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The related software (PANM script) can be downloaded from here: <a href="https://drive.google.com/drive/folders/0B4QKykn2bzqQa0JQRTZtU08yZWs?resourcekey=0-kYz6XS59uRJCKj4YuhaqhQ" rel="nofollow">https://drive.google.com/drive/folders/0B4QKykn2bzqQa0JQRTZtU08yZWs?resourcekey=0-kYz6XS59uRJCKj4YuhaqhQ</a> Background: This study aimed to introduce a low-cost... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_63192445" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Attention! The related software (PANM script) can be downloaded from here: <br /><a href="https://drive.google.com/drive/folders/0B4QKykn2bzqQa0JQRTZtU08yZWs?resourcekey=0-kYz6XS59uRJCKj4YuhaqhQ" rel="nofollow">https://drive.google.com/drive/folders/0B4QKykn2bzqQa0JQRTZtU08yZWs?resourcekey=0-kYz6XS59uRJCKj4YuhaqhQ</a> <br />Background: This study aimed to introduce a low-cost system measuring nasalance, which can often be performed with high-cost systems, and to present the normative nasalance values for adults using this system. <br />Materials and Methods: This study included 96 standard native Turkish-speaking literate volunteers who had no hearing and speech problems or nasal obstruction. Nasalance values were measured using the system developed by the principal author, which is called the Praat-Assisted Nasalance Meter, using speech materials and related methods. <br />Results: The participants were 18-65 (average, 33.7) years old. They were divided into three groups according to their age: 18-25, 26-40, and 41-65. A significant difference was found in the nasalance values between the genders. For nearly all speech materials, higher nasalance values were measured in women than in men. <br />Conclusion: There is no generally accepted rule to ascertain if a speaker’s resonance is abnormal according to nasalance values. Therefore, the proposed threshold values should not be considered absolute values but should be decided with perceptual evaluation. <br /> <br />Amaç: Bu çalışmanın amacı, genellikle yüksek maliyetli sistemlerle gerçekleştirilebilen nazalans parametresi ölçümü için kullanılabilecek kendi geliştirdiğimiz düşük maliyetli bir sistemi tanıtmak ve bu sistem kullanılarak erişkinler için belirlenen normatif nazalans değerlerini sunmaktır. <br />Gereç ve Yöntemler: Standart Türkiye Türkçesi konuşan ve okuma yazma bilen 96 gönüllü çalışmaya dahil edildi. Deneklerin işitme ve konuşma problemi, burun tıkanıklığı yapan herhangi bir hastalığının olmamasına dikkat edildi. Birinci yazar tarafından geliştirilen ve Praat Yardımlı Nazalans Ölçer (PYNÖ) adı verilen sistem yardımıyla aşağıda belirtilen konuşma malzemesi ve yöntem kullanılarak nazalans ölçümü yapıldı. <br />Bulgular: Çalışmaya katılan 96 konuşmacının yaşları 18 ile 65 arasında değişiyordu (ortalama 33,7 yıl). Katılımcılar yaşlarına göre 18-25, 26-40 ve 41-65 şeklinde üç gruba ayrılarak incelendi. Elde edilen değerler cinsiyet grubuna göre karşılaştırıldığında aradaki farkların istatistiksel olarak anlamlı olduğu görüldü. Hemen her konuşma malzemesi için kadınlarda erkeklerden daha yüksek nazalans değerleri elde edildi. <br />Sonuç: Bir konuşmacı üzerinde ölçülen nazalans ölçüm sonuçlarının anormal olduğunu söylemek için genel kabul gören bir kural yoktur. Bu nedenle, bu çalışmada önerilen eşik değerler mutlak değerler olarak düşünülmemeli, algısal değerlendirmeyle birlikte karar verilmelidir.</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/63192445" 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="b8c620a7cbf1a672e2f5858f3c19163d" rel="nofollow" data-download="{"attachment_id":92718700,"asset_id":63192445,"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/92718700/download_file?st=MTczNzkwMDM2OSw4LjIyMi4yMDguMTQ2&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="322769" href="https://sbu-tr.academia.edu/MehmetAkifKILIC">Mehmet Akif KILIC</a><script data-card-contents-for-user="322769" type="text/json">{"id":322769,"first_name":"Mehmet Akif","last_name":"KILIC","domain_name":"sbu-tr","page_name":"MehmetAkifKILIC","display_name":"Mehmet Akif KILIC","profile_url":"https://sbu-tr.academia.edu/MehmetAkifKILIC?f_ri=15817","photo":"https://0.academia-photos.com/322769/352844/77230725/s65_mehmet_akif.kilic.jpg"}</script></span></span></li><li class="js-paper-rank-work_63192445 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="63192445"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 63192445, container: ".js-paper-rank-work_63192445", }); 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The related software (PANM script) can be downloaded from here:\r\nhttps://drive.google.com/drive/folders/0B4QKykn2bzqQa0JQRTZtU08yZWs?resourcekey=0-kYz6XS59uRJCKj4YuhaqhQ\r\nBackground: This study aimed to introduce a low-cost system measuring nasalance, which can often be performed with high-cost systems, and to present the normative nasalance values for adults using this system.\r\nMaterials and Methods: This study included 96 standard native Turkish-speaking literate volunteers who had no hearing and speech problems or nasal obstruction. Nasalance values were measured using the system developed by the principal author, which is called the Praat-Assisted Nasalance Meter, using speech materials and related methods.\r\nResults: The participants were 18-65 (average, 33.7) years old. They were divided into three groups according to their age: 18-25, 26-40, and 41-65. A significant difference was found in the nasalance values between the genders. For nearly all speech materials, higher nasalance values were measured in women than in men.\r\nConclusion: There is no generally accepted rule to ascertain if a speaker’s resonance is abnormal according to nasalance values. Therefore, the proposed threshold values should not be considered absolute values but should be decided with perceptual evaluation.\r\n\r\nAmaç: Bu çalışmanın amacı, genellikle yüksek maliyetli sistemlerle gerçekleştirilebilen nazalans parametresi ölçümü için kullanılabilecek kendi geliştirdiğimiz düşük maliyetli bir sistemi tanıtmak ve bu sistem kullanılarak erişkinler için belirlenen normatif nazalans değerlerini sunmaktır.\r\nGereç ve Yöntemler: Standart Türkiye Türkçesi konuşan ve okuma yazma bilen 96 gönüllü çalışmaya dahil edildi. Deneklerin işitme ve konuşma problemi, burun tıkanıklığı yapan herhangi bir hastalığının olmamasına dikkat edildi. Birinci yazar tarafından geliştirilen ve Praat Yardımlı Nazalans Ölçer (PYNÖ) adı verilen sistem yardımıyla aşağıda belirtilen konuşma malzemesi ve yöntem kullanılarak nazalans ölçümü yapıldı.\r\nBulgular: Çalışmaya katılan 96 konuşmacının yaşları 18 ile 65 arasında değişiyordu (ortalama 33,7 yıl). Katılımcılar yaşlarına göre 18-25, 26-40 ve 41-65 şeklinde üç gruba ayrılarak incelendi. Elde edilen değerler cinsiyet grubuna göre karşılaştırıldığında aradaki farkların istatistiksel olarak anlamlı olduğu görüldü. Hemen her konuşma malzemesi için kadınlarda erkeklerden daha yüksek nazalans değerleri elde edildi.\r\nSonuç: Bir konuşmacı üzerinde ölçülen nazalans ölçüm sonuçlarının anormal olduğunu söylemek için genel kabul gören bir kural yoktur. Bu nedenle, bu çalışmada önerilen eşik değerler mutlak değerler olarak düşünülmemeli, algısal değerlendirmeyle birlikte karar verilmelidir.\r\n","downloadable_attachments":[{"id":92718700,"asset_id":63192445,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":322769,"first_name":"Mehmet Akif","last_name":"KILIC","domain_name":"sbu-tr","page_name":"MehmetAkifKILIC","display_name":"Mehmet Akif KILIC","profile_url":"https://sbu-tr.academia.edu/MehmetAkifKILIC?f_ri=15817","photo":"https://0.academia-photos.com/322769/352844/77230725/s65_mehmet_akif.kilic.jpg"}],"research_interests":[{"id":594,"name":"Speech Language Pathology","url":"https://www.academia.edu/Documents/in/Speech_Language_Pathology?f_ri=15817","nofollow":true},{"id":629,"name":"Otolaryngology","url":"https://www.academia.edu/Documents/in/Otolaryngology?f_ri=15817","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=15817","nofollow":true},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=15817","nofollow":true},{"id":2447,"name":"Speech-Language Pathology/ Communication Disorders","url":"https://www.academia.edu/Documents/in/Speech-Language_Pathology_Communication_Disorders?f_ri=15817"},{"id":5390,"name":"Speech Sciences","url":"https://www.academia.edu/Documents/in/Speech_Sciences?f_ri=15817"},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817"},{"id":18342,"name":"Speech Disorders","url":"https://www.academia.edu/Documents/in/Speech_Disorders?f_ri=15817"},{"id":21025,"name":"Acoustic Phonetics","url":"https://www.academia.edu/Documents/in/Acoustic_Phonetics?f_ri=15817"},{"id":24938,"name":"Articulatory Phonetics","url":"https://www.academia.edu/Documents/in/Articulatory_Phonetics?f_ri=15817"},{"id":31224,"name":"Phonetics and Pronunciation","url":"https://www.academia.edu/Documents/in/Phonetics_and_Pronunciation?f_ri=15817"},{"id":46505,"name":"Phoniatrics","url":"https://www.academia.edu/Documents/in/Phoniatrics?f_ri=15817"},{"id":57832,"name":"Speech and language therapy","url":"https://www.academia.edu/Documents/in/Speech_and_language_therapy?f_ri=15817"},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=15817"},{"id":64434,"name":"Lingustics and Phonetics","url":"https://www.academia.edu/Documents/in/Lingustics_and_Phonetics?f_ri=15817"},{"id":219018,"name":"Speech Communications","url":"https://www.academia.edu/Documents/in/Speech_Communications?f_ri=15817"},{"id":498832,"name":"Speech and Language Pathology","url":"https://www.academia.edu/Documents/in/Speech_and_Language_Pathology?f_ri=15817"},{"id":671693,"name":"Otolaryngology - Head and Neck Surgery","url":"https://www.academia.edu/Documents/in/Otolaryngology_-_Head_and_Neck_Surgery?f_ri=15817"},{"id":1152892,"name":"Speech-language Pathology","url":"https://www.academia.edu/Documents/in/Speech-language_Pathology?f_ri=15817"},{"id":1756748,"name":"Otolaryngology Head and Neck Surgery","url":"https://www.academia.edu/Documents/in/Otolaryngology_Head_and_Neck_Surgery?f_ri=15817"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_69024075" data-work_id="69024075" 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/69024075/The_Mismatch_of_Child_Language_and_School_Language_Implications_for_Beginning_Reading_Instruction_Open_Discussion_of_Shuy_Presentation">The Mismatch of Child Language and School Language: Implications for Beginning Reading Instruction. Open Discussion of Shuy Presentation</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 the past assumptions about the mismatch of child language and school language, noting the distance principle, the characteristics of language interference and the various treatments that have been hypothesized. Past... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_69024075" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper describes the past assumptions about the mismatch of child language and school language, noting the distance principle, the characteristics of language interference and the various treatments that have been hypothesized. Past research involving language mismatch and reading is reviewed, and it is noted that even though the best evidence against mismatch involves phonological mismatch, it elegantly refutes a thesis held by nobody. Grammatical mismatch research is flawed where completed but often hampered by an unwillingness of the public to accept dialect in print.. The major thrust of the paper is to suggest that recent developments in linguistic theory and research have opened the area of language functions for investigation. Functional language competence is asserted to be much more crucial to reading, particularly as it relates to teacher education, curriculum, materials and cross cultural understandings. Finally, it is urged that investigations be undertaken in the mismatch of child language and learning styles. (Author)</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/69024075" 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="4c3e6b1f12ab86bc4d932d16a6d7059d" rel="nofollow" data-download="{"attachment_id":79282404,"asset_id":69024075,"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/79282404/download_file?st=MTczNzkwMDM2OSw4LjIyMi4yMDguMTQ2&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="181653324" href="https://independent.academia.edu/RogerShuy">Roger Shuy</a><script data-card-contents-for-user="181653324" type="text/json">{"id":181653324,"first_name":"Roger","last_name":"Shuy","domain_name":"independent","page_name":"RogerShuy","display_name":"Roger Shuy","profile_url":"https://independent.academia.edu/RogerShuy?f_ri=15817","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_69024075 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="69024075"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 69024075, container: ".js-paper-rank-work_69024075", }); 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$(".js-view-count[data-work-id=69024075]").text(description); $(".js-view-count-work_69024075").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_69024075").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="69024075"><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="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=15817","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=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15817" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Communication">Speech Communication</a>, <script data-card-contents-for-ri="15817" type="text/json">{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="18831" rel="nofollow" href="https://www.academia.edu/Documents/in/Linguistic_Theory">Linguistic Theory</a><script data-card-contents-for-ri="18831" type="text/json">{"id":18831,"name":"Linguistic Theory","url":"https://www.academia.edu/Documents/in/Linguistic_Theory?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=69024075]'), work: {"id":69024075,"title":"The Mismatch of Child Language and School Language: Implications for Beginning Reading Instruction. Open Discussion of Shuy Presentation","created_at":"2022-01-21T09:08:38.965-08:00","url":"https://www.academia.edu/69024075/The_Mismatch_of_Child_Language_and_School_Language_Implications_for_Beginning_Reading_Instruction_Open_Discussion_of_Shuy_Presentation?f_ri=15817","dom_id":"work_69024075","summary":"This paper describes the past assumptions about the mismatch of child language and school language, noting the distance principle, the characteristics of language interference and the various treatments that have been hypothesized. Past research involving language mismatch and reading is reviewed, and it is noted that even though the best evidence against mismatch involves phonological mismatch, it elegantly refutes a thesis held by nobody. Grammatical mismatch research is flawed where completed but often hampered by an unwillingness of the public to accept dialect in print.. The major thrust of the paper is to suggest that recent developments in linguistic theory and research have opened the area of language functions for investigation. Functional language competence is asserted to be much more crucial to reading, particularly as it relates to teacher education, curriculum, materials and cross cultural understandings. Finally, it is urged that investigations be undertaken in the mismatch of child language and learning styles. (Author)","downloadable_attachments":[{"id":79282404,"asset_id":69024075,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":181653324,"first_name":"Roger","last_name":"Shuy","domain_name":"independent","page_name":"RogerShuy","display_name":"Roger Shuy","profile_url":"https://independent.academia.edu/RogerShuy?f_ri=15817","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=15817","nofollow":true},{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=15817","nofollow":true},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true},{"id":18831,"name":"Linguistic Theory","url":"https://www.academia.edu/Documents/in/Linguistic_Theory?f_ri=15817","nofollow":true},{"id":28076,"name":"Cognitive Style","url":"https://www.academia.edu/Documents/in/Cognitive_Style?f_ri=15817"},{"id":36556,"name":"Elementary Education","url":"https://www.academia.edu/Documents/in/Elementary_Education?f_ri=15817"},{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning?f_ri=15817"},{"id":88382,"name":"Primary Education","url":"https://www.academia.edu/Documents/in/Primary_Education?f_ri=15817"},{"id":89488,"name":"Teaching Methods","url":"https://www.academia.edu/Documents/in/Teaching_Methods?f_ri=15817"},{"id":984543,"name":"Language Patterns","url":"https://www.academia.edu/Documents/in/Language_Patterns?f_ri=15817"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_72534800" data-work_id="72534800" 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/72534800/Feminist_Approaches_to_Technology_Implications_for_Communications_Scholarship">Feminist Approaches to Technology: Implications for Communications Scholarship</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Feminist thinkers offer new interpretations of the role of technology in social life. As society has progressed, men have become culture-centered rather than nature-centered, while women have remained nature-centered. Thus, women&#39;s... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_72534800" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Feminist thinkers offer new interpretations of the role of technology in social life. As society has progressed, men have become culture-centered rather than nature-centered, while women have remained nature-centered. Thus, women&#39;s devaluation resides in man&#39;s desire to control both nature and women. The values of objectivity, progress, rationality, production, and competition are masculine, while nurturance, emotionality, intuition, and cooperation are values traditionally assigned to women. Even so, women have been active creators and innovators throughout history, though most of the knowledge of women&#39;s roles as technological developers has been erased. Women will be affected most as new technologies invade the home, the office, and other workplaces. For example, as technology revolutionizes life in third world countries, it has had both positive and negative effects on women&#39;s status and situation. Also, the spheres of man and women traditionally have been public...</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/72534800" 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="19a43036cfd51c4a606c24ebff7cfec3" rel="nofollow" data-download="{"attachment_id":81425253,"asset_id":72534800,"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/81425253/download_file?st=MTczNzkwMDM2OSw4LjIyMi4yMDguMTQ2&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="30925143" href="https://und.academia.edu/LRakow">Lana Rakow</a><script data-card-contents-for-user="30925143" type="text/json">{"id":30925143,"first_name":"Lana","last_name":"Rakow","domain_name":"und","page_name":"LRakow","display_name":"Lana Rakow","profile_url":"https://und.academia.edu/LRakow?f_ri=15817","photo":"https://0.academia-photos.com/30925143/40781515/33280174/s65_lana.rakow.jpg"}</script></span></span></li><li class="js-paper-rank-work_72534800 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="72534800"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 72534800, container: ".js-paper-rank-work_72534800", }); 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$(".js-view-count[data-work-id=72534800]").text(description); $(".js-view-count-work_72534800").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_72534800").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="72534800"><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="15588" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_History">Social History</a>, <script data-card-contents-for-ri="15588" type="text/json">{"id":15588,"name":"Social History","url":"https://www.academia.edu/Documents/in/Social_History?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15817" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Communication">Speech Communication</a><script data-card-contents-for-ri="15817" type="text/json">{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=72534800]'), work: {"id":72534800,"title":"Feminist Approaches to Technology: Implications for Communications Scholarship","created_at":"2022-02-27T05:06:54.701-08:00","url":"https://www.academia.edu/72534800/Feminist_Approaches_to_Technology_Implications_for_Communications_Scholarship?f_ri=15817","dom_id":"work_72534800","summary":"Feminist thinkers offer new interpretations of the role of technology in social life. As society has progressed, men have become culture-centered rather than nature-centered, while women have remained nature-centered. Thus, women\u0026#39;s devaluation resides in man\u0026#39;s desire to control both nature and women. The values of objectivity, progress, rationality, production, and competition are masculine, while nurturance, emotionality, intuition, and cooperation are values traditionally assigned to women. Even so, women have been active creators and innovators throughout history, though most of the knowledge of women\u0026#39;s roles as technological developers has been erased. Women will be affected most as new technologies invade the home, the office, and other workplaces. For example, as technology revolutionizes life in third world countries, it has had both positive and negative effects on women\u0026#39;s status and situation. Also, the spheres of man and women traditionally have been public...","downloadable_attachments":[{"id":81425253,"asset_id":72534800,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":30925143,"first_name":"Lana","last_name":"Rakow","domain_name":"und","page_name":"LRakow","display_name":"Lana Rakow","profile_url":"https://und.academia.edu/LRakow?f_ri=15817","photo":"https://0.academia-photos.com/30925143/40781515/33280174/s65_lana.rakow.jpg"}],"research_interests":[{"id":15588,"name":"Social History","url":"https://www.academia.edu/Documents/in/Social_History?f_ri=15817","nofollow":true},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","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_77032371" data-work_id="77032371" itemscope="itemscope" 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Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="37567" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Research">Education Research</a>, <script data-card-contents-for-ri="37567" type="text/json">{"id":37567,"name":"Education Research","url":"https://www.academia.edu/Documents/in/Education_Research?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="125564" rel="nofollow" href="https://www.academia.edu/Documents/in/Statistical_Significance">Statistical Significance</a><script data-card-contents-for-ri="125564" type="text/json">{"id":125564,"name":"Statistical Significance","url":"https://www.academia.edu/Documents/in/Statistical_Significance?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=10382895]'), work: {"id":10382895,"title":"Researcher Study Thyself: AERA Participants' Speaking Times and Turns by Gender","created_at":"2015-01-30T00:09:47.420-08:00","url":"https://www.academia.edu/10382895/Researcher_Study_Thyself_AERA_Participants_Speaking_Times_and_Turns_by_Gender?f_ri=15817","dom_id":"work_10382895","summary":null,"downloadable_attachments":[{"id":47419812,"asset_id":10382895,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":25536768,"first_name":"Lynda","last_name":"Wiest","domain_name":"nevada-reno","page_name":"LyndaWiest","display_name":"Lynda Wiest","profile_url":"https://nevada-reno.academia.edu/LyndaWiest?f_ri=15817","photo":"https://0.academia-photos.com/25536768/42065548/33875753/s65_lynda.wiest.jpg"}],"research_interests":[{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=15817","nofollow":true},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true},{"id":37567,"name":"Education Research","url":"https://www.academia.edu/Documents/in/Education_Research?f_ri=15817","nofollow":true},{"id":125564,"name":"Statistical Significance","url":"https://www.academia.edu/Documents/in/Statistical_Significance?f_ri=15817","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_21667092" data-work_id="21667092" 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/21667092/Automated_lip_sync_animation_as_a_telecommunications_aid_for_the_hearing_impaired">Automated lip-sync animation as a telecommunications aid for the hearing impaired</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Vocal communication is most effective when the listener is able to observe the mouth of the speaker. This is especially true for the hearing impaired, and dramatically true for the deaf, who rely on lip-reading for comprehending speech.</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/21667092" 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="7a7016da911e9ad68300a186a90e34f6" rel="nofollow" data-download="{"attachment_id":42338800,"asset_id":21667092,"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/42338800/download_file?st=MTczNzkwMDM2OSw4LjIyMi4yMDguMTQ2&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="42819941" href="https://independent.academia.edu/RobertRodman">Robert Rodman</a><script data-card-contents-for-user="42819941" type="text/json">{"id":42819941,"first_name":"Robert","last_name":"Rodman","domain_name":"independent","page_name":"RobertRodman","display_name":"Robert Rodman","profile_url":"https://independent.academia.edu/RobertRodman?f_ri=15817","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_21667092 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="21667092"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 21667092, container: ".js-paper-rank-work_21667092", }); 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$(".js-view-count[data-work-id=21667092]").text(description); $(".js-view-count-work_21667092").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_21667092").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="21667092"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1575" rel="nofollow" href="https://www.academia.edu/Documents/in/Animation">Animation</a>, <script data-card-contents-for-ri="1575" type="text/json">{"id":1575,"name":"Animation","url":"https://www.academia.edu/Documents/in/Animation?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4122" rel="nofollow" href="https://www.academia.edu/Documents/in/Computer_Animation">Computer Animation</a>, <script data-card-contents-for-ri="4122" type="text/json">{"id":4122,"name":"Computer Animation","url":"https://www.academia.edu/Documents/in/Computer_Animation?f_ri=15817","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=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15817" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Communication">Speech Communication</a><script data-card-contents-for-ri="15817" type="text/json">{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=21667092]'), work: {"id":21667092,"title":"Automated lip-sync animation as a telecommunications aid for the hearing impaired","created_at":"2016-02-07T13:46:47.676-08:00","url":"https://www.academia.edu/21667092/Automated_lip_sync_animation_as_a_telecommunications_aid_for_the_hearing_impaired?f_ri=15817","dom_id":"work_21667092","summary":"Vocal communication is most effective when the listener is able to observe the mouth of the speaker. This is especially true for the hearing impaired, and dramatically true for the deaf, who rely on lip-reading for comprehending speech.","downloadable_attachments":[{"id":42338800,"asset_id":21667092,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":42819941,"first_name":"Robert","last_name":"Rodman","domain_name":"independent","page_name":"RobertRodman","display_name":"Robert Rodman","profile_url":"https://independent.academia.edu/RobertRodman?f_ri=15817","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1575,"name":"Animation","url":"https://www.academia.edu/Documents/in/Animation?f_ri=15817","nofollow":true},{"id":4122,"name":"Computer Animation","url":"https://www.academia.edu/Documents/in/Computer_Animation?f_ri=15817","nofollow":true},{"id":11984,"name":"Speech Recognition","url":"https://www.academia.edu/Documents/in/Speech_Recognition?f_ri=15817","nofollow":true},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true},{"id":36835,"name":"Speech Processing","url":"https://www.academia.edu/Documents/in/Speech_Processing?f_ri=15817"},{"id":42799,"name":"Speech","url":"https://www.academia.edu/Documents/in/Speech?f_ri=15817"},{"id":184711,"name":"Shape","url":"https://www.academia.edu/Documents/in/Shape?f_ri=15817"},{"id":579756,"name":"Telephony","url":"https://www.academia.edu/Documents/in/Telephony?f_ri=15817"},{"id":1115730,"name":"Articulation","url":"https://www.academia.edu/Documents/in/Articulation?f_ri=15817"},{"id":1186480,"name":"M","url":"https://www.academia.edu/Documents/in/M?f_ri=15817"},{"id":1190722,"name":"N","url":"https://www.academia.edu/Documents/in/N?f_ri=15817"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_66322176" data-work_id="66322176" 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/66322176/Exploring_Transfer_Learning_for_Low_Resource_Emotional_TTS">Exploring Transfer Learning for Low Resource Emotional TTS</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">During the last few years, spoken language technologies have known a big improvement thanks to Deep Learning. However Deep Learning-based algorithms require amounts of data that are often difficult and costly to gather. Particularly,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_66322176" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">During the last few years, spoken language technologies have known a big improvement thanks to Deep Learning. However Deep Learning-based algorithms require amounts of data that are often difficult and costly to gather. Particularly, modeling the variability in speech of different speakers, different styles or different emotions with few data remains challenging. In this paper, we investigate how to leverage fine-tuning on a pre-trained Deep Learning-based TTS model to synthesize speech with a small dataset of another speaker. Then we investigate the possibility to adapt this model to have emotional TTS by fine-tuning the neutral TTS model with a small emotional dataset.</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/66322176" 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="ace18c46036ede5aa1cc21a67505bb97" rel="nofollow" data-download="{"attachment_id":77561526,"asset_id":66322176,"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/77561526/download_file?st=MTczNzkwMDM2OSw4LjIyMi4yMDguMTQ2&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="31471716" href="https://umons.academia.edu/KevinElHaddad">Kevin El Haddad</a><script data-card-contents-for-user="31471716" type="text/json">{"id":31471716,"first_name":"Kevin","last_name":"El Haddad","domain_name":"umons","page_name":"KevinElHaddad","display_name":"Kevin El Haddad","profile_url":"https://umons.academia.edu/KevinElHaddad?f_ri=15817","photo":"https://0.academia-photos.com/31471716/15297832/15956455/s65_kevin.el_haddad.jpg"}</script></span></span></li><li class="js-paper-rank-work_66322176 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="66322176"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 66322176, container: ".js-paper-rank-work_66322176", }); });</script></li><li class="js-percentile-work_66322176 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 = 66322176; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_66322176"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_66322176 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="66322176"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 66322176; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=66322176]").text(description); $(".js-view-count-work_66322176").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_66322176").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="66322176"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="254" rel="nofollow" href="https://www.academia.edu/Documents/in/Emotion">Emotion</a>, <script data-card-contents-for-ri="254" type="text/json">{"id":254,"name":"Emotion","url":"https://www.academia.edu/Documents/in/Emotion?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="465" rel="nofollow" href="https://www.academia.edu/Documents/in/Artificial_Intelligence">Artificial Intelligence</a>, <script data-card-contents-for-ri="465" type="text/json">{"id":465,"name":"Artificial Intelligence","url":"https://www.academia.edu/Documents/in/Artificial_Intelligence?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="472" rel="nofollow" href="https://www.academia.edu/Documents/in/Human_Computer_Interaction">Human Computer Interaction</a>, <script data-card-contents-for-ri="472" type="text/json">{"id":472,"name":"Human Computer Interaction","url":"https://www.academia.edu/Documents/in/Human_Computer_Interaction?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2008" rel="nofollow" href="https://www.academia.edu/Documents/in/Machine_Learning">Machine Learning</a><script data-card-contents-for-ri="2008" type="text/json">{"id":2008,"name":"Machine Learning","url":"https://www.academia.edu/Documents/in/Machine_Learning?