://www.academia.edu/Documents/in/Speech_Language_Pathology?f_ri=8054","nofollow":true},{"id":1453,"name":"Information Management","url":"https://www.academia.edu/Documents/in/Information_Management?f_ri=8054","nofollow":true},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=8054"},{"id":244814,"name":"Clinical Sciences","url":"https://www.academia.edu/Documents/in/Clinical_Sciences?f_ri=8054"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_2238424 coauthored" data-work_id="2238424" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/2238424/Codeswitching_in_universities_in_Singapore_and_the_Philippines">Codeswitching in universities in Singapore and the Philippines</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">"Ethnographic interviews with bilinguals show that the typical explanation given by bilinguals for their spontaneous codeswitching (CS) habits is their perception that CS is the economical way to formulate their speech (Gardner-Chloros,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_2238424" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">"Ethnographic interviews with bilinguals show that the typical explanation given by bilinguals for their spontaneous codeswitching (CS) habits is their perception that CS is the economical way to formulate their speech (Gardner-Chloros, 2009). However, it remains unclear if, for bilinguals, CS is the easier solution, psycholinguistically speaking, than thinking and speaking in one language. Inhibition and excitation of languages appear to be effortful but psycholinguistic studies have shown that the bilingual lexicon activates both languages concurrently during processing (e.g. La Heij, 2005). <br />The advantage of possessing a second language is that the bilingual has more stored lexical entries to select to express underlying concepts than a monolingual. This view is valid in the CS behaviour of proficient bilinguals employing CS as a speech style. In the case of Singapore, the majority of young bilinguals are considered simultaneous and proficient bilinguals as both languages are learnt early on before puberty. In our previous study (Ong & Zhang, 2010), we found that bilinguals in Singapore tend to prefer the semantico-syntactically simpler language, viz. Chinese, in filling the functional category which accounts for the codeswitched functional morphemes. This linguistic economy parallels the bilinguals‟ perception that CS is the easy or „lazy‟ option to formulate thought and speech. <br />In our study, the prevalence of naturalistic CS evidence of code-paired patterns is shown in the codeswitched classroom discourse data culled from Singaporean English-Chinese bilingual students. The transcribed data show that versatile Mandarin lemmas fill the functional category in the determiner phrase. The data do not support CS models such as those postulated by Myers-Scotton (1993), Jake and Myers-Scotton (2009) and Petersen (1988). Rather, we tend to argue that CS is the economical way of mapping thought onto language and this subconscious preference translates to the perceived ease of alternating between languages."</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2238424" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="10124d280a8f8d0d82c85c5c9e2f4a60" rel="nofollow" data-download="{"attachment_id":30290910,"asset_id":2238424,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/30290910/download_file?st=MTc0MDI3MzU3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="204771" href="https://singaporetech.academia.edu/KennethKengWeeOng">Kenneth Keng Wee Ong</a><script data-card-contents-for-user="204771" type="text/json">{"id":204771,"first_name":"Kenneth Keng Wee","last_name":"Ong","domain_name":"singaporetech","page_name":"KennethKengWeeOng","display_name":"Kenneth Keng Wee Ong","profile_url":"https://singaporetech.academia.edu/KennethKengWeeOng?f_ri=8054","photo":"https://0.academia-photos.com/204771/47872/11119457/s65_kenneth_keng_wee.ong.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-2238424">+1</span><div class="hidden js-additional-users-2238424"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://ateneo.academia.edu/IsabelPefiancoMartin">Isabel Pefianco Martin</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-2238424'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-2238424').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_2238424 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="2238424"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 2238424, container: ".js-paper-rank-work_2238424", }); });</script></li><li class="js-percentile-work_2238424 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2238424; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_2238424"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_2238424 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="2238424"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2238424; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2238424]").text(description); $(".js-view-count-work_2238424").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_2238424").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="2238424"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="236" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Psychology">Cognitive Psychology</a>, <script data-card-contents-for-ri="236" type="text/json">{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4972" rel="nofollow" href="https://www.academia.edu/Documents/in/Psycholinguistics">Psycholinguistics</a>, <script data-card-contents-for-ri="4972" type="text/json">{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7259" rel="nofollow" href="https://www.academia.edu/Documents/in/Code-Switching">Code-Switching</a>, <script data-card-contents-for-ri="7259" type="text/json">{"id":7259,"name":"Code-Switching","url":"https://www.academia.edu/Documents/in/Code-Switching?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8054" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Production">Speech Production</a><script data-card-contents-for-ri="8054" type="text/json">{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=2238424]'), work: {"id":2238424,"title":"Codeswitching in universities in Singapore and the Philippines","created_at":"2012-12-04T10:11:45.898-08:00","url":"https://www.academia.edu/2238424/Codeswitching_in_universities_in_Singapore_and_the_Philippines?f_ri=8054","dom_id":"work_2238424","summary":"\"Ethnographic interviews with bilinguals show that the typical explanation given by bilinguals for their spontaneous codeswitching (CS) habits is their perception that CS is the economical way to formulate their speech (Gardner-Chloros, 2009). However, it remains unclear if, for bilinguals, CS is the easier solution, psycholinguistically speaking, than thinking and speaking in one language. Inhibition and excitation of languages appear to be effortful but psycholinguistic studies have shown that the bilingual lexicon activates both languages concurrently during processing (e.g. La Heij, 2005).