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=66322176]'), work: {"id":66322176,"title":"Exploring Transfer Learning for Low Resource Emotional TTS","created_at":"2021-12-29T00:44:13.580-08:00","url":"https://www.academia.edu/66322176/Exploring_Transfer_Learning_for_Low_Resource_Emotional_TTS?f_ri=15817","dom_id":"work_66322176","summary":"During the last few years, spoken language technologies have known a big improvement thanks to Deep Learning. However Deep Learning-based algorithms require amounts of data that are often difficult and costly to gather. Particularly, modeling the variability in speech of different speakers, different styles or different emotions with few data remains challenging. In this paper, we investigate how to leverage fine-tuning on a pre-trained Deep Learning-based TTS model to synthesize speech with a small dataset of another speaker. Then we investigate the possibility to adapt this model to have emotional TTS by fine-tuning the neutral TTS model with a small emotional dataset.","downloadable_attachments":[{"id":77561526,"asset_id":66322176,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":31471716,"first_name":"Kevin","last_name":"El Haddad","domain_name":"umons","page_name":"KevinElHaddad","display_name":"Kevin El Haddad","profile_url":"https://umons.academia.edu/KevinElHaddad?f_ri=15817","photo":"https://0.academia-photos.com/31471716/15297832/15956455/s65_kevin.el_haddad.jpg"}],"research_interests":[{"id":254,"name":"Emotion","url":"https://www.academia.edu/Documents/in/Emotion?f_ri=15817","nofollow":true},{"id":465,"name":"Artificial Intelligence","url":"https://www.academia.edu/Documents/in/Artificial_Intelligence?f_ri=15817","nofollow":true},{"id":472,"name":"Human Computer Interaction","url":"https://www.academia.edu/Documents/in/Human_Computer_Interaction?f_ri=15817","nofollow":true},{"id":2008,"name":"Machine Learning","url":"https://www.academia.edu/Documents/in/Machine_Learning?f_ri=15817","nofollow":true},{"id":2671,"name":"Emotional intelligence","url":"https://www.academia.edu/Documents/in/Emotional_intelligence?f_ri=15817"},{"id":9038,"name":"Digital Signal Processing","url":"https://www.academia.edu/Documents/in/Digital_Signal_Processing?f_ri=15817"},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817"},{"id":36835,"name":"Speech Processing","url":"https://www.academia.edu/Documents/in/Speech_Processing?f_ri=15817"},{"id":81182,"name":"Deep Learning","url":"https://www.academia.edu/Documents/in/Deep_Learning?f_ri=15817"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29966679" data-work_id="29966679" 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/29966679/Evaluation_Framework_for_Video_OCR">Evaluation Framework for Video OCR</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this work, we present a recently developed evaluation framework for video OCR specifically for English Text but could well be generalized for other languages as well. Earlier works include the development of an evaluation strategy for... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29966679" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this work, we present a recently developed evaluation framework for video OCR specifically for English Text but could well be generalized for other languages as well. Earlier works include the development of an evaluation strategy for text detection and tracking in video, this work is a natural extension. We sucessfully port and use the ASR metrics used in the speech community here in the video domain. Further, we also show results on a small pilot corpus which involves 25 clips. Results obtained are promising and we believe that this is a good baseline and will encourage future participation in such evaluations.</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/29966679" 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="cfbc462af7c3e2533553a66d88c8294f" rel="nofollow" data-download="{"attachment_id":50424014,"asset_id":29966679,"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/50424014/download_file?st=MTczNzkwMDM2OSw4LjIyMi4yMDguMTQ2&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="56915004" href="https://independent.academia.edu/VasantManohar">Vasant Manohar</a><script data-card-contents-for-user="56915004" type="text/json">{"id":56915004,"first_name":"Vasant","last_name":"Manohar","domain_name":"independent","page_name":"VasantManohar","display_name":"Vasant Manohar","profile_url":"https://independent.academia.edu/VasantManohar?f_ri=15817","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_29966679 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29966679"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29966679, container: ".js-paper-rank-work_29966679", }); 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$(".js-view-count[data-work-id=29966679]").text(description); $(".js-view-count-work_29966679").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_29966679").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="29966679"><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="464" rel="nofollow" href="https://www.academia.edu/Documents/in/Information_Retrieval">Information Retrieval</a>, <script data-card-contents-for-ri="464" type="text/json">{"id":464,"name":"Information Retrieval","url":"https://www.academia.edu/Documents/in/Information_Retrieval?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="854" rel="nofollow" href="https://www.academia.edu/Documents/in/Computer_Vision">Computer Vision</a>, <script data-card-contents-for-ri="854" type="text/json">{"id":854,"name":"Computer Vision","url":"https://www.academia.edu/Documents/in/Computer_Vision?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1185" rel="nofollow" href="https://www.academia.edu/Documents/in/Image_Processing">Image Processing</a>, <script data-card-contents-for-ri="1185" type="text/json">{"id":1185,"name":"Image Processing","url":"https://www.academia.edu/Documents/in/Image_Processing?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15817" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Communication">Speech Communication</a><script data-card-contents-for-ri="15817" type="text/json">{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=29966679]'), work: {"id":29966679,"title":"Evaluation Framework for Video OCR","created_at":"2016-11-19T14:17:55.482-08:00","url":"https://www.academia.edu/29966679/Evaluation_Framework_for_Video_OCR?f_ri=15817","dom_id":"work_29966679","summary":"In this work, we present a recently developed evaluation framework for video OCR specifically for English Text but could well be generalized for other languages as well. Earlier works include the development of an evaluation strategy for text detection and tracking in video, this work is a natural extension. We sucessfully port and use the ASR metrics used in the speech community here in the video domain. Further, we also show results on a small pilot corpus which involves 25 clips. Results obtained are promising and we believe that this is a good baseline and will encourage future participation in such evaluations.","downloadable_attachments":[{"id":50424014,"asset_id":29966679,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":56915004,"first_name":"Vasant","last_name":"Manohar","domain_name":"independent","page_name":"VasantManohar","display_name":"Vasant Manohar","profile_url":"https://independent.academia.edu/VasantManohar?f_ri=15817","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":464,"name":"Information Retrieval","url":"https://www.academia.edu/Documents/in/Information_Retrieval?f_ri=15817","nofollow":true},{"id":854,"name":"Computer Vision","url":"https://www.academia.edu/Documents/in/Computer_Vision?f_ri=15817","nofollow":true},{"id":1185,"name":"Image Processing","url":"https://www.academia.edu/Documents/in/Image_Processing?f_ri=15817","nofollow":true},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true},{"id":77936,"name":"Text","url":"https://www.academia.edu/Documents/in/Text?f_ri=15817"},{"id":90025,"name":"Tracking","url":"https://www.academia.edu/Documents/in/Tracking?f_ri=15817"},{"id":683687,"name":"Text Detection","url":"https://www.academia.edu/Documents/in/Text_Detection?f_ri=15817"},{"id":996089,"name":"Metric","url":"https://www.academia.edu/Documents/in/Metric?f_ri=15817"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_76981642" data-work_id="76981642" 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/76981642/Analysis_and_compensation_of_speech_under_stress_and_noise_for_environmental_robustness_in_speech_recognition">Analysis and compensation of speech under stress and noise for environmental robustness in speech recognition</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/76981642" 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="acca0fc8d9519b1491965ddd4feb3120" rel="nofollow" data-download="{"attachment_id":84502758,"asset_id":76981642,"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/84502758/download_file?st=MTczNzkwMDM2OSw4LjIyMi4yMDguMTQ2&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="38406114" href="https://independent.academia.edu/JohnHansen32">John Hansen</a><script data-card-contents-for-user="38406114" type="text/json">{"id":38406114,"first_name":"John","last_name":"Hansen","domain_name":"independent","page_name":"JohnHansen32","display_name":"John Hansen","profile_url":"https://independent.academia.edu/JohnHansen32?f_ri=15817","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_76981642 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="76981642"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 76981642, container: ".js-paper-rank-work_76981642", }); });</script></li><li class="js-percentile-work_76981642 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 = 76981642; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_76981642"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_76981642 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="76981642"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76981642; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76981642]").text(description); $(".js-view-count-work_76981642").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_76981642").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="76981642"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</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=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="422" rel="nofollow" href="https://www.academia.edu/Documents/in/Computer_Science">Computer Science</a>, <script data-card-contents-for-ri="422" type="text/json">{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5187" rel="nofollow" href="https://www.academia.edu/Documents/in/Statistical_Analysis">Statistical Analysis</a>, <script data-card-contents-for-ri="5187" type="text/json">{"id":5187,"name":"Statistical Analysis","url":"https://www.academia.edu/Documents/in/Statistical_Analysis?f_ri=15817","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=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=76981642]'), work: {"id":76981642,"title":"Analysis and compensation of speech under stress and noise for environmental robustness in speech recognition","created_at":"2022-04-19T11:02:23.677-07:00","url":"https://www.academia.edu/76981642/Analysis_and_compensation_of_speech_under_stress_and_noise_for_environmental_robustness_in_speech_recognition?f_ri=15817","dom_id":"work_76981642","summary":null,"downloadable_attachments":[{"id":84502758,"asset_id":76981642,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":38406114,"first_name":"John","last_name":"Hansen","domain_name":"independent","page_name":"JohnHansen32","display_name":"John Hansen","profile_url":"https://independent.academia.edu/JohnHansen32?f_ri=15817","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=15817","nofollow":true},{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=15817","nofollow":true},{"id":5187,"name":"Statistical Analysis","url":"https://www.academia.edu/Documents/in/Statistical_Analysis?f_ri=15817","nofollow":true},{"id":11984,"name":"Speech Recognition","url":"https://www.academia.edu/Documents/in/Speech_Recognition?f_ri=15817","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=15817"},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817"},{"id":36006,"name":"Adaptive Signal Processing","url":"https://www.academia.edu/Documents/in/Adaptive_Signal_Processing?f_ri=15817"},{"id":87364,"name":"Maximum Likelihood","url":"https://www.academia.edu/Documents/in/Maximum_Likelihood?f_ri=15817"},{"id":96797,"name":"Speech enhancement","url":"https://www.academia.edu/Documents/in/Speech_enhancement?f_ri=15817"},{"id":382517,"name":"Robust speech Recognition","url":"https://www.academia.edu/Documents/in/Robust_speech_Recognition?f_ri=15817"},{"id":469656,"name":"Vocal Tract","url":"https://www.academia.edu/Documents/in/Vocal_Tract?f_ri=15817"},{"id":991311,"name":"Signal to Noise Ratio","url":"https://www.academia.edu/Documents/in/Signal_to_Noise_Ratio?f_ri=15817"},{"id":1211304,"name":"Artificial Neural Network","url":"https://www.academia.edu/Documents/in/Artificial_Neural_Network?f_ri=15817"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_72991201" data-work_id="72991201" 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/72991201/Visualization_and_Interpretation_of_Latent_Spaces_for_Controlling_Expressive_Speech_Synthesis_Through_Audio_Analysis">Visualization and Interpretation of Latent Spaces for Controlling Expressive Speech Synthesis Through Audio Analysis</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 field of Text-to-Speech has experienced huge improvements last years benefiting from deep learning techniques. Producing realistic speech becomes possible now. As a consequence, the research on the control of the expressiveness,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_72991201" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The field of Text-to-Speech has experienced huge improvements last years benefiting from deep learning techniques. Producing realistic speech becomes possible now. As a consequence, the research on the control of the expressiveness, allowing to generate speech in different styles or manners, has attracted increasing attention lately. Systems able to control style have been developed and show impressive results. However the control parameters often consist of latent variables and remain complex to interpret. In this paper, we analyze and compare different latent spaces and obtain an interpretation of their influence on expressive speech. This will enable the possibility to build controllable speech synthesis systems with an understandable behaviour.</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/72991201" 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="aa589fc3a2f728cd005b1d0e7bb6651d" rel="nofollow" data-download="{"attachment_id":81692094,"asset_id":72991201,"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/81692094/download_file?st=MTczNzkwMDM2OSw4LjIyMi4yMDguMTQ2&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="355536" href="https://vub-be.academia.edu/FengnaWang">Fengna Wang</a><script data-card-contents-for-user="355536" type="text/json">{"id":355536,"first_name":"Fengna","last_name":"Wang","domain_name":"vub-be","page_name":"FengnaWang","display_name":"Fengna Wang","profile_url":"https://vub-be.academia.edu/FengnaWang?f_ri=15817","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_72991201 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="72991201"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 72991201, container: ".js-paper-rank-work_72991201", }); });</script></li><li class="js-percentile-work_72991201 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 = 72991201; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_72991201"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_72991201 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="72991201"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 72991201; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=72991201]").text(description); $(".js-view-count-work_72991201").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_72991201").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="72991201"><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="465" rel="nofollow" href="https://www.academia.edu/Documents/in/Artificial_Intelligence">Artificial Intelligence</a>, <script data-card-contents-for-ri="465" type="text/json">{"id":465,"name":"Artificial Intelligence","url":"https://www.academia.edu/Documents/in/Artificial_Intelligence?f_ri=15817","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=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2671" rel="nofollow" href="https://www.academia.edu/Documents/in/Emotional_intelligence">Emotional intelligence</a>, <script data-card-contents-for-ri="2671" type="text/json">{"id":2671,"name":"Emotional intelligence","url":"https://www.academia.edu/Documents/in/Emotional_intelligence?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4148" rel="nofollow" href="https://www.academia.edu/Documents/in/Audio_Signal_Processing">Audio Signal Processing</a><script data-card-contents-for-ri="4148" type="text/json">{"id":4148,"name":"Audio Signal Processing","url":"https://www.academia.edu/Documents/in/Audio_Signal_Processing?