\r\nThe advantage of possessing a second language is that the bilingual has more stored lexical entries to select to express underlying concepts than a monolingual. This view is valid in the CS behaviour of proficient bilinguals employing CS as a speech style. In the case of Singapore, the majority of young bilinguals are considered simultaneous and proficient bilinguals as both languages are learnt early on before puberty. In our previous study (Ong \u0026 Zhang, 2010), we found that bilinguals in Singapore tend to prefer the semantico-syntactically simpler language, viz. Chinese, in filling the functional category which accounts for the codeswitched functional morphemes. This linguistic economy parallels the bilinguals‟ perception that CS is the easy or „lazy‟ option to formulate thought and speech.\r\nIn our study, the prevalence of naturalistic CS evidence of code-paired patterns is shown in the codeswitched classroom discourse data culled from Singaporean English-Chinese bilingual students. The transcribed data show that versatile Mandarin lemmas fill the functional category in the determiner phrase. The data do not support CS models such as those postulated by Myers-Scotton (1993), Jake and Myers-Scotton (2009) and Petersen (1988). Rather, we tend to argue that CS is the economical way of mapping thought onto language and this subconscious preference translates to the perceived ease of alternating between languages.\"","downloadable_attachments":[{"id":30290910,"asset_id":2238424,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":204771,"first_name":"Kenneth Keng Wee","last_name":"Ong","domain_name":"singaporetech","page_name":"KennethKengWeeOng","display_name":"Kenneth Keng Wee Ong","profile_url":"https://singaporetech.academia.edu/KennethKengWeeOng?f_ri=8054","photo":"https://0.academia-photos.com/204771/47872/11119457/s65_kenneth_keng_wee.ong.jpg"},{"id":944772,"first_name":"Isabel","last_name":"Pefianco Martin","domain_name":"ateneo","page_name":"IsabelPefiancoMartin","display_name":"Isabel Pefianco Martin","profile_url":"https://ateneo.academia.edu/IsabelPefiancoMartin?f_ri=8054","photo":"https://0.academia-photos.com/944772/382784/85004299/s65_isabel.pefianco_martin.jpg"}],"research_interests":[{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=8054","nofollow":true},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=8054","nofollow":true},{"id":7259,"name":"Code-Switching","url":"https://www.academia.edu/Documents/in/Code-Switching?f_ri=8054","nofollow":true},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true},{"id":101410,"name":"Codeswitching","url":"https://www.academia.edu/Documents/in/Codeswitching?f_ri=8054"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_33393025" data-work_id="33393025" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/33393025/Das_Tip_of_the_Tongue_Ph%C3%A4nomen_Zur_Rolle_der_Silbe_beim_Aufl%C3%B6sen_von_Wortfindungsst%C3%B6rungen">Das Tip-of-the-Tongue-Phänomen. Zur Rolle der Silbe beim Auflösen von Wortfindungsstörungen</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The Tip-of-the-tongue phenomenon (TOT) represents, next to pauses and slips of the tongue, a further impairment in speech production. When experiencing a TOT, one has access to semantic (concept) and syntactic information (lemma) but only... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_33393025" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The Tip-of-the-tongue phenomenon (TOT) represents, next to pauses and slips of the tongue, a further impairment in speech production. When experiencing a TOT, one has access to semantic (concept) and syntactic information (lemma) but only partial access to phonological information (lexeme). The complete word form cannot be retrieved.<br /><br />In order to evoke TOTs in an experimental setting, definitions were presented on a computer screen, for example, “a lift consisting of a series of linked compartments moving continuously“ for paternoster. The subjects pressed a button on the keyboard indicating that they know the word and are able to name it (KNOW), that they do not know the word (DON’T KNOW), or that the word is on their tip of the tongue (TOT). When in a TOT, a cue was presented visually.<br /><br />In the cueing paradigm so far, syllable cues were embedded in words or pseudowords, and presented in word lists in order to manipulate TOT resolution. In the present studies, syllable cues were presented in isolation. The advantage is that the syllable itself has no semantic (word meaning) and syntactic information (word type). The presentation of isolated correct, incorrect, and extended syllables is new in TOT research. Furthermore, the present work offers the first investigation for both cueing and reaction times (RT) in German TOT research.<br /><br />In the pre-test, definitions were verified, and in the two pilot studies, the design of the reaction time measurement was evaluated, and more definitions were collected and validated. In the first experiment, it was shown that after the presentation of the correct syllable (e.g., pa for paternoster), TOTs could be resolved about twice as fast compared to after an incorrect syllable (e.g., co) and to the control condition (xxx). The correct syllable also led to significantly more accurate answers compared to the other two conditions. The incorrect syllable did not block TOT resolution (not more inaccurate answers), but there was an inhibition effect: There were fewer accurate answers and more unresolved TOTs. In the second experiment, it was demonstrated that the extended syllable (e.g., pat for paternoster) significantly speeded up lexical access (shorter RTs), and significantly increased TOT resolution (more accurate answers). This may be explained with the segmental overlap effect. The results support models of speech production that allow for an interactive activation spread and assume a syllable level below the phoneme level.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/33393025" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="13a348f180e452fb8df5960d543506d4" rel="nofollow" data-download="{"attachment_id":53448596,"asset_id":33393025,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53448596/download_file?st=MTc0MDI3MzU3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="24296516" href="https://uni-frankfurt.academia.edu/NinaJeanetteSauer">Nina Jeanette Hofferberth</a><script data-card-contents-for-user="24296516" type="text/json">{"id":24296516,"first_name":"Nina Jeanette","last_name":"Hofferberth","domain_name":"uni-frankfurt","page_name":"NinaJeanetteSauer","display_name":"Nina Jeanette Hofferberth","profile_url":"https://uni-frankfurt.academia.edu/NinaJeanetteSauer?f_ri=8054","photo":"https://0.academia-photos.com/24296516/6982796/15313641/s65_nina_jeanette.sauer.jpg"}</script></span></span></li><li class="js-paper-rank-work_33393025 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="33393025"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 33393025, container: ".js-paper-rank-work_33393025", }); });</script></li><li class="js-percentile-work_33393025 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33393025; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_33393025"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_33393025 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="33393025"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33393025; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33393025]").text(description); $(".js-view-count-work_33393025").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_33393025").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="33393025"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="8054" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Production">Speech Production</a>, <script data-card-contents-for-ri="8054" type="text/json">{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="36835" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Processing">Speech Processing</a>, <script data-card-contents-for-ri="36835" type="text/json">{"id":36835,"name":"Speech Processing","url":"https://www.academia.edu/Documents/in/Speech_Processing?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="64691" rel="nofollow" href="https://www.academia.edu/Documents/in/Syllable">Syllable</a>, <script data-card-contents-for-ri="64691" type="text/json">{"id":64691,"name":"Syllable","url":"https://www.academia.edu/Documents/in/Syllable?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="146327" rel="nofollow" href="https://www.academia.edu/Documents/in/Reaction_times">Reaction times</a><script data-card-contents-for-ri="146327" type="text/json">{"id":146327,"name":"Reaction times","url":"https://www.academia.edu/Documents/in/Reaction_times?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=33393025]'), work: {"id":33393025,"title":"Das Tip-of-the-Tongue-Phänomen. Zur Rolle der Silbe beim Auflösen von Wortfindungsstörungen","created_at":"2017-06-09T08:39:24.800-07:00","url":"https://www.academia.edu/33393025/Das_Tip_of_the_Tongue_Ph%C3%A4nomen_Zur_Rolle_der_Silbe_beim_Aufl%C3%B6sen_von_Wortfindungsst%C3%B6rungen?f_ri=8054","dom_id":"work_33393025","summary":"The Tip-of-the-tongue phenomenon (TOT) represents, next to pauses and slips of the tongue, a further impairment in speech production. When experiencing a TOT, one has access to semantic (concept) and syntactic information (lemma) but only partial access to phonological information (lexeme). The complete word form cannot be retrieved.\n\nIn order to evoke TOTs in an experimental setting, definitions were presented on a computer screen, for example, “a lift consisting of a series of linked compartments moving continuously“ for paternoster. The subjects pressed a button on the keyboard indicating that they know the word and are able to name it (KNOW), that they do not know the word (DON’T KNOW), or that the word is on their tip of the tongue (TOT). When in a TOT, a cue was presented visually.\n\nIn the cueing paradigm so far, syllable cues were embedded in words or pseudowords, and presented in word lists in order to manipulate TOT resolution. In the present studies, syllable cues were presented in isolation. The advantage is that the syllable itself has no semantic (word meaning) and syntactic information (word type). The presentation of isolated correct, incorrect, and extended syllables is new in TOT research. Furthermore, the present work offers the first investigation for both cueing and reaction times (RT) in German TOT research.\n\nIn the pre-test, definitions were verified, and in the two pilot studies, the design of the reaction time measurement was evaluated, and more definitions were collected and validated. In the first experiment, it was shown that after the presentation of the correct syllable (e.g., pa for paternoster), TOTs could be resolved about twice as fast compared to after an incorrect syllable (e.g., co) and to the control condition (xxx). The correct syllable also led to significantly more accurate answers compared to the other two conditions. The incorrect syllable did not block TOT resolution (not more inaccurate answers), but there was an inhibition effect: There were fewer accurate answers and more unresolved TOTs. In the second experiment, it was demonstrated that the extended syllable (e.g., pat for paternoster) significantly speeded up lexical access (shorter RTs), and significantly increased TOT resolution (more accurate answers). This may be explained with the segmental overlap effect. The results support models of speech production that allow for an interactive activation spread and assume a syllable level below the phoneme level.","downloadable_attachments":[{"id":53448596,"asset_id":33393025,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":24296516,"first_name":"Nina Jeanette","last_name":"Hofferberth","domain_name":"uni-frankfurt","page_name":"NinaJeanetteSauer","display_name":"Nina Jeanette Hofferberth","profile_url":"https://uni-frankfurt.academia.edu/NinaJeanetteSauer?f_ri=8054","photo":"https://0.academia-photos.com/24296516/6982796/15313641/s65_nina_jeanette.sauer.jpg"}],"research_interests":[{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true},{"id":36835,"name":"Speech Processing","url":"https://www.academia.edu/Documents/in/Speech_Processing?f_ri=8054","nofollow":true},{"id":64691,"name":"Syllable","url":"https://www.academia.edu/Documents/in/Syllable?f_ri=8054","nofollow":true},{"id":146327,"name":"Reaction times","url":"https://www.academia.edu/Documents/in/Reaction_times?f_ri=8054","nofollow":true},{"id":292472,"name":"Cueing","url":"https://www.academia.edu/Documents/in/Cueing?f_ri=8054"},{"id":577294,"name":"Slips of the Tongue","url":"https://www.academia.edu/Documents/in/Slips_of_the_Tongue?f_ri=8054"},{"id":755799,"name":"Cognitive Processes In Speech Perception and Production","url":"https://www.academia.edu/Documents/in/Cognitive_Processes_In_Speech_Perception_and_Production?f_ri=8054"},{"id":1147354,"name":"Tip-of-the-tongue","url":"https://www.academia.edu/Documents/in/Tip-of-the-tongue?f_ri=8054"},{"id":1206161,"name":"Visual Cueing","url":"https://www.academia.edu/Documents/in/Visual_Cueing?f_ri=8054"},{"id":2132497,"name":"Speech Production Models","url":"https://www.academia.edu/Documents/in/Speech_Production_Models?f_ri=8054"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36085695" data-work_id="36085695" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36085695/Phonetic_drift">Phonetic drift</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This chapter provides an overview of research on the phonetic changes that occur in one's native language (L1) due to recent experience in another language (L2), a phenomenon known as phonetic drift. Through a survey of empirical findings... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36085695" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This chapter provides an overview of research on the phonetic changes that occur in one's native language (L1) due to recent experience in another language (L2), a phenomenon known as phonetic drift. Through a survey of empirical findings on segmental and suprasegmental acoustic properties, the chapter examines the features of the L1 that are subject to phonetic drift, the cognitive mechanism(s) behind phonetic drift, and the various factors that influence the likelihood of phonetic drift. In short, virtually all aspects of L1 speech are subject to drift, but different aspects do not drift in the same manner, possibly due to multiple routes of L2 influence coexisting at different levels of L1 phonological structure. In addition to the timescale of these changes, the chapter discusses the relationship between phonetic drift and attrition as well as some of the enduring questions in this area.