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=72991201]'), work: {"id":72991201,"title":"Visualization and Interpretation of Latent Spaces for Controlling Expressive Speech Synthesis Through Audio Analysis","created_at":"2022-03-03T22:56:36.224-08:00","url":"https://www.academia.edu/72991201/Visualization_and_Interpretation_of_Latent_Spaces_for_Controlling_Expressive_Speech_Synthesis_Through_Audio_Analysis?f_ri=15817","dom_id":"work_72991201","summary":"The field of Text-to-Speech has experienced huge improvements last years benefiting from deep learning techniques. Producing realistic speech becomes possible now. As a consequence, the research on the control of the expressiveness, allowing to generate speech in different styles or manners, has attracted increasing attention lately. Systems able to control style have been developed and show impressive results. However the control parameters often consist of latent variables and remain complex to interpret. In this paper, we analyze and compare different latent spaces and obtain an interpretation of their influence on expressive speech. This will enable the possibility to build controllable speech synthesis systems with an understandable behaviour.","downloadable_attachments":[{"id":81692094,"asset_id":72991201,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":355536,"first_name":"Fengna","last_name":"Wang","domain_name":"vub-be","page_name":"FengnaWang","display_name":"Fengna Wang","profile_url":"https://vub-be.academia.edu/FengnaWang?f_ri=15817","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":465,"name":"Artificial Intelligence","url":"https://www.academia.edu/Documents/in/Artificial_Intelligence?f_ri=15817","nofollow":true},{"id":2342,"name":"Speech Synthesis","url":"https://www.academia.edu/Documents/in/Speech_Synthesis?f_ri=15817","nofollow":true},{"id":2671,"name":"Emotional intelligence","url":"https://www.academia.edu/Documents/in/Emotional_intelligence?f_ri=15817","nofollow":true},{"id":4148,"name":"Audio Signal Processing","url":"https://www.academia.edu/Documents/in/Audio_Signal_Processing?f_ri=15817","nofollow":true},{"id":9038,"name":"Digital Signal Processing","url":"https://www.academia.edu/Documents/in/Digital_Signal_Processing?f_ri=15817"},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817"},{"id":36835,"name":"Speech Processing","url":"https://www.academia.edu/Documents/in/Speech_Processing?f_ri=15817"},{"id":81182,"name":"Deep Learning","url":"https://www.academia.edu/Documents/in/Deep_Learning?f_ri=15817"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_53505004" data-work_id="53505004" 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/53505004/Does_learning_Spanish_grammatical_gender_change_English_speaking_adults_categorization_of_inanimate_objects">Does learning Spanish grammatical gender change English-speaking adults' categorization of inanimate objects?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Second language acquisition studies can contribute to the body of research on the influence of language on thought by examining cognitive change as a result of second language learning. We conducted a longitudinal study that examined how... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_53505004" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Second language acquisition studies can contribute to the body of research on the influence of language on thought by examining cognitive change as a result of second language learning. We conducted a longitudinal study that examined how the acquisition of Spanish grammatical gender influences categorization in native English-speaking adults. We asked whether learning the grammatical gender of Spanish affects adult native English speakers&#39; attribution of gender to inanimate objects. College students enrolled in beginning Spanish participated in two tasks repeatedly (four times) throughout one academic year. One task examined their acquisition of grammatical gender. The other examined their categorization of inanimate objects. We began to observe changes in participants&#39; grammatical gender acquisition and in categorization after ten weeks of Spanish instruction. Results indicate that learning a second language as an adult can change the way one categorizes objects. However, t...</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/53505004" 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="8f4ca97f94b86a4f83606ea4b8c0a567" rel="nofollow" data-download="{"attachment_id":70318181,"asset_id":53505004,"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/70318181/download_file?st=MTczNzkwMDM2OSw4LjIyMi4yMDguMTQ2&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="36522262" href="https://independent.academia.edu/MariaSera">Maria Sera</a><script data-card-contents-for-user="36522262" type="text/json">{"id":36522262,"first_name":"Maria","last_name":"Sera","domain_name":"independent","page_name":"MariaSera","display_name":"Maria Sera","profile_url":"https://independent.academia.edu/MariaSera?f_ri=15817","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_53505004 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="53505004"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 53505004, container: ".js-paper-rank-work_53505004", }); 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$(".js-view-count[data-work-id=53505004]").text(description); $(".js-view-count-work_53505004").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_53505004").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="53505004"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</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=15817","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=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1238" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish">Spanish</a>, <script data-card-contents-for-ri="1238" type="text/json">{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=15817","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=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=53505004]'), work: {"id":53505004,"title":"Does learning Spanish grammatical gender change English-speaking adults' categorization of inanimate objects?","created_at":"2021-09-27T05:32:22.911-07:00","url":"https://www.academia.edu/53505004/Does_learning_Spanish_grammatical_gender_change_English_speaking_adults_categorization_of_inanimate_objects?f_ri=15817","dom_id":"work_53505004","summary":"Second language acquisition studies can contribute to the body of research on the influence of language on thought by examining cognitive change as a result of second language learning. We conducted a longitudinal study that examined how the acquisition of Spanish grammatical gender influences categorization in native English-speaking adults. We asked whether learning the grammatical gender of Spanish affects adult native English speakers\u0026#39; attribution of gender to inanimate objects. College students enrolled in beginning Spanish participated in two tasks repeatedly (four times) throughout one academic year. One task examined their acquisition of grammatical gender. The other examined their categorization of inanimate objects. We began to observe changes in participants\u0026#39; grammatical gender acquisition and in categorization after ten weeks of Spanish instruction. Results indicate that learning a second language as an adult can change the way one categorizes objects. However, t...","downloadable_attachments":[{"id":70318181,"asset_id":53505004,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":36522262,"first_name":"Maria","last_name":"Sera","domain_name":"independent","page_name":"MariaSera","display_name":"Maria Sera","profile_url":"https://independent.academia.edu/MariaSera?f_ri=15817","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=15817","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=15817","nofollow":true},{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=15817","nofollow":true},{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=15817","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=15817"},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817"},{"id":18573,"name":"Categorization","url":"https://www.academia.edu/Documents/in/Categorization?f_ri=15817"},{"id":47268,"name":"Bilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism?f_ri=15817"},{"id":95162,"name":"Grammar","url":"https://www.academia.edu/Documents/in/Grammar?f_ri=15817"},{"id":106145,"name":"Classification","url":"https://www.academia.edu/Documents/in/Classification?f_ri=15817"},{"id":192697,"name":"Task analysis","url":"https://www.academia.edu/Documents/in/Task_analysis?f_ri=15817"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4439474" data-work_id="4439474" 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/4439474/Selective_adaptation_and_recalibration_of_auditory_speech_by_lipread_information_dissipation">Selective adaptation and recalibration of auditory speech by lipread information: dissipation</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Recently, we have shown that lipread speech can recalibrate auditory speech identification when there is a conflict between the auditory and visual information . Visual recalibration of auditory speech identification: a McGurk... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_4439474" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Recently, we have shown that lipread speech can recalibrate auditory speech identification when there is a conflict between the auditory and visual information . Visual recalibration of auditory speech identification: a McGurk aftereffect. Psychol. Sci. 14 (2003) 592-597). When an ambiguous sound intermediate between /aba/ and /ada/ was dubbed onto a face articulating /aba/ (or /ada/), the proportion of responses consistent with the visual stimulus increased in subsequent unimodal auditory sound identification trials, revealing recalibration. In contrast, when an unambiguous /aba/ or /ada/ sound was dubbed onto the face (with no conflict between vision and audition), the proportion of responses decreased, revealing selective adaptation. In the present study we show that recalibration and selective adaptation not only differ in the direction of their aftereffects, but also that they dissipate at different rates, confirming that the effects are caused by different mechanisms.</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/4439474" 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="add5abb5d04196494bff9964cb0f01af" rel="nofollow" data-download="{"attachment_id":31855354,"asset_id":4439474,"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/31855354/download_file?st=MTczNzkwMDM2OSw4LjIyMi4yMDguMTQ2&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="5461357" href="https://uva.academia.edu/SabinevanLinden">Sabine van Linden</a><script data-card-contents-for-user="5461357" type="text/json">{"id":5461357,"first_name":"Sabine","last_name":"van Linden","domain_name":"uva","page_name":"SabinevanLinden","display_name":"Sabine van Linden","profile_url":"https://uva.academia.edu/SabinevanLinden?f_ri=15817","photo":"https://0.academia-photos.com/5461357/2398159/2791520/s65_sabine.van_linden.jpg"}</script></span></span></li><li class="js-paper-rank-work_4439474 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4439474"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4439474, container: ".js-paper-rank-work_4439474", }); });</script></li><li class="js-percentile-work_4439474 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 = 4439474; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_4439474"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_4439474 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="4439474"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 4439474; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=4439474]").text(description); $(".js-view-count-work_4439474").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_4439474").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="4439474"><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="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=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5359" rel="nofollow" href="https://www.academia.edu/Documents/in/Visual_perception">Visual perception</a>, <script data-card-contents-for-ri="5359" type="text/json">{"id":5359,"name":"Visual perception","url":"https://www.academia.edu/Documents/in/Visual_perception?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5677" rel="nofollow" href="https://www.academia.edu/Documents/in/Adaptation">Adaptation</a>, <script data-card-contents-for-ri="5677" type="text/json">{"id":5677,"name":"Adaptation","url":"https://www.academia.edu/Documents/in/Adaptation?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15674" rel="nofollow" href="https://www.academia.edu/Documents/in/Linguistics">Linguistics</a><script data-card-contents-for-ri="15674" type="text/json">{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=4439474]'), work: {"id":4439474,"title":"Selective adaptation and recalibration of auditory speech by lipread information: dissipation","created_at":"2013-09-08T20:50:18.843-07:00","url":"https://www.academia.edu/4439474/Selective_adaptation_and_recalibration_of_auditory_speech_by_lipread_information_dissipation?f_ri=15817","dom_id":"work_4439474","summary":"Recently, we have shown that lipread speech can recalibrate auditory speech identification when there is a conflict between the auditory and visual information . Visual recalibration of auditory speech identification: a McGurk aftereffect. Psychol. Sci. 14 (2003) 592-597). When an ambiguous sound intermediate between /aba/ and /ada/ was dubbed onto a face articulating /aba/ (or /ada/), the proportion of responses consistent with the visual stimulus increased in subsequent unimodal auditory sound identification trials, revealing recalibration. In contrast, when an unambiguous /aba/ or /ada/ sound was dubbed onto the face (with no conflict between vision and audition), the proportion of responses decreased, revealing selective adaptation. In the present study we show that recalibration and selective adaptation not only differ in the direction of their aftereffects, but also that they dissipate at different rates, confirming that the effects are caused by different mechanisms.","downloadable_attachments":[{"id":31855354,"asset_id":4439474,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5461357,"first_name":"Sabine","last_name":"van Linden","domain_name":"uva","page_name":"SabinevanLinden","display_name":"Sabine van Linden","profile_url":"https://uva.academia.edu/SabinevanLinden?f_ri=15817","photo":"https://0.academia-photos.com/5461357/2398159/2791520/s65_sabine.van_linden.jpg"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=15817","nofollow":true},{"id":5359,"name":"Visual perception","url":"https://www.academia.edu/Documents/in/Visual_perception?f_ri=15817","nofollow":true},{"id":5677,"name":"Adaptation","url":"https://www.academia.edu/Documents/in/Adaptation?f_ri=15817","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=15817","nofollow":true},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817"},{"id":36835,"name":"Speech Processing","url":"https://www.academia.edu/Documents/in/Speech_Processing?f_ri=15817"},{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning?f_ri=15817"},{"id":44431,"name":"Perceptual Learning","url":"https://www.academia.edu/Documents/in/Perceptual_Learning?f_ri=15817"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4453624" data-work_id="4453624" 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/4453624/%D0%9A%D0%BE%D0%BD%D1%82%D0%B5%D0%BA%D1%81%D1%82%D0%BD%D0%B0%D1%8F_%D0%BF%D1%80%D0%B5%D0%B4%D1%81%D0%BA%D0%B0%D0%B7%D1%83%D0%B5%D0%BC%D0%BE%D1%81%D1%82%D1%8C_%D0%B8_%D0%BA%D0%BE%D0%BC%D0%BC%D1%83%D0%BD%D0%B8%D0%BA%D0%B0%D1%82%D0%B8%D0%B2%D0%BD%D0%B0%D1%8F_%D1%81%D1%82%D1%80%D1%83%D0%BA%D1%82%D1%83%D1%80%D0%B0_%D0%B2_%D0%BF%D1%80%D0%BE%D1%86%D0%B5%D0%B4%D1%83%D1%80%D0%B0%D1%85_%D0%B2%D0%BE%D1%81%D0%BF%D1%80%D0%B8%D1%8F%D1%82%D0%B8%D1%8F_%D0%B7%D0%B2%D1%83%D1%87%D0%B0%D1%89%D0%B5%D0%B3%D0%BE_%D1%82%D0%B5%D0%BA%D1%81%D1%82%D0%B0">Контекстная предсказуемость и коммуникативная структура в процедурах восприятия звучащего текста</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/4453624" 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="82c79f2120e547ded149fddc71577aaa" rel="nofollow" data-download="{"attachment_id":31864114,"asset_id":4453624,"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/31864114/download_file?st=MTczNzkwMDM2OSw4LjIyMi4yMDguMTQ2&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="146342" href="https://spbu.academia.edu/ElenaYagunova">Elena Yagunova</a><script data-card-contents-for-user="146342" type="text/json">{"id":146342,"first_name":"Elena","last_name":"Yagunova","domain_name":"spbu","page_name":"ElenaYagunova","display_name":"Elena Yagunova","profile_url":"https://spbu.academia.edu/ElenaYagunova?f_ri=15817","photo":"https://0.academia-photos.com/146342/425928/525909/s65_elena.yagunova.jpg"}</script></span></span></li><li class="js-paper-rank-work_4453624 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4453624"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4453624, container: ".js-paper-rank-work_4453624", }); });</script></li><li class="js-percentile-work_4453624 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 = 4453624; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_4453624"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_4453624 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="4453624"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 4453624; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=4453624]").text(description); $(".js-view-count-work_4453624").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_4453624").