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36085695" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1df45e429fc4ec3fc8a4d5a9261b3d12" rel="nofollow" data-download="{"attachment_id":61612773,"asset_id":36085695,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61612773/download_file?st=MTc0MDI3MzU3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="317353" href="https://cityu-hk.academia.edu/CharlesChang">Charles B Chang</a><script data-card-contents-for-user="317353" type="text/json">{"id":317353,"first_name":"Charles","last_name":"Chang","domain_name":"cityu-hk","page_name":"CharlesChang","display_name":"Charles B Chang","profile_url":"https://cityu-hk.academia.edu/CharlesChang?f_ri=8054","photo":"https://0.academia-photos.com/317353/65948/18835008/s65_charles.chang.jpg"}</script></span></span></li><li class="js-paper-rank-work_36085695 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36085695"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36085695, container: ".js-paper-rank-work_36085695", }); 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$(".js-view-count[data-work-id=36085695]").text(description); $(".js-view-count-work_36085695").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36085695").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36085695"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">24</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1008" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1417" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Acquisition">Language Acquisition</a>, <script data-card-contents-for-ri="1417" type="text/json">{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2077" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Prosody">Speech Prosody</a><script data-card-contents-for-ri="2077" type="text/json">{"id":2077,"name":"Speech Prosody","url":"https://www.academia.edu/Documents/in/Speech_Prosody?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36085695]'), work: {"id":36085695,"title":"Phonetic drift","created_at":"2018-03-05T19:21:31.299-08:00","url":"https://www.academia.edu/36085695/Phonetic_drift?f_ri=8054","dom_id":"work_36085695","summary":"This chapter provides an overview of research on the phonetic changes that occur in one's native language (L1) due to recent experience in another language (L2), a phenomenon known as phonetic drift. Through a survey of empirical findings on segmental and suprasegmental acoustic properties, the chapter examines the features of the L1 that are subject to phonetic drift, the cognitive mechanism(s) behind phonetic drift, and the various factors that influence the likelihood of phonetic drift. In short, virtually all aspects of L1 speech are subject to drift, but different aspects do not drift in the same manner, possibly due to multiple routes of L2 influence coexisting at different levels of L1 phonological structure. In addition to the timescale of these changes, the chapter discusses the relationship between phonetic drift and attrition as well as some of the enduring questions in this area.","downloadable_attachments":[{"id":61612773,"asset_id":36085695,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":317353,"first_name":"Charles","last_name":"Chang","domain_name":"cityu-hk","page_name":"CharlesChang","display_name":"Charles B Chang","profile_url":"https://cityu-hk.academia.edu/CharlesChang?f_ri=8054","photo":"https://0.academia-photos.com/317353/65948/18835008/s65_charles.chang.jpg"}],"research_interests":[{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=8054","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=8054","nofollow":true},{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=8054","nofollow":true},{"id":2077,"name":"Speech Prosody","url":"https://www.academia.edu/Documents/in/Speech_Prosody?f_ri=8054","nofollow":true},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=8054"},{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception?f_ri=8054"},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054"},{"id":11984,"name":"Speech Recognition","url":"https://www.academia.edu/Documents/in/Speech_Recognition?f_ri=8054"},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=8054"},{"id":17540,"name":"English Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/English_Phonetics_and_Phonology?f_ri=8054"},{"id":21025,"name":"Acoustic Phonetics","url":"https://www.academia.edu/Documents/in/Acoustic_Phonetics?f_ri=8054"},{"id":24938,"name":"Articulatory Phonetics","url":"https://www.academia.edu/Documents/in/Articulatory_Phonetics?f_ri=8054"},{"id":25993,"name":"Second Language Learning","url":"https://www.academia.edu/Documents/in/Second_Language_Learning?f_ri=8054"},{"id":31224,"name":"Phonetics and Pronunciation","url":"https://www.academia.edu/Documents/in/Phonetics_and_Pronunciation?f_ri=8054"},{"id":32360,"name":"Cross Linguistic Studies","url":"https://www.academia.edu/Documents/in/Cross_Linguistic_Studies?f_ri=8054"},{"id":36835,"name":"Speech Processing","url":"https://www.academia.edu/Documents/in/Speech_Processing?f_ri=8054"},{"id":42799,"name":"Speech","url":"https://www.academia.edu/Documents/in/Speech?f_ri=8054"},{"id":47268,"name":"Bilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism?f_ri=8054"},{"id":50569,"name":"Language Learning","url":"https://www.academia.edu/Documents/in/Language_Learning?f_ri=8054"},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=8054"},{"id":64434,"name":"Lingustics and Phonetics","url":"https://www.academia.edu/Documents/in/Lingustics_and_Phonetics?f_ri=8054"},{"id":74234,"name":"Experimental Phonetics","url":"https://www.academia.edu/Documents/in/Experimental_Phonetics?f_ri=8054"},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=8054"},{"id":443097,"name":"Second Language Acquisition, Multilingualism, Cross-Linguistic Influence","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition_Multilingualism_Cross-Linguistic_Influence?f_ri=8054"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_5637238" data-work_id="5637238" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/5637238/Parasitic_vocabulary_acquisition_cross_linguistic_influence_and_lexical_retrieval_in_multilinguals">Parasitic vocabulary acquisition, cross-linguistic influence, and lexical retrieval in multilinguals</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The first part of this paper reviews research evidence for typological similarity and/or L2 status as determinants of cross-linguistic influence (CLI) in multilingual lexical production. The second part presents a model of vocabulary... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_5637238" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The first part of this paper reviews research evidence for typological similarity and/or L2 status as determinants of cross-linguistic influence (CLI) in multilingual lexical production. The second part presents a model of vocabulary acquisition as a framework to explain CLI at form, (syntactic) frame, and meaning levels as well as some of the developmental changes that have been reported for CLI patterns in relation to L3 learners’ proficiency. It is suggested that these patterns can be related to default processes and stages involved in the acquisition of individual word forms and their integration into networks of existing lexical triads as described in the Parasitic Model of vocabulary acquisition. The third part of this paper points to research into the complexity and non-linearity of multilingual lexical development and the need to learn more about it.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/5637238" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6afeb83fd1bd49e103736ce21a92a647" rel="nofollow" data-download="{"attachment_id":37105847,"asset_id":5637238,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37105847/download_file?st=MTc0MDI3MzU3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2644703" href="https://universityofarizona.academia.edu/PeterEcke">Peter Ecke</a><script data-card-contents-for-user="2644703" type="text/json">{"id":2644703,"first_name":"Peter","last_name":"Ecke","domain_name":"universityofarizona","page_name":"PeterEcke","display_name":"Peter Ecke","profile_url":"https://universityofarizona.academia.edu/PeterEcke?f_ri=8054","photo":"https://0.academia-photos.com/2644703/842459/35223525/s65_peter.ecke.jpg"}</script></span></span></li><li class="js-paper-rank-work_5637238 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="5637238"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 5637238, container: ".js-paper-rank-work_5637238", }); 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$(".js-view-count[data-work-id=5637238]").text(description); $(".js-view-count-work_5637238").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_5637238").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="5637238"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="8054" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Production">Speech Production</a>, <script data-card-contents-for-ri="8054" type="text/json">{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="42190" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_language_vocabulary_acquisition">Second language vocabulary acquisition</a>, <script data-card-contents-for-ri="42190" type="text/json">{"id":42190,"name":"Second language vocabulary acquisition","url":"https://www.academia.edu/Documents/in/Second_language_vocabulary_acquisition?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="44621" rel="nofollow" href="https://www.academia.edu/Documents/in/Third_Language_Acquisition">Third Language Acquisition</a>, <script data-card-contents-for-ri="44621" type="text/json">{"id":44621,"name":"Third Language Acquisition","url":"https://www.academia.edu/Documents/in/Third_Language_Acquisition?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="140882" rel="nofollow" href="https://www.academia.edu/Documents/in/Lexical_retrieval">Lexical retrieval</a><script data-card-contents-for-ri="140882" type="text/json">{"id":140882,"name":"Lexical retrieval","url":"https://www.academia.edu/Documents/in/Lexical_retrieval?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=5637238]'), work: {"id":5637238,"title":"Parasitic vocabulary acquisition, cross-linguistic influence, and lexical retrieval in multilinguals","created_at":"2014-01-07T18:09:01.716-08:00","url":"https://www.academia.edu/5637238/Parasitic_vocabulary_acquisition_cross_linguistic_influence_and_lexical_retrieval_in_multilinguals?f_ri=8054","dom_id":"work_5637238","summary":"The first part of this paper reviews research evidence for typological similarity and/or L2 status as determinants of cross-linguistic influence (CLI) in multilingual lexical production. The second part presents a model of vocabulary acquisition as a framework to explain CLI at form, (syntactic) frame, and meaning levels as well as some of the developmental changes that have been reported for CLI patterns in relation to L3 learners’ proficiency. It is suggested that these patterns can be related to default processes and stages involved in the acquisition of individual word forms and their integration into networks of existing lexical triads as described in the Parasitic Model of vocabulary acquisition. The third part of this paper points to research into the complexity and non-linearity of multilingual lexical development and the need to learn more about it. 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$(".js-view-count[data-work-id=39226159]").text(description); $(".js-view-count-work_39226159").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_39226159").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="39226159"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3419" rel="nofollow" href="https://www.academia.edu/Documents/in/Multimedia">Multimedia</a>, <script data-card-contents-for-ri="3419" type="text/json">{"id":3419,"name":"Multimedia","url":"https://www.academia.edu/Documents/in/Multimedia?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5391" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_perception">Speech perception</a>, <script data-card-contents-for-ri="5391" type="text/json">{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8054" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Production">Speech Production</a>, <script data-card-contents-for-ri="8054" type="text/json">{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="155509" rel="nofollow" href="https://www.academia.edu/Documents/in/Encyclopedia">Encyclopedia</a><script data-card-contents-for-ri="155509" type="text/json">{"id":155509,"name":"Encyclopedia","url":"https://www.academia.edu/Documents/in/Encyclopedia?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=39226159]'), work: {"id":39226159,"title":"Speech Coding: Fundamentals and Applications","created_at":"2019-05-22T09:09:27.837-07:00","url":"https://www.academia.edu/39226159/Speech_Coding_Fundamentals_and_Applications?f_ri=8054","dom_id":"work_39226159","summary":null,"downloadable_attachments":[{"id":59356410,"asset_id":39226159,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":47051479,"first_name":"Aber","last_name":"Alwan","domain_name":"independent","page_name":"AberAlwan","display_name":"Aber Alwan","profile_url":"https://independent.academia.edu/AberAlwan?f_ri=8054","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":3419,"name":"Multimedia","url":"https://www.academia.edu/Documents/in/Multimedia?f_ri=8054","nofollow":true},{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception?f_ri=8054","nofollow":true},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true},{"id":155509,"name":"Encyclopedia","url":"https://www.academia.edu/Documents/in/Encyclopedia?f_ri=8054","nofollow":true},{"id":299796,"name":"Speech Coding","url":"https://www.academia.edu/Documents/in/Speech_Coding?f_ri=8054"},{"id":536911,"name":"PCM","url":"https://www.academia.edu/Documents/in/PCM?f_ri=8054"},{"id":571119,"name":"LPC","url":"https://www.academia.edu/Documents/in/LPC?f_ri=8054"},{"id":1352883,"name":"CELP","url":"https://www.academia.edu/Documents/in/CELP?f_ri=8054"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_746116" data-work_id="746116" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/746116/Percep%C3%A7%C3%A3o_e_produ%C3%A7%C3%A3o_de_vogais_anteriores_do_ingl%C3%AAs_por_falantes_nativos_de_mandarim">Percepção e produção de vogais anteriores do inglês por falantes nativos de mandarim</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Este artigo apresenta os resultados de duas experiências que testaram a percepção e a produção de vogais anteriores inglesas por dez falantes nativos de mandarim. No que diz respeito a produção, foram medidos os dois primeiros formantes e... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_746116" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Este artigo apresenta os resultados de duas experiências que testaram a percepção e a produção de vogais anteriores inglesas por dez falantes nativos de mandarim. No que diz respeito a produção, foram medidos os dois primeiros formantes e a duração das vogais. Os resultados revelam que as informantes chinesas tiveram dificuldades em produzir vogais inglesas sem equivalentes na língua nativa (L1), mostrando tendência para perceber duas categorias da língua estrangeira (L2) como sendo apenas uma e para produzir as vogais da L2 com menor duração do que as informantes americanas que formavam o grupo de controlo. Quanto a percepção, os resultados de um teste de identificação mostram que a vogal da L2 com uma equivalente na L1 (/i/) foi a que teve taxas de identificação correcta mais elevadas. Os resultados demonstram que a performance perceptiva e superior a produtiva, e que a percepção e a produção estão relacionadas: as taxas de identificação mais elevadas no teste de percepção correspondiam a resultados melhores em termos de produção; e as taxas de identificação mais baixas a uma produção menos precisa.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/746116" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="450b6ce50db8ee7860fb7abe560397c7" rel="nofollow" data-download="{"attachment_id":4274143,"asset_id":746116,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/4274143/download_file?st=MTc0MDI3MzU3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="191610" href="https://utoronto.academia.edu/AnabelaRato">Anabela Rato</a><script data-card-contents-for-user="191610" type="text/json">{"id":191610,"first_name":"Anabela","last_name":"Rato","domain_name":"utoronto","page_name":"AnabelaRato","display_name":"Anabela Rato","profile_url":"https://utoronto.academia.edu/AnabelaRato?f_ri=8054","photo":"https://0.academia-photos.com/191610/90420/15850020/s65_anabela.rato.jpg"}</script></span></span></li><li class="js-paper-rank-work_746116 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="746116"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 746116, container: ".js-paper-rank-work_746116", }); });</script></li><li class="js-percentile-work_746116 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 746116; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_746116"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_746116 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="746116"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 746116; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=746116]").text(description); $(".js-view-count-work_746116").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_746116").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="746116"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="5391" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_perception">Speech perception</a>, <script data-card-contents-for-ri="5391" type="text/json">{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8054" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Production">Speech Production</a><script data-card-contents-for-ri="8054" type="text/json">{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=746116]'), work: {"id":746116,"title":"Percepção e produção de vogais anteriores do inglês por falantes nativos de mandarim","created_at":"2011-07-14T20:50:46.283-07:00","url":"https://www.academia.edu/746116/Percep%C3%A7%C3%A3o_e_produ%C3%A7%C3%A3o_de_vogais_anteriores_do_ingl%C3%AAs_por_falantes_nativos_de_mandarim?f_ri=8054","dom_id":"work_746116","summary":"Este artigo apresenta os resultados de duas experiências que testaram a percepção e a produção de vogais anteriores inglesas por dez falantes nativos de mandarim. No que diz respeito a produção, foram medidos os dois primeiros formantes e a duração das vogais. Os resultados revelam que as informantes chinesas tiveram dificuldades em produzir vogais inglesas sem equivalentes na língua nativa (L1), mostrando tendência para perceber duas categorias da língua estrangeira (L2) como sendo apenas uma e para produzir as vogais da L2 com menor duração do que as informantes americanas que formavam o grupo de controlo. Quanto a percepção, os resultados de um teste de identificação mostram que a vogal da L2 com uma equivalente na L1 (/i/) foi a que teve taxas de identificação correcta mais elevadas. Os resultados demonstram que a performance perceptiva e superior a produtiva, e que a percepção e a produção estão relacionadas: as taxas de identificação mais elevadas no teste de percepção correspondiam a resultados melhores em termos de produção; e as taxas de identificação mais baixas a uma produção menos precisa.","downloadable_attachments":[{"id":4274143,"asset_id":746116,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":191610,"first_name":"Anabela","last_name":"Rato","domain_name":"utoronto","page_name":"AnabelaRato","display_name":"Anabela Rato","profile_url":"https://utoronto.academia.edu/AnabelaRato?f_ri=8054","photo":"https://0.academia-photos.com/191610/90420/15850020/s65_anabela.rato.jpg"}],"research_interests":[{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception?f_ri=8054","nofollow":true},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_424074" data-work_id="424074" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/424074/First_language_phonetic_drift_during_second_language_acquisition">First language phonetic drift during second language acquisition</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Despite abundant evidence of malleability in speech production, previous studies of the effects of late second-language learning on first-language production have been limited to advanced learners. This dissertation examines these effects... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_424074" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Despite abundant evidence of malleability in speech production, previous studies of the effects of late second-language learning on first-language production have been limited to advanced learners. This dissertation examines these effects in novice learners, finding that experience in a second language rapidly, and possibly inexorably, affects production of the native language. In a longitudinal study of Korean acquisition, native English-speaking adult learners (n = 19) produced the same English words at weekly intervals over the course of intensive elementary Korean classes. Results of two acoustic case studies indicate that experience with Korean rapidly influences the production of English, and that the effect is one of assimilation to phonetic properties of Korean. In case study 1, experience with Korean stop types is found to influence the production of English stop types (in terms of voice onset time and/or fundamental frequency onset) as early as the second week of Korean classes, resulting in the lengthening of VOT in English voiceless stops (in approximation to the longer VOT of the perceptually similar Korean aspirated stops) and the raising of F0 onset following English voiced and voiceless stops (in approximation to the higher F0 levels of Korean). Similarly, in case study 2, experience with the Korean vowel space is found to have a significant effect on production of the English vowel space, resulting in a general raising of females' English vowels in approximation to the overall higher Korean vowel space. These rapid effects of second-language experience on first-language production suggest that cross-language linkages are established from the onset of second-language learning, that they occur at multiple levels, and that they are based not on orthographic equivalence, but on phonetic and/or phonological proximity between languages. The findings are discussed with respect to current notions of cross-linguistic similarity, exemplar models of phonology, and language teaching and research practices.