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="4453624"><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="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=15817","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=15817","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=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15817" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Communication">Speech Communication</a><script data-card-contents-for-ri="15817" type="text/json">{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=4453624]'), work: {"id":4453624,"title":"Контекстная предсказуемость и коммуникативная структура в процедурах восприятия звучащего текста","created_at":"2013-09-10T03:50:13.293-07:00","url":"https://www.academia.edu/4453624/%D0%9A%D0%BE%D0%BD%D1%82%D0%B5%D0%BA%D1%81%D1%82%D0%BD%D0%B0%D1%8F_%D0%BF%D1%80%D0%B5%D0%B4%D1%81%D0%BA%D0%B0%D0%B7%D1%83%D0%B5%D0%BC%D0%BE%D1%81%D1%82%D1%8C_%D0%B8_%D0%BA%D0%BE%D0%BC%D0%BC%D1%83%D0%BD%D0%B8%D0%BA%D0%B0%D1%82%D0%B8%D0%B2%D0%BD%D0%B0%D1%8F_%D1%81%D1%82%D1%80%D1%83%D0%BA%D1%82%D1%83%D1%80%D0%B0_%D0%B2_%D0%BF%D1%80%D0%BE%D1%86%D0%B5%D0%B4%D1%83%D1%80%D0%B0%D1%85_%D0%B2%D0%BE%D1%81%D0%BF%D1%80%D0%B8%D1%8F%D1%82%D0%B8%D1%8F_%D0%B7%D0%B2%D1%83%D1%87%D0%B0%D1%89%D0%B5%D0%B3%D0%BE_%D1%82%D0%B5%D0%BA%D1%81%D1%82%D0%B0?f_ri=15817","dom_id":"work_4453624","summary":null,"downloadable_attachments":[{"id":31864114,"asset_id":4453624,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":146342,"first_name":"Elena","last_name":"Yagunova","domain_name":"spbu","page_name":"ElenaYagunova","display_name":"Elena Yagunova","profile_url":"https://spbu.academia.edu/ElenaYagunova?f_ri=15817","photo":"https://0.academia-photos.com/146342/425928/525909/s65_elena.yagunova.jpg"}],"research_interests":[{"id":2077,"name":"Speech Prosody","url":"https://www.academia.edu/Documents/in/Speech_Prosody?f_ri=15817","nofollow":true},{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception?f_ri=15817","nofollow":true},{"id":11984,"name":"Speech Recognition","url":"https://www.academia.edu/Documents/in/Speech_Recognition?f_ri=15817","nofollow":true},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true},{"id":19061,"name":"Text Linguistics","url":"https://www.academia.edu/Documents/in/Text_Linguistics?f_ri=15817"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4480549" data-work_id="4480549" 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/4480549/Communication_and_Teacher_Education_Exploring_a_Communication_Course_for_All_Teachers">Communication and Teacher Education: Exploring a Communication Course for All Teachers</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In recent years, teacher education programs have increasingly come under fire. One of the major criticisms of the current state of teacher education in the United States is that many pre-service teachers are not receiving training in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_4480549" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In recent years, teacher education programs have increasingly come under fire. One of the major criticisms of the current state of teacher education in the United States is that many pre-service teachers are not receiving training in speech communication. Given that such training is essential to the day-to-day functioning of teachers, we argue that communication educators as well as those in the education discipline must begin to promote communication training for all teachers. A communication course for teachers is of particular relevance in light of the recent decision of several national accreditation agencies to adopt communication standards for teachers. In this essay, we describe goals, objectives, units, activities, and assignments for a comprehensive communication course for all teachers.</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/4480549" 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="53209dd2d4b2a6d6b81712e53de8ec5a" rel="nofollow" data-download="{"attachment_id":37350678,"asset_id":4480549,"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/37350678/download_file?st=MTczNzkwMDM2OSw4LjIyMi4yMDguMTQ2&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="3199358" href="https://uscb.academia.edu/PamelaCooper">Pamela Cooper</a><script data-card-contents-for-user="3199358" type="text/json">{"id":3199358,"first_name":"Pamela","last_name":"Cooper","domain_name":"uscb","page_name":"PamelaCooper","display_name":"Pamela Cooper","profile_url":"https://uscb.academia.edu/PamelaCooper?f_ri=15817","photo":"https://0.academia-photos.com/3199358/1052545/1314356/s65_pamela.cooper.jpg"}</script></span></span></li><li class="js-paper-rank-work_4480549 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4480549"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4480549, container: ".js-paper-rank-work_4480549", }); });</script></li><li class="js-percentile-work_4480549 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 = 4480549; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_4480549"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_4480549 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="4480549"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 4480549; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=4480549]").text(description); $(".js-view-count-work_4480549").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_4480549").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="4480549"><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="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" rel="nofollow" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15817" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Communication">Speech Communication</a>, <script data-card-contents-for-ri="15817" type="text/json">{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="26945" rel="nofollow" href="https://www.academia.edu/Documents/in/Communication_Skills">Communication Skills</a><script data-card-contents-for-ri="26945" type="text/json">{"id":26945,"name":"Communication Skills","url":"https://www.academia.edu/Documents/in/Communication_Skills?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=4480549]'), work: {"id":4480549,"title":"Communication and Teacher Education: Exploring a Communication Course for All Teachers","created_at":"2013-09-13T10:08:37.476-07:00","url":"https://www.academia.edu/4480549/Communication_and_Teacher_Education_Exploring_a_Communication_Course_for_All_Teachers?f_ri=15817","dom_id":"work_4480549","summary":"In recent years, teacher education programs have increasingly come under fire. One of the major criticisms of the current state of teacher education in the United States is that many pre-service teachers are not receiving training in speech communication. Given that such training is essential to the day-to-day functioning of teachers, we argue that communication educators as well as those in the education discipline must begin to promote communication training for all teachers. A communication course for teachers is of particular relevance in light of the recent decision of several national accreditation agencies to adopt communication standards for teachers. In this essay, we describe goals, objectives, units, activities, and assignments for a comprehensive communication course for all teachers.","downloadable_attachments":[{"id":37350678,"asset_id":4480549,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3199358,"first_name":"Pamela","last_name":"Cooper","domain_name":"uscb","page_name":"PamelaCooper","display_name":"Pamela Cooper","profile_url":"https://uscb.academia.edu/PamelaCooper?f_ri=15817","photo":"https://0.academia-photos.com/3199358/1052545/1314356/s65_pamela.cooper.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=15817","nofollow":true},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=15817","nofollow":true},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true},{"id":26945,"name":"Communication Skills","url":"https://www.academia.edu/Documents/in/Communication_Skills?f_ri=15817","nofollow":true},{"id":82717,"name":"Pre-service teachers","url":"https://www.academia.edu/Documents/in/Pre-service_teachers?f_ri=15817"},{"id":98134,"name":"United States","url":"https://www.academia.edu/Documents/in/United_States?f_ri=15817"},{"id":112518,"name":"Communication Skill","url":"https://www.academia.edu/Documents/in/Communication_Skill?f_ri=15817"},{"id":155351,"name":"Teacher Preparation","url":"https://www.academia.edu/Documents/in/Teacher_Preparation?f_ri=15817"},{"id":172522,"name":"Communication Education","url":"https://www.academia.edu/Documents/in/Communication_Education?f_ri=15817"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy?f_ri=15817"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_69244988" data-work_id="69244988" 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/69244988/Building_interpersonal_relationships_as_a_key_to_effective_speaking_center_consultations">Building interpersonal relationships as a key to effective speaking center consultations</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Although much interest has been generated regarding the functions speaking centers serve and the effects consultations can have, minimal research has addressed the dynamics of consultations themselves. This study documents what speaking... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_69244988" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Although much interest has been generated regarding the functions speaking centers serve and the effects consultations can have, minimal research has addressed the dynamics of consultations themselves. This study documents what speaking center clients and consultants identify as barriers in consultations and how they address them. Analysis of qualitative survey data obtained from university speaking center clients and consultants shows that emotional intelligence, empathy, and interpersonal trust serve as necessary underlying components of successful consultations.</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/69244988" 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="a66653d68b3a6e6653df2261516a9d7c" rel="nofollow" data-download="{"attachment_id":79414262,"asset_id":69244988,"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/79414262/download_file?st=MTczNzkwMDM2OSw4LjIyMi4yMDguMTQ2&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="23234149" href="https://independent.academia.edu/KiyaWard">Kiya Ward</a><script data-card-contents-for-user="23234149" type="text/json">{"id":23234149,"first_name":"Kiya","last_name":"Ward","domain_name":"independent","page_name":"KiyaWard","display_name":"Kiya Ward","profile_url":"https://independent.academia.edu/KiyaWard?f_ri=15817","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_69244988 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="69244988"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 69244988, container: ".js-paper-rank-work_69244988", }); });</script></li><li class="js-percentile-work_69244988 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 = 69244988; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_69244988"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_69244988 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="69244988"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69244988; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69244988]").text(description); $(".js-view-count-work_69244988").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_69244988").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="69244988"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2671" rel="nofollow" href="https://www.academia.edu/Documents/in/Emotional_intelligence">Emotional intelligence</a>, <script data-card-contents-for-ri="2671" type="text/json">{"id":2671,"name":"Emotional intelligence","url":"https://www.academia.edu/Documents/in/Emotional_intelligence?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3106" rel="nofollow" href="https://www.academia.edu/Documents/in/Mentoring">Mentoring</a>, <script data-card-contents-for-ri="3106" type="text/json">{"id":3106,"name":"Mentoring","url":"https://www.academia.edu/Documents/in/Mentoring?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4626" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Cognition">Social Cognition</a>, <script data-card-contents-for-ri="4626" type="text/json">{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11141" rel="nofollow" href="https://www.academia.edu/Documents/in/Group_Dynamics">Group Dynamics</a><script data-card-contents-for-ri="11141" type="text/json">{"id":11141,"name":"Group Dynamics","url":"https://www.academia.edu/Documents/in/Group_Dynamics?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=69244988]'), work: {"id":69244988,"title":"Building interpersonal relationships as a key to effective speaking center consultations","created_at":"2022-01-23T05:18:05.603-08:00","url":"https://www.academia.edu/69244988/Building_interpersonal_relationships_as_a_key_to_effective_speaking_center_consultations?f_ri=15817","dom_id":"work_69244988","summary":"Although much interest has been generated regarding the functions speaking centers serve and the effects consultations can have, minimal research has addressed the dynamics of consultations themselves. This study documents what speaking center clients and consultants identify as barriers in consultations and how they address them. Analysis of qualitative survey data obtained from university speaking center clients and consultants shows that emotional intelligence, empathy, and interpersonal trust serve as necessary underlying components of successful consultations.","downloadable_attachments":[{"id":79414262,"asset_id":69244988,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":23234149,"first_name":"Kiya","last_name":"Ward","domain_name":"independent","page_name":"KiyaWard","display_name":"Kiya Ward","profile_url":"https://independent.academia.edu/KiyaWard?f_ri=15817","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":2671,"name":"Emotional intelligence","url":"https://www.academia.edu/Documents/in/Emotional_intelligence?f_ri=15817","nofollow":true},{"id":3106,"name":"Mentoring","url":"https://www.academia.edu/Documents/in/Mentoring?f_ri=15817","nofollow":true},{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=15817","nofollow":true},{"id":11141,"name":"Group Dynamics","url":"https://www.academia.edu/Documents/in/Group_Dynamics?f_ri=15817","nofollow":true},{"id":12135,"name":"Qualitative Research","url":"https://www.academia.edu/Documents/in/Qualitative_Research?f_ri=15817"},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817"},{"id":31468,"name":"Interpersonal Relationship","url":"https://www.academia.edu/Documents/in/Interpersonal_Relationship?f_ri=15817"},{"id":52984,"name":"Teaching speaking","url":"https://www.academia.edu/Documents/in/Teaching_speaking?f_ri=15817"},{"id":125822,"name":"Peer Tutoring","url":"https://www.academia.edu/Documents/in/Peer_Tutoring?f_ri=15817"},{"id":181927,"name":"Instructional Psychology","url":"https://www.academia.edu/Documents/in/Instructional_Psychology?f_ri=15817"},{"id":283017,"name":"Communication Centers","url":"https://www.academia.edu/Documents/in/Communication_Centers?f_ri=15817"},{"id":362568,"name":"Oral Communication Skills","url":"https://www.academia.edu/Documents/in/Oral_Communication_Skills?f_ri=15817"},{"id":468110,"name":"Communication Pedagogy","url":"https://www.academia.edu/Documents/in/Communication_Pedagogy?f_ri=15817"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_69228053" data-work_id="69228053" 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/69228053/Discorsi_da_Oscar">Discorsi da Oscar</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">-57 discorsi di ringraziamento agli Oscar, dal 1940 al 2021- L’Academy Award, meglio conosciuto anche come “Premio Oscar” o semplicemente “Oscar”, è probabilmente il premio cinematografico più prestigioso e antico al mondo (fu assegnato... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_69228053" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">-57 discorsi di ringraziamento agli Oscar, dal 1940 al 2021-<br /><br />L’Academy Award, meglio conosciuto anche come “Premio Oscar” o semplicemente “Oscar”, è probabilmente il premio cinematografico più prestigioso e antico al mondo (fu assegnato per la prima volta il 16 maggio 1929, tre anni prima del nostro Festival di Venezia).<br /> <br />Il volume seleziona e analizza 57 discorsi di ringraziamento (dall’edizione del 1940 a quella del 2021), in italiano e in inglese. Da quello di Hattie McDaniel, prima afroamericana ad essere premiata nel 1940 per Via col vento, a quelli di Frances McDormand e Chloé Zhao nel 2021, passando per Alfred Hitchcock, Charlie Chaplin, Jack Nicholson, Meryl Streep, Roberto Benigni, Ennio Morricone, Sophia Loren e tanti altri grandi protagonisti della cinematografia mondiale.