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/424074" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="72b0bdc6166f4a3f45f5130905642d80" rel="nofollow" data-download="{"attachment_id":1952420,"asset_id":424074,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/1952420/download_file?st=MTc0MDI3MzU3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="317353" href="https://cityu-hk.academia.edu/CharlesChang">Charles B Chang</a><script data-card-contents-for-user="317353" type="text/json">{"id":317353,"first_name":"Charles","last_name":"Chang","domain_name":"cityu-hk","page_name":"CharlesChang","display_name":"Charles B Chang","profile_url":"https://cityu-hk.academia.edu/CharlesChang?f_ri=8054","photo":"https://0.academia-photos.com/317353/65948/18835008/s65_charles.chang.jpg"}</script></span></span></li><li class="js-paper-rank-work_424074 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="424074"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 424074, container: ".js-paper-rank-work_424074", }); 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$(".js-view-count[data-work-id=424074]").text(description); $(".js-view-count-work_424074").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_424074").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="424074"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1239" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonology">Phonology</a>, <script data-card-contents-for-ri="1239" type="text/json">{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2139" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics">Phonetics</a>, <script data-card-contents-for-ri="2139" type="text/json">{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3979" rel="nofollow" href="https://www.academia.edu/Documents/in/English_language">English language</a>, <script data-card-contents-for-ri="3979" type="text/json">{"id":3979,"name":"English language","url":"https://www.academia.edu/Documents/in/English_language?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8054" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Production">Speech Production</a><script data-card-contents-for-ri="8054" type="text/json">{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=424074]'), work: {"id":424074,"title":"First language phonetic drift during second language acquisition","created_at":"2011-01-27T14:03:01.335-08:00","url":"https://www.academia.edu/424074/First_language_phonetic_drift_during_second_language_acquisition?f_ri=8054","dom_id":"work_424074","summary":"Despite abundant evidence of malleability in speech production, previous studies of the effects of late second-language learning on first-language production have been limited to advanced learners. This dissertation examines these effects in novice learners, finding that experience in a second language rapidly, and possibly inexorably, affects production of the native language. In a longitudinal study of Korean acquisition, native English-speaking adult learners (n = 19) produced the same English words at weekly intervals over the course of intensive elementary Korean classes. Results of two acoustic case studies indicate that experience with Korean rapidly influences the production of English, and that the effect is one of assimilation to phonetic properties of Korean. In case study 1, experience with Korean stop types is found to influence the production of English stop types (in terms of voice onset time and/or fundamental frequency onset) as early as the second week of Korean classes, resulting in the lengthening of VOT in English voiceless stops (in approximation to the longer VOT of the perceptually similar Korean aspirated stops) and the raising of F0 onset following English voiced and voiceless stops (in approximation to the higher F0 levels of Korean). Similarly, in case study 2, experience with the Korean vowel space is found to have a significant effect on production of the English vowel space, resulting in a general raising of females' English vowels in approximation to the overall higher Korean vowel space. These rapid effects of second-language experience on first-language production suggest that cross-language linkages are established from the onset of second-language learning, that they occur at multiple levels, and that they are based not on orthographic equivalence, but on phonetic and/or phonological proximity between languages. The findings are discussed with respect to current notions of cross-linguistic similarity, exemplar models of phonology, and language teaching and research practices.","downloadable_attachments":[{"id":1952420,"asset_id":424074,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":317353,"first_name":"Charles","last_name":"Chang","domain_name":"cityu-hk","page_name":"CharlesChang","display_name":"Charles B Chang","profile_url":"https://cityu-hk.academia.edu/CharlesChang?f_ri=8054","photo":"https://0.academia-photos.com/317353/65948/18835008/s65_charles.chang.jpg"}],"research_interests":[{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=8054","nofollow":true},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=8054","nofollow":true},{"id":3979,"name":"English language","url":"https://www.academia.edu/Documents/in/English_language?f_ri=8054","nofollow":true},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054","nofollow":true},{"id":25520,"name":"Language Acquisition and Development","url":"https://www.academia.edu/Documents/in/Language_Acquisition_and_Development?f_ri=8054"},{"id":29513,"name":"First Language Attrition","url":"https://www.academia.edu/Documents/in/First_Language_Attrition?f_ri=8054"},{"id":34831,"name":"Bilingualism and cognition","url":"https://www.academia.edu/Documents/in/Bilingualism_and_cognition?f_ri=8054"},{"id":138122,"name":"Korean language","url":"https://www.academia.edu/Documents/in/Korean_language?f_ri=8054"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11843558 coauthored" data-work_id="11843558" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11843558/Beyond_North_American_English_modelling_vowel_inherent_spectral_change_in_British_English_and_Dutch">Beyond North American English: modelling vowel inherent spectral change in British English and Dutch</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Theories and methods modelling vowel quality in terms of vowel inherent spectral change (VISC) have been developed and tested overwhelmingly on North American English (AE) dialects, which raises the question of their generalisability in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11843558" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Theories and methods modelling vowel quality in terms of vowel inherent spectral change (VISC) have been developed and tested overwhelmingly on North American English (AE) dialects, which raises the question of their generalisability in non-AE dialects and other languages. The present paper examines VISC as an aspect of vowel quality in Standard Southern British English (SSBE) and Northern Standard Dutch (NSD). Despite markedly different VISC patterns, SSBE vowels are analysable along the same lines as in AE. While the same mostly holds for NSD, VISC is found to be more important for determining SSBE vowel quality, especially for SSBE nominal diphthongs. Additionally, a pair of NSD diphthongs presents a challenge for current theories and methods as they are acoustically similar. In line with studies on AE, theorising vowel quality in terms of VISC aids descriptions of vowels and removes the need to treat nominal monophthongs and diphthongs in different ways.