</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/69228053" 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="989990d76188474f81fde0dda6c4e080" rel="nofollow" data-download="{"attachment_id":79403585,"asset_id":69228053,"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/79403585/download_file?st=MTczNzkwMDM2OSw4LjIyMi4yMDguMTQ2&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="113745626" href="https://urbinoc.academia.edu/GianlucaSposito">Gianluca Sposito</a><script data-card-contents-for-user="113745626" type="text/json">{"id":113745626,"first_name":"Gianluca","last_name":"Sposito","domain_name":"urbinoc","page_name":"GianlucaSposito","display_name":"Gianluca Sposito","profile_url":"https://urbinoc.academia.edu/GianlucaSposito?f_ri=15817","photo":"https://0.academia-photos.com/113745626/27276795/25660614/s65_gianluca.sposito.jpg"}</script></span></span></li><li class="js-paper-rank-work_69228053 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="69228053"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 69228053, container: ".js-paper-rank-work_69228053", }); });</script></li><li class="js-percentile-work_69228053 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 = 69228053; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_69228053"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_69228053 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="69228053"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69228053; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69228053]").text(description); $(".js-view-count-work_69228053").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_69228053").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="69228053"><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="11711" rel="nofollow" href="https://www.academia.edu/Documents/in/Public_Speaking">Public Speaking</a>, <script data-card-contents-for-ri="11711" type="text/json">{"id":11711,"name":"Public Speaking","url":"https://www.academia.edu/Documents/in/Public_Speaking?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15817" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Communication">Speech Communication</a>, <script data-card-contents-for-ri="15817" type="text/json">{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="721231" rel="nofollow" href="https://www.academia.edu/Documents/in/TED_Talks">TED Talks</a>, <script data-card-contents-for-ri="721231" type="text/json">{"id":721231,"name":"TED Talks","url":"https://www.academia.edu/Documents/in/TED_Talks?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="732644" rel="nofollow" href="https://www.academia.edu/Documents/in/Academy_Awards">Academy Awards</a><script data-card-contents-for-ri="732644" type="text/json">{"id":732644,"name":"Academy Awards","url":"https://www.academia.edu/Documents/in/Academy_Awards?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=69228053]'), work: {"id":69228053,"title":"Discorsi da Oscar","created_at":"2022-01-23T00:47:18.090-08:00","url":"https://www.academia.edu/69228053/Discorsi_da_Oscar?f_ri=15817","dom_id":"work_69228053","summary":"-57 discorsi di ringraziamento agli Oscar, dal 1940 al 2021-\n\nL’Academy Award, meglio conosciuto anche come “Premio Oscar” o semplicemente “Oscar”, è probabilmente il premio cinematografico più prestigioso e antico al mondo (fu assegnato per la prima volta il 16 maggio 1929, tre anni prima del nostro Festival di Venezia).\n \nIl volume seleziona e analizza 57 discorsi di ringraziamento (dall’edizione del 1940 a quella del 2021), in italiano e in inglese. Da quello di Hattie McDaniel, prima afroamericana ad essere premiata nel 1940 per Via col vento, a quelli di Frances McDormand e Chloé Zhao nel 2021, passando per Alfred Hitchcock, Charlie Chaplin, Jack Nicholson, Meryl Streep, Roberto Benigni, Ennio Morricone, Sophia Loren e tanti altri grandi protagonisti della cinematografia mondiale.","downloadable_attachments":[{"id":79403585,"asset_id":69228053,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":113745626,"first_name":"Gianluca","last_name":"Sposito","domain_name":"urbinoc","page_name":"GianlucaSposito","display_name":"Gianluca Sposito","profile_url":"https://urbinoc.academia.edu/GianlucaSposito?f_ri=15817","photo":"https://0.academia-photos.com/113745626/27276795/25660614/s65_gianluca.sposito.jpg"}],"research_interests":[{"id":11711,"name":"Public Speaking","url":"https://www.academia.edu/Documents/in/Public_Speaking?f_ri=15817","nofollow":true},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true},{"id":721231,"name":"TED Talks","url":"https://www.academia.edu/Documents/in/TED_Talks?f_ri=15817","nofollow":true},{"id":732644,"name":"Academy Awards","url":"https://www.academia.edu/Documents/in/Academy_Awards?f_ri=15817","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_60056221" data-work_id="60056221" 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/60056221/A_non_linear_efferent_inspired_model_of_the_auditory_system_matching_human_confusions_in_stationary_noise">A non-linear efferent-inspired model of the auditory system; matching human confusions in stationary noise</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Current predictors of speech intelligibility are inadequate for understanding and predicting speech confusions caused by acoustic interference. We develop a model of auditory speech processing that includes a phenomenological... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_60056221" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Current predictors of speech intelligibility are inadequate for understanding and predicting speech confusions caused by acoustic interference. We develop a model of auditory speech processing that includes a phenomenological representation of the action of the Medial Olivocochlear efferent pathway and that is capable of predicting consonant confusions made by normal hearing listeners in speech-shaped Gaussian noise. We then use this model to predict human error patterns of initial consonants in consonant-vowelconsonant words in the context of a Dynamic Rhyme Test. In the process we demonstrate its potential for speech discrimination in noise. Our results produced performance that was robust to varying levels of stationary additive speech-shaped noise and which mimicked human performance in discrimination of synthetic speech as measured by the Chi-squared test.</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/60056221" 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="9d20f780d02473ef1f5de88ff73ecccf" rel="nofollow" data-download="{"attachment_id":73668518,"asset_id":60056221,"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/73668518/download_file?st=MTczNzkwMDM2OSw4LjIyMi4yMDguMTQ2&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="50256872" href="https://independent.academia.edu/LorraineDelhorne">Lorraine Delhorne</a><script data-card-contents-for-user="50256872" type="text/json">{"id":50256872,"first_name":"Lorraine","last_name":"Delhorne","domain_name":"independent","page_name":"LorraineDelhorne","display_name":"Lorraine Delhorne","profile_url":"https://independent.academia.edu/LorraineDelhorne?f_ri=15817","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_60056221 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="60056221"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 60056221, container: ".js-paper-rank-work_60056221", }); 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$(".js-view-count[data-work-id=60056221]").text(description); $(".js-view-count-work_60056221").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_60056221").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="60056221"><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=15817","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=15817","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=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15674" rel="nofollow" href="https://www.academia.edu/Documents/in/Linguistics">Linguistics</a><script data-card-contents-for-ri="15674" type="text/json">{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=60056221]'), work: {"id":60056221,"title":"A non-linear efferent-inspired model of the auditory system; matching human confusions in stationary noise","created_at":"2021-10-26T08:03:17.359-07:00","url":"https://www.academia.edu/60056221/A_non_linear_efferent_inspired_model_of_the_auditory_system_matching_human_confusions_in_stationary_noise?f_ri=15817","dom_id":"work_60056221","summary":"Current predictors of speech intelligibility are inadequate for understanding and predicting speech confusions caused by acoustic interference. We develop a model of auditory speech processing that includes a phenomenological representation of the action of the Medial Olivocochlear efferent pathway and that is capable of predicting consonant confusions made by normal hearing listeners in speech-shaped Gaussian noise. We then use this model to predict human error patterns of initial consonants in consonant-vowelconsonant words in the context of a Dynamic Rhyme Test. In the process we demonstrate its potential for speech discrimination in noise. Our results produced performance that was robust to varying levels of stationary additive speech-shaped noise and which mimicked human performance in discrimination of synthetic speech as measured by the Chi-squared test.","downloadable_attachments":[{"id":73668518,"asset_id":60056221,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":50256872,"first_name":"Lorraine","last_name":"Delhorne","domain_name":"independent","page_name":"LorraineDelhorne","display_name":"Lorraine Delhorne","profile_url":"https://independent.academia.edu/LorraineDelhorne?f_ri=15817","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=15817","nofollow":true},{"id":2342,"name":"Speech Synthesis","url":"https://www.academia.edu/Documents/in/Speech_Synthesis?f_ri=15817","nofollow":true},{"id":11984,"name":"Speech Recognition","url":"https://www.academia.edu/Documents/in/Speech_Recognition?f_ri=15817","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=15817","nofollow":true},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817"},{"id":36835,"name":"Speech Processing","url":"https://www.academia.edu/Documents/in/Speech_Processing?f_ri=15817"},{"id":56503,"name":"Linear Model","url":"https://www.academia.edu/Documents/in/Linear_Model?f_ri=15817"},{"id":114253,"name":"Speech Intelligibility","url":"https://www.academia.edu/Documents/in/Speech_Intelligibility?f_ri=15817"},{"id":121207,"name":"Human Performance","url":"https://www.academia.edu/Documents/in/Human_Performance?f_ri=15817"},{"id":135029,"name":"Auditory System","url":"https://www.academia.edu/Documents/in/Auditory_System?f_ri=15817"},{"id":192205,"name":"HUMAN ERROR","url":"https://www.academia.edu/Documents/in/HUMAN_ERROR?f_ri=15817"},{"id":362512,"name":"Vocal","url":"https://www.academia.edu/Documents/in/Vocal?f_ri=15817"},{"id":582384,"name":"Gaussian noise","url":"https://www.academia.edu/Documents/in/Gaussian_noise?f_ri=15817"},{"id":753505,"name":"Chi Square Test","url":"https://www.academia.edu/Documents/in/Chi_Square_Test?f_ri=15817"},{"id":1374342,"name":"Noise Robustness","url":"https://www.academia.edu/Documents/in/Noise_Robustness?f_ri=15817"},{"id":2589214,"name":"dynamic test","url":"https://www.academia.edu/Documents/in/dynamic_test?f_ri=15817"},{"id":3095916,"name":"normal hearing","url":"https://www.academia.edu/Documents/in/normal_hearing?f_ri=15817"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_52817497" data-work_id="52817497" 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/52817497/Experiments_in_syllable_based_retrieval_of_broadcast_news_speech_in_Mandarin_Chinese">Experiments in syllable-based retrieval of broadcast news speech in Mandarin Chinese</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Spoken document retrieval (SDR) has been extensively studied in recent years because of its potential use in navigating large multi-media collections in the near future. Considering the characteristics and monosyllabic structure of the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_52817497" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Spoken document retrieval (SDR) has been extensively studied in recent years because of its potential use in navigating large multi-media collections in the near future. Considering the characteristics and monosyllabic structure of the Chinese language, the syllable-based indexing for retrieval of spoken documents in Mandarin Chinese has been investigated, and extensive experiments on retrieval of broadcast news speech collected in Taiwan were performed. This paper reports some interesting results and ®ndings obtained in this research.</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/52817497" 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="fda49e26a97af9016b042ee53c801e0b" rel="nofollow" data-download="{"attachment_id":69899015,"asset_id":52817497,"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/69899015/download_file?st=MTczNzkwMDM2OSw4LjIyMi4yMDguMTQ2&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="39584415" href="https://independent.academia.edu/HsinminWang">Hsin-min Wang</a><script data-card-contents-for-user="39584415" type="text/json">{"id":39584415,"first_name":"Hsin-min","last_name":"Wang","domain_name":"independent","page_name":"HsinminWang","display_name":"Hsin-min Wang","profile_url":"https://independent.academia.edu/HsinminWang?f_ri=15817","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_52817497 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="52817497"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 52817497, container: ".js-paper-rank-work_52817497", }); });</script></li><li class="js-percentile-work_52817497 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 = 52817497; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_52817497"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_52817497 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="52817497"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 52817497; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=52817497]").text(description); $(".js-view-count-work_52817497").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_52817497").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="52817497"><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="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=15817","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=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15674" rel="nofollow" href="https://www.academia.edu/Documents/in/Linguistics">Linguistics</a>, <script data-card-contents-for-ri="15674" type="text/json">{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15817" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Communication">Speech Communication</a><script data-card-contents-for-ri="15817" type="text/json">{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=52817497]'), work: {"id":52817497,"title":"Experiments in syllable-based retrieval of broadcast news speech in Mandarin Chinese","created_at":"2021-09-19T04:19:50.101-07:00","url":"https://www.academia.edu/52817497/Experiments_in_syllable_based_retrieval_of_broadcast_news_speech_in_Mandarin_Chinese?f_ri=15817","dom_id":"work_52817497","summary":"Spoken document retrieval (SDR) has been extensively studied in recent years because of its potential use in navigating large multi-media collections in the near future. Considering the characteristics and monosyllabic structure of the Chinese language, the syllable-based indexing for retrieval of spoken documents in Mandarin Chinese has been investigated, and extensive experiments on retrieval of broadcast news speech collected in Taiwan were performed. This paper reports some interesting results and ®ndings obtained in this research.","downloadable_attachments":[{"id":69899015,"asset_id":52817497,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":39584415,"first_name":"Hsin-min","last_name":"Wang","domain_name":"independent","page_name":"HsinminWang","display_name":"Hsin-min Wang","profile_url":"https://independent.academia.edu/HsinminWang?f_ri=15817","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=15817","nofollow":true},{"id":11984,"name":"Speech Recognition","url":"https://www.academia.edu/Documents/in/Speech_Recognition?f_ri=15817","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=15817","nofollow":true},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true},{"id":143539,"name":"hidden Markov model","url":"https://www.academia.edu/Documents/in/hidden_Markov_model?f_ri=15817"},{"id":200138,"name":"Mandarin Chinese","url":"https://www.academia.edu/Documents/in/Mandarin_Chinese?f_ri=15817"},{"id":749302,"name":"Indexation","url":"https://www.academia.edu/Documents/in/Indexation?f_ri=15817"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_48232543" data-work_id="48232543" 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/48232543/Where_literacy_and_science_intersect">Where literacy and science intersect</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Learning about the world and sharing one's own discoveries can be powerful motivators for learning to read, write, and speak effectively. To build literacy, young children need more than instruction in such fundamental skills as... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_48232543" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Learning about the world and sharing one's own discoveries can be powerful motivators for learning to read, write, and speak effectively. To build literacy, young children need more than instruction in such fundamental skills as recognizing letters, decoding words, learning vocabulary words, and reading and discussing stories. They also need opportunities to use oral and written language to learn about the world and to communicate their ideas and observations. Although educators traditionally have not thought of science instruction as a setting for literacy learning, inquiry-based science instruction can provide a rich context in which to build language skills. Students are typically curious about the world around them and eager to talk, read, and write about what they are learning. Inquiry-based science, as we define it, involves students in using the tools of science to answer questions about real-world phenomena. This type of inquiry is a collective effort in which students compare their thinking with others' thinking, actively communicate with one another, and express their ideas through words and graphics. Inquiry science and literacy intersect when students use reading, writing, and oral language to address questions about science content (for example, why humans are able to see different colors, or how an object's rate of motion is related to its mass), and to build their capacity to engage in scientific reasoning (for example, how to collect data in a controlled way, or how to generate claims about a phenomenon on the basis of patterns in data). Reading, Writing, and Oral Language What kinds of literacy learning can educators promote in the context of inquiry-based science? The following list is illustrative but not exhaustive.</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/48232543" 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="ad6ebd37fa18aaba38b1e933568633b5" rel="nofollow" data-download="{"attachment_id":66952267,"asset_id":48232543,"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/66952267/download_file?st=MTczNzkwMDM2OSw4LjIyMi4yMDguMTQ2&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="48247082" href="https://utoledo.academia.edu/SusannaHapgood">Susanna Hapgood</a><script data-card-contents-for-user="48247082" type="text/json">{"id":48247082,"first_name":"Susanna","last_name":"Hapgood","domain_name":"utoledo","page_name":"SusannaHapgood","display_name":"Susanna Hapgood","profile_url":"https://utoledo.academia.edu/SusannaHapgood?f_ri=15817","photo":"https://0.academia-photos.com/48247082/48396293/36758910/s65_susanna.hapgood.jpg"}</script></span></span></li><li class="js-paper-rank-work_48232543 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="48232543"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 48232543, container: ".js-paper-rank-work_48232543", }); });</script></li><li class="js-percentile-work_48232543 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 = 48232543; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_48232543"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_48232543 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="48232543"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 48232543; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=48232543]").text(description); $(".js-view-count-work_48232543").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_48232543").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="48232543"><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="1077" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Leadership">Educational Leadership</a>, <script data-card-contents-for-ri="1077" type="text/json">{"id":1077,"name":"Educational Leadership","url":"https://www.academia.edu/Documents/in/Educational_Leadership?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15817" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Communication">Speech Communication</a>, <script data-card-contents-for-ri="15817" type="text/json">{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="19717" rel="nofollow" href="https://www.academia.edu/Documents/in/Word_Learning">Word Learning</a>, <script data-card-contents-for-ri="19717" type="text/json">{"id":19717,"name":"Word Learning","url":"https://www.academia.edu/Documents/in/Word_Learning?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="26991" rel="nofollow" href="https://www.academia.edu/Documents/in/Sciences">Sciences</a><script data-card-contents-for-ri="26991" type="text/json">{"id":26991,"name":"Sciences","url":"https://www.academia.edu/Documents/in/Sciences?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=48232543]'), work: {"id":48232543,"title":"Where literacy and science intersect","created_at":"2021-05-04T06:18:19.849-07:00","url":"https://www.academia.edu/48232543/Where_literacy_and_science_intersect?f_ri=15817","dom_id":"work_48232543","summary":"Learning about the world and sharing one's own discoveries can be powerful motivators for learning to read, write, and speak effectively. To build literacy, young children need more than instruction in such fundamental skills as recognizing letters, decoding words, learning vocabulary words, and reading and discussing stories. They also need opportunities to use oral and written language to learn about the world and to communicate their ideas and observations. Although educators traditionally have not thought of science instruction as a setting for literacy learning, inquiry-based science instruction can provide a rich context in which to build language skills. Students are typically curious about the world around them and eager to talk, read, and write about what they are learning. Inquiry-based science, as we define it, involves students in using the tools of science to answer questions about real-world phenomena. This type of inquiry is a collective effort in which students compare their thinking with others' thinking, actively communicate with one another, and express their ideas through words and graphics. Inquiry science and literacy intersect when students use reading, writing, and oral language to address questions about science content (for example, why humans are able to see different colors, or how an object's rate of motion is related to its mass), and to build their capacity to engage in scientific reasoning (for example, how to collect data in a controlled way, or how to generate claims about a phenomenon on the basis of patterns in data). Reading, Writing, and Oral Language What kinds of literacy learning can educators promote in the context of inquiry-based science? The following list is illustrative but not exhaustive.","downloadable_attachments":[{"id":66952267,"asset_id":48232543,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":48247082,"first_name":"Susanna","last_name":"Hapgood","domain_name":"utoledo","page_name":"SusannaHapgood","display_name":"Susanna Hapgood","profile_url":"https://utoledo.academia.edu/SusannaHapgood?f_ri=15817","photo":"https://0.academia-photos.com/48247082/48396293/36758910/s65_susanna.hapgood.jpg"}],"research_interests":[{"id":1077,"name":"Educational Leadership","url":"https://www.academia.edu/Documents/in/Educational_Leadership?f_ri=15817","nofollow":true},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true},{"id":19717,"name":"Word Learning","url":"https://www.academia.edu/Documents/in/Word_Learning?f_ri=15817","nofollow":true},{"id":26991,"name":"Sciences","url":"https://www.academia.edu/Documents/in/Sciences?f_ri=15817","nofollow":true},{"id":36556,"name":"Elementary Education","url":"https://www.academia.edu/Documents/in/Elementary_Education?f_ri=15817"},{"id":65140,"name":"Models","url":"https://www.academia.edu/Documents/in/Models?f_ri=15817"},{"id":86085,"name":"Language Skills","url":"https://www.academia.edu/Documents/in/Language_Skills?f_ri=15817"},{"id":98149,"name":"Nonfiction","url":"https://www.academia.edu/Documents/in/Nonfiction?f_ri=15817"},{"id":108636,"name":"Inquiry","url":"https://www.academia.edu/Documents/in/Inquiry?f_ri=15817"},{"id":113077,"name":"Reading and writing","url":"https://www.academia.edu/Documents/in/Reading_and_writing?f_ri=15817"},{"id":345877,"name":"Language Arts","url":"https://www.academia.edu/Documents/in/Language_Arts?f_ri=15817"},{"id":538047,"name":"Young Children","url":"https://www.academia.edu/Documents/in/Young_Children?f_ri=15817"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_25648380" data-work_id="25648380" 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/25648380/An_Impact_of_Wideband_Speech_Codec_Mismatch_on_a_Performance_of_GMM_UBM_Speaker_Verification_over_Telecommunication_Channel">An Impact of Wideband Speech Codec Mismatch on a Performance of GMM-UBM Speaker Verification over Telecommunication Channel</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">— An automatic verification of person's identity from its voice is a part of modern telecommunication services. In order to execute a verification task, a speech signal has to be transmitted to a remote server. So, a performance of the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_25648380" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">— An automatic verification of person's identity from its voice is a part of modern telecommunication services. In order to execute a verification task, a speech signal has to be transmitted to a remote server. So, a performance of the verification system can be influenced by various distortions that can occur when transmitting a speech signal through a communication channel. This paper studies an effect of the state of art wideband (WB) speech codecs on a performance of automatic speaker verification in the context of a channel/codec mismatch between enrollment and test utterances. The speaker verification system is developed on GMM-UBM method. The results show that EVS codec provides the best performance over all the investigated scenarios in this study. Moreover, deploying G.729.1 codec in a training process of the verification system provides the best equal error rate in the fully-codec mismatched scenario. Anyhow, differences between the equal error rates reported for all of the codecs involved in this scenario are mostly nonsignificant.</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/25648380" 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="13c55896e3c11f26b7a3492b525ec2d5" rel="nofollow" data-download="{"attachment_id":45986130,"asset_id":25648380,"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/45986130/download_file?st=MTczNzkwMDM2OSw4LjIyMi4yMDguMTQ2&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="1157635" href="https://uniza.academia.edu/PeterPocta">Peter Pocta</a><script data-card-contents-for-user="1157635" type="text/json">{"id":1157635,"first_name":"Peter","last_name":"Pocta","domain_name":"uniza","page_name":"PeterPocta","display_name":"Peter Pocta","profile_url":"https://uniza.academia.edu/PeterPocta?f_ri=15817","photo":"https://0.academia-photos.com/1157635/409046/9825499/s65_peter.pocta.jpg"}</script></span></span></li><li class="js-paper-rank-work_25648380 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="25648380"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 25648380, container: ".js-paper-rank-work_25648380", }); });</script></li><li class="js-percentile-work_25648380 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 = 25648380; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_25648380"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_25648380 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="25648380"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 25648380; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=25648380]").text(description); $(".js-view-count-work_25648380").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_25648380").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="25648380"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">31</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="87" rel="nofollow" href="https://www.academia.edu/Documents/in/Telecommunications_Engineering">Telecommunications Engineering</a>, <script data-card-contents-for-ri="87" type="text/json">{"id":87,"name":"Telecommunications Engineering","url":"https://www.academia.edu/Documents/in/Telecommunications_Engineering?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="422" rel="nofollow" href="https://www.academia.edu/Documents/in/Computer_Science">Computer Science</a>, <script data-card-contents-for-ri="422" type="text/json">{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="472" rel="nofollow" href="https://www.academia.edu/Documents/in/Human_Computer_Interaction">Human Computer Interaction</a>, <script data-card-contents-for-ri="472" type="text/json">{"id":472,"name":"Human Computer Interaction","url":"https://www.academia.edu/Documents/in/Human_Computer_Interaction?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="539" rel="nofollow" href="https://www.academia.edu/Documents/in/Forensics">Forensics</a><script data-card-contents-for-ri="539" type="text/json">{"id":539,"name":"Forensics","url":"https://www.academia.edu/Documents/in/Forensics?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=25648380]'), work: {"id":25648380,"title":"An Impact of Wideband Speech Codec Mismatch on a Performance of GMM-UBM Speaker Verification over Telecommunication Channel","created_at":"2016-05-27T01:17:03.439-07:00","url":"https://www.academia.edu/25648380/An_Impact_of_Wideband_Speech_Codec_Mismatch_on_a_Performance_of_GMM_UBM_Speaker_Verification_over_Telecommunication_Channel?f_ri=15817","dom_id":"work_25648380","summary":"— An automatic verification of person's identity from its voice is a part of modern telecommunication services. In order to execute a verification task, a speech signal has to be transmitted to a remote server. So, a performance of the verification system can be influenced by various distortions that can occur when transmitting a speech signal through a communication channel. This paper studies an effect of the state of art wideband (WB) speech codecs on a performance of automatic speaker verification in the context of a channel/codec mismatch between enrollment and test utterances. The speaker verification system is developed on GMM-UBM method. The results show that EVS codec provides the best performance over all the investigated scenarios in this study. Moreover, deploying G.729.1 codec in a training process of the verification system provides the best equal error rate in the fully-codec mismatched scenario. Anyhow, differences between the equal error rates reported for all of the codecs involved in this scenario are mostly nonsignificant.","downloadable_attachments":[{"id":45986130,"asset_id":25648380,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1157635,"first_name":"Peter","last_name":"Pocta","domain_name":"uniza","page_name":"PeterPocta","display_name":"Peter Pocta","profile_url":"https://uniza.academia.edu/PeterPocta?f_ri=15817","photo":"https://0.academia-photos.com/1157635/409046/9825499/s65_peter.pocta.jpg"}],"research_interests":[{"id":87,"name":"Telecommunications Engineering","url":"https://www.academia.edu/Documents/in/Telecommunications_Engineering?f_ri=15817","nofollow":true},{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=15817","nofollow":true},{"id":472,"name":"Human Computer Interaction","url":"https://www.academia.edu/Documents/in/Human_Computer_Interaction?f_ri=15817","nofollow":true},{"id":539,"name":"Forensics","url":"https://www.academia.edu/Documents/in/Forensics?f_ri=15817","nofollow":true},{"id":1284,"name":"Computer Forensics","url":"https://www.academia.edu/Documents/in/Computer_Forensics?f_ri=15817"},{"id":1380,"name":"Computer Engineering","url":"https://www.academia.edu/Documents/in/Computer_Engineering?f_ri=15817"},{"id":1588,"name":"Forensic Science","url":"https://www.academia.edu/Documents/in/Forensic_Science?f_ri=15817"},{"id":2141,"name":"Signal Processing","url":"https://www.academia.edu/Documents/in/Signal_Processing?f_ri=15817"},{"id":3240,"name":"Speaker Recognition","url":"https://www.academia.edu/Documents/in/Speaker_Recognition?f_ri=15817"},{"id":3419,"name":"Multimedia","url":"https://www.academia.edu/Documents/in/Multimedia?f_ri=15817"},{"id":3974,"name":"Telecommunications","url":"https://www.academia.edu/Documents/in/Telecommunications?f_ri=15817"},{"id":6203,"name":"Electronics \u0026 Telecommunication Engineering","url":"https://www.academia.edu/Documents/in/Electronics_and_Telecommunication_Engineering?f_ri=15817"},{"id":6288,"name":"Measurement and Evaluation","url":"https://www.academia.edu/Documents/in/Measurement_and_Evaluation?f_ri=15817"},{"id":7209,"name":"Performance Measurement","url":"https://www.academia.edu/Documents/in/Performance_Measurement?f_ri=15817"},{"id":9038,"name":"Digital Signal Processing","url":"https://www.academia.edu/Documents/in/Digital_Signal_Processing?f_ri=15817"},{"id":15811,"name":"Biomedical signal and image processing","url":"https://www.academia.edu/Documents/in/Biomedical_signal_and_image_processing?f_ri=15817"},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817"},{"id":21395,"name":"Telecommunication","url":"https://www.academia.edu/Documents/in/Telecommunication?f_ri=15817"},{"id":27367,"name":"Interactive Multimedia Applications","url":"https://www.academia.edu/Documents/in/Interactive_Multimedia_Applications?f_ri=15817"},{"id":36835,"name":"Speech Processing","url":"https://www.academia.edu/Documents/in/Speech_Processing?f_ri=15817"},{"id":45655,"name":"Speaker Verification","url":"https://www.academia.edu/Documents/in/Speaker_Verification?f_ri=15817"},{"id":45656,"name":"Speaker Identification","url":"https://www.academia.edu/Documents/in/Speaker_Identification?f_ri=15817"},{"id":50160,"name":"Digital Forensics","url":"https://www.academia.edu/Documents/in/Digital_Forensics?f_ri=15817"},{"id":53361,"name":"Computer Networking and Telecommunication","url":"https://www.academia.edu/Documents/in/Computer_Networking_and_Telecommunication?f_ri=15817"},{"id":63435,"name":"Telecomunicaciones","url":"https://www.academia.edu/Documents/in/Telecomunicaciones?f_ri=15817"},{"id":231559,"name":"BIM Performance Measurement","url":"https://www.academia.edu/Documents/in/BIM_Performance_Measurement?f_ri=15817"},{"id":247547,"name":"Telekomunikasi","url":"https://www.academia.edu/Documents/in/Telekomunikasi?f_ri=15817"},{"id":359422,"name":"Electronics and Telecommunication","url":"https://www.academia.edu/Documents/in/Electronics_and_Telecommunication-1?f_ri=15817"},{"id":469133,"name":"Signals and Systems","url":"https://www.academia.edu/Documents/in/Signals_and_Systems?f_ri=15817"},{"id":691490,"name":"Speech and Audio Coding","url":"https://www.academia.edu/Documents/in/Speech_and_Audio_Coding?f_ri=15817"},{"id":824793,"name":"Ingeniería en Electrónica y Telecomunicaciones","url":"https://www.academia.edu/Documents/in/Ingenieria_en_Electronica_y_Telecomunicaciones?f_ri=15817"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_24882282" data-work_id="24882282" 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/24882282/A_mathematical_model_of_speech_aerodynamics">A mathematical model of speech aerodynamics</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">A full understanding of the aerodynamic processes in speech would m the ability to accurately predict the DC variations in air pressure and flow in the vocal tract, including the subglottal cavities, given variantions in the pulmonic ...