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11843558" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3870150499d0734f1af227e74efebafe" rel="nofollow" data-download="{"attachment_id":38427191,"asset_id":11843558,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38427191/download_file?st=MTc0MDI3MzU3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="235298" href="https://uni-potsdam.academia.edu/DanielWilliams">Daniel Williams</a><script data-card-contents-for-user="235298" type="text/json">{"id":235298,"first_name":"Daniel","last_name":"Williams","domain_name":"uni-potsdam","page_name":"DanielWilliams","display_name":"Daniel Williams","profile_url":"https://uni-potsdam.academia.edu/DanielWilliams?f_ri=8054","photo":"https://0.academia-photos.com/235298/183480/5434973/s65_daniel.williams.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-11843558">+1</span><div class="hidden js-additional-users-11843558"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://westernsydney.academia.edu/PaolaEscudero">Paola Escudero</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-11843558'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-11843558').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_11843558 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11843558"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 11843558, container: ".js-paper-rank-work_11843558", }); });</script></li><li class="js-percentile-work_11843558 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11843558; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_11843558"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_11843558 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="11843558"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11843558; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11843558]").text(description); $(".js-view-count-work_11843558").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_11843558").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="11843558"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1239" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonology">Phonology</a>, <script data-card-contents-for-ri="1239" type="text/json">{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2139" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics">Phonetics</a>, <script data-card-contents-for-ri="2139" type="text/json">{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2343" rel="nofollow" href="https://www.academia.edu/Documents/in/Dialects_of_English">Dialects of English</a>, <script data-card-contents-for-ri="2343" type="text/json">{"id":2343,"name":"Dialects of English","url":"https://www.academia.edu/Documents/in/Dialects_of_English?f_ri=8054","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5391" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_perception">Speech perception</a><script data-card-contents-for-ri="5391" type="text/json">{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception?f_ri=8054","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=11843558]'), work: {"id":11843558,"title":"Beyond North American English: modelling vowel inherent spectral change in British English and Dutch","created_at":"2015-04-08T01:57:27.461-07:00","url":"https://www.academia.edu/11843558/Beyond_North_American_English_modelling_vowel_inherent_spectral_change_in_British_English_and_Dutch?f_ri=8054","dom_id":"work_11843558","summary":"Theories and methods modelling vowel quality in terms of vowel inherent spectral change (VISC) have been developed and tested overwhelmingly on North American English (AE) dialects, which raises the question of their generalisability in non-AE dialects and other languages. The present paper examines VISC as an aspect of vowel quality in Standard Southern British English (SSBE) and Northern Standard Dutch (NSD). Despite markedly different VISC patterns, SSBE vowels are analysable along the same lines as in AE. While the same mostly holds for NSD, VISC is found to be more important for determining SSBE vowel quality, especially for SSBE nominal diphthongs. Additionally, a pair of NSD diphthongs presents a challenge for current theories and methods as they are acoustically similar. In line with studies on AE, theorising vowel quality in terms of VISC aids descriptions of vowels and removes the need to treat nominal monophthongs and diphthongs in different ways. ","downloadable_attachments":[{"id":38427191,"asset_id":11843558,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":235298,"first_name":"Daniel","last_name":"Williams","domain_name":"uni-potsdam","page_name":"DanielWilliams","display_name":"Daniel Williams","profile_url":"https://uni-potsdam.academia.edu/DanielWilliams?f_ri=8054","photo":"https://0.academia-photos.com/235298/183480/5434973/s65_daniel.williams.jpg"},{"id":31977096,"first_name":"Paola","last_name":"Escudero","domain_name":"westernsydney","page_name":"PaolaEscudero","display_name":"Paola Escudero","profile_url":"https://westernsydney.academia.edu/PaolaEscudero?f_ri=8054","photo":"https://0.academia-photos.com/31977096/9523024/10608992/s65_paola.escudero.jpg"}],"research_interests":[{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=8054","nofollow":true},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=8054","nofollow":true},{"id":2343,"name":"Dialects of English","url":"https://www.academia.edu/Documents/in/Dialects_of_English?f_ri=8054","nofollow":true},{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception?f_ri=8054","nofollow":true},{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English?f_ri=8054"},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=8054"},{"id":8056,"name":"Speech Acoustics","url":"https://www.academia.edu/Documents/in/Speech_Acoustics?f_ri=8054"},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=8054"},{"id":17658,"name":"Dutch","url":"https://www.academia.edu/Documents/in/Dutch?f_ri=8054"},{"id":21025,"name":"Acoustic Phonetics","url":"https://www.academia.edu/Documents/in/Acoustic_Phonetics?f_ri=8054"},{"id":117873,"name":"Vowels","url":"https://www.academia.edu/Documents/in/Vowels?f_ri=8054"},{"id":290461,"name":"Acoustic analysis of speech","url":"https://www.academia.edu/Documents/in/Acoustic_analysis_of_speech?f_ri=8054"}]}, }) } })();</script></ul></li></ul></div></div></div><div class="u-taCenter Pagination"><ul class="pagination"><li class="next_page"><a href="/Documents/in/Speech_Production?after=50%2C11843558" rel="next">Next</a></li><li class="last next"><a href="/Documents/in/Speech_Production?page=last">Last »</a></li></ul></div></div><div class="hidden-xs 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