</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/24882282" 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="9f6b3150aa04e1dfb34c2b60ad1d1644" rel="nofollow" data-download="{"attachment_id":45203423,"asset_id":24882282,"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/45203423/download_file?st=MTczNzkwMDM2OSw4LjIyMi4yMDguMTQ2&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="47863703" href="https://independent.academia.edu/JohnOhala">John Ohala</a><script data-card-contents-for-user="47863703" type="text/json">{"id":47863703,"first_name":"John","last_name":"Ohala","domain_name":"independent","page_name":"JohnOhala","display_name":"John Ohala","profile_url":"https://independent.academia.edu/JohnOhala?f_ri=15817","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_24882282 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="24882282"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 24882282, container: ".js-paper-rank-work_24882282", }); });</script></li><li class="js-percentile-work_24882282 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 = 24882282; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_24882282"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_24882282 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="24882282"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 24882282; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=24882282]").text(description); $(".js-view-count-work_24882282").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_24882282").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="24882282"><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="15817" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Communication">Speech Communication</a>, <script data-card-contents-for-ri="15817" type="text/json">{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="62729" rel="nofollow" href="https://www.academia.edu/Documents/in/Air_flow">Air flow</a>, <script data-card-contents-for-ri="62729" type="text/json">{"id":62729,"name":"Air flow","url":"https://www.academia.edu/Documents/in/Air_flow?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="291387" rel="nofollow" href="https://www.academia.edu/Documents/in/Mathematical_Model">Mathematical Model</a>, <script data-card-contents-for-ri="291387" type="text/json">{"id":291387,"name":"Mathematical Model","url":"https://www.academia.edu/Documents/in/Mathematical_Model?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="723913" rel="nofollow" href="https://www.academia.edu/Documents/in/Oral_Cavity">Oral Cavity</a><script data-card-contents-for-ri="723913" type="text/json">{"id":723913,"name":"Oral Cavity","url":"https://www.academia.edu/Documents/in/Oral_Cavity?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=24882282]'), work: {"id":24882282,"title":"A mathematical model of speech aerodynamics","created_at":"2016-04-29T09:04:02.908-07:00","url":"https://www.academia.edu/24882282/A_mathematical_model_of_speech_aerodynamics?f_ri=15817","dom_id":"work_24882282","summary":"A full understanding of the aerodynamic processes in speech would m the ability to accurately predict the DC variations in air pressure and flow in the vocal tract, including the subglottal cavities, given variantions in the pulmonic ...","downloadable_attachments":[{"id":45203423,"asset_id":24882282,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":47863703,"first_name":"John","last_name":"Ohala","domain_name":"independent","page_name":"JohnOhala","display_name":"John Ohala","profile_url":"https://independent.academia.edu/JohnOhala?f_ri=15817","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true},{"id":62729,"name":"Air flow","url":"https://www.academia.edu/Documents/in/Air_flow?f_ri=15817","nofollow":true},{"id":291387,"name":"Mathematical Model","url":"https://www.academia.edu/Documents/in/Mathematical_Model?f_ri=15817","nofollow":true},{"id":723913,"name":"Oral Cavity","url":"https://www.academia.edu/Documents/in/Oral_Cavity?f_ri=15817","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="963b0839ca9395b5ff6c0d17b71ec48d" 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=MTczNzkwMDM2OSw4LjIyMi4yMDguMTQ2&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=15817","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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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. 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The children differed in ma...","downloadable_attachments":[{"id":76766229,"asset_id":64982691,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":16571935,"first_name":"David","last_name":"Ertmer","domain_name":"purdue","page_name":"DavidErtmer","display_name":"David Ertmer","profile_url":"https://purdue.academia.edu/DavidErtmer?f_ri=15817","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=15817","nofollow":true},{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=15817","nofollow":true},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine?f_ri=15817","nofollow":true},{"id":88382,"name":"Primary Education","url":"https://www.academia.edu/Documents/in/Primary_Education?f_ri=15817"},{"id":244814,"name":"Clinical Sciences","url":"https://www.academia.edu/Documents/in/Clinical_Sciences?f_ri=15817"},{"id":495132,"name":"Speech Therapy","url":"https://www.academia.edu/Documents/in/Speech_Therapy?f_ri=15817"},{"id":3701156,"name":"Speech Language and Hearing Sciences","url":"https://www.academia.edu/Documents/in/Speech_Language_and_Hearing_Sciences?f_ri=15817"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_45117188" data-work_id="45117188" 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/45117188/%D0%A2%D1%80%D0%B0%D0%BD%D1%81%D1%84%D0%BE%D1%80%D0%BC%D0%B0%D1%86%D0%B8%D0%B8_%D1%80%D1%83%D1%81%D1%81%D0%BA%D0%BE%D0%B3%D0%BE_%D1%80%D0%B5%D1%87%D0%B5%D0%B2%D0%BE%D0%B3%D0%BE_%D1%8D%D1%82%D0%B8%D0%BA%D0%B5%D1%82%D0%B0_%D0%BE%D0%B1%D1%80%D0%B0%D1%89%D0%B5%D0%BD%D0%B8%D1%8F">Трансформации русского речевого этикета: обращения</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Ефремов В.А.<br />Трансформации русского речевого этикета: обращения [Текст] / Ефремов Валерий Анатольевич // Вестник Герценовского университета [Текст] / РГПУ. - СПб., 2010. - N 10(84). - С.44-48.</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/45117188" 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="0c402af1b948610529ebfc709d2b02f5" rel="nofollow" data-download="{"attachment_id":65684165,"asset_id":45117188,"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/65684165/download_file?st=MTczNzkwMDM2OSw4LjIyMi4yMDguMTQ2&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="4323505" href="https://independent.academia.edu/ValeriiEfremov">Valerii Efremov</a><script data-card-contents-for-user="4323505" type="text/json">{"id":4323505,"first_name":"Valerii","last_name":"Efremov","domain_name":"independent","page_name":"ValeriiEfremov","display_name":"Valerii Efremov","profile_url":"https://independent.academia.edu/ValeriiEfremov?f_ri=15817","photo":"https://0.academia-photos.com/4323505/1732968/152928767/s65_valerii.efremov.jpg"}</script></span></span></li><li class="js-paper-rank-work_45117188 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="45117188"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 45117188, container: ".js-paper-rank-work_45117188", }); 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The AM–FM model represents the speech signal as the sum of formant resonance signals each of which contains amplitude and frequency modulation.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_54831119" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this paper, the AM–FM modulation model is applied to speech analysis, synthesis and coding. The AM–FM model represents the speech signal as the sum of formant resonance signals each of which contains amplitude and frequency modulation. Multiband filtering and demodulation using the energy separation algorithm are the basic tools used for speech analysis. First, multiband demodulation analysis (MDA) is</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/54831119" 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="93f2a9782164bc1d6195d3a03335cdff" rel="nofollow" data-download="{"attachment_id":71003515,"asset_id":54831119,"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/71003515/download_file?st=MTczNzkwMDM3MCw4LjIyMi4yMDguMTQ2&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="97566373" href="https://alex.academia.edu/HT">H T</a><script data-card-contents-for-user="97566373" type="text/json">{"id":97566373,"first_name":"H","last_name":"T","domain_name":"alex","page_name":"HT","display_name":"H T","profile_url":"https://alex.academia.edu/HT?f_ri=15817","photo":"https://0.academia-photos.com/97566373/73637758/62122002/s65_h.t.jpeg"}</script></span></span></li><li class="js-paper-rank-work_54831119 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="54831119"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 54831119, container: ".js-paper-rank-work_54831119", }); 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The AM–FM model represents the speech signal as the sum of formant resonance signals each of which contains amplitude and frequency modulation. Multiband filtering and demodulation using the energy separation algorithm are the basic tools used for speech analysis. 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href="https://www.academia.edu/33207027/%E0%A4%B8%E0%A4%82%E0%A4%A4_%E0%A4%A8%E0%A4%BF%E0%A4%A4%E0%A4%BE%E0%A4%A8%E0%A4%82%E0%A4%A6_%E0%A4%9C%E0%A5%80_%E0%A4%95%E0%A5%80_%E0%A4%B5%E0%A4%BE%E0%A4%A3%E0%A5%80_%E0%A4%AE%E0%A5%87%E0%A4%82_%E0%A4%B2%E0%A5%8B%E0%A4%95_%E0%A4%A4%E0%A4%A4_%E0%A4%A4_%E0%A4%B5">संत नितानंद जी की वाणी में लोक तत्त्व</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">‘लोक’ शब्द की उत्पत्ति संस्कृत में ‘लोक दर्शन’ धातु में ‘घञ’ प्रत्यय लगाने से होती है जिसका अर्थ है - देखना। इसका लट् लकार-अन्य पुरूष, एकवचन रूप हुआ - लोकते। इस तरह इसका अर्थ हुआ - देखने वाला। अतः वह जन समूह जो इस क्रिया को करता है लोक... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_33207027" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">‘लोक’ शब्द की उत्पत्ति संस्कृत में ‘लोक दर्शन’ धातु में ‘घञ’ प्रत्यय लगाने से होती है जिसका अर्थ है - देखना। इसका लट् लकार-अन्य पुरूष, एकवचन रूप हुआ - लोकते। इस तरह इसका अर्थ हुआ - देखने वाला। अतः वह जन समूह जो इस क्रिया को करता है लोक कहलाता है।1 संक्षिप्त हिन्दी-अंग्रेजी कोश में लोक का अर्थ - फोक, पीपल, वल्र्ड और पब्लिक दिया है।2 ‘अंग्रेजी-हिन्दी कोश’ में पीपल, पब्लिक शब्द सर्वसाधारण, सामान्य जन एवं प्रजा के लिए प्रयुक्त हुए हैं।3 हिन्दी साहित्य कोश में लोक के लिए दो अर्थ प्राप्त होते हैं</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/33207027" 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="40fce63c34822007fc35b715c7403f16" rel="nofollow" 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$(".js-view-count-work_33207027").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="33207027"><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="15817" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Communication">Speech Communication</a>, <script data-card-contents-for-ri="15817" type="text/json">{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="42799" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech">Speech</a><script data-card-contents-for-ri="42799" type="text/json">{"id":42799,"name":"Speech","url":"https://www.academia.edu/Documents/in/Speech?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=33207027]'), work: {"id":33207027,"title":"संत नितानंद जी की वाणी में लोक तत्त्व","created_at":"2017-05-26T05:21:22.751-07:00","url":"https://www.academia.edu/33207027/%E0%A4%B8%E0%A4%82%E0%A4%A4_%E0%A4%A8%E0%A4%BF%E0%A4%A4%E0%A4%BE%E0%A4%A8%E0%A4%82%E0%A4%A6_%E0%A4%9C%E0%A5%80_%E0%A4%95%E0%A5%80_%E0%A4%B5%E0%A4%BE%E0%A4%A3%E0%A5%80_%E0%A4%AE%E0%A5%87%E0%A4%82_%E0%A4%B2%E0%A5%8B%E0%A4%95_%E0%A4%A4%E0%A4%A4_%E0%A4%A4_%E0%A4%B5?f_ri=15817","dom_id":"work_33207027","summary":"‘लोक’ शब्द की उत्पत्ति संस्कृत में ‘लोक दर्शन’ धातु में ‘घञ’ प्रत्यय लगाने से होती है जिसका अर्थ है - देखना। इसका लट् लकार-अन्य पुरूष, एकवचन रूप हुआ - लोकते। इस तरह इसका अर्थ हुआ - देखने वाला। अतः वह जन समूह जो इस क्रिया को करता है लोक कहलाता है।1 संक्षिप्त हिन्दी-अंग्रेजी कोश में लोक का अर्थ - फोक, पीपल, वल्र्ड और पब्लिक दिया है।2 ‘अंग्रेजी-हिन्दी कोश’ में पीपल, पब्लिक शब्द सर्वसाधारण, सामान्य जन एवं प्रजा के लिए प्रयुक्त हुए हैं।3 हिन्दी साहित्य कोश में लोक के लिए दो अर्थ प्राप्त होते हैं","downloadable_attachments":[{"id":53286245,"asset_id":33207027,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":29833933,"first_name":"Bhartiya","last_name":"Shodh","domain_name":"independent","page_name":"BhartiyaShodh","display_name":"Bhartiya Shodh","profile_url":"https://independent.academia.edu/BhartiyaShodh?f_ri=15817","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true},{"id":42799,"name":"Speech","url":"https://www.academia.edu/Documents/in/Speech?f_ri=15817","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_5135890" data-work_id="5135890" 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/5135890/The_Balinese_Language_Spoken_by_the_Moslem_Speech_Community_of_Pegayaman_Bali">The Balinese Language Spoken by the Moslem Speech Community of Pegayaman, Bali</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/5135890" 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 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Communication</a>, <script data-card-contents-for-ri="15817" type="text/json">{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="26868" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Groups">Social Groups</a>, <script data-card-contents-for-ri="26868" type="text/json">{"id":26868,"name":"Social Groups","url":"https://www.academia.edu/Documents/in/Social_Groups?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="67383" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Use">Language Use</a><script data-card-contents-for-ri="67383" type="text/json">{"id":67383,"name":"Language Use","url":"https://www.academia.edu/Documents/in/Language_Use?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=5135890]'), work: {"id":5135890,"title":"The Balinese Language Spoken by the Moslem Speech Community of Pegayaman, Bali","created_at":"2013-11-17T21:52:38.648-08:00","url":"https://www.academia.edu/5135890/The_Balinese_Language_Spoken_by_the_Moslem_Speech_Community_of_Pegayaman_Bali?f_ri=15817","dom_id":"work_5135890","summary":null,"downloadable_attachments":[{"id":32338489,"asset_id":5135890,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6921837,"first_name":"ADI","last_name":"putra","domain_name":"independent","page_name":"ADIputra13","display_name":"ADI putra","profile_url":"https://independent.academia.edu/ADIputra13?f_ri=15817","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":12098,"name":"Ethnic Identity","url":"https://www.academia.edu/Documents/in/Ethnic_Identity?f_ri=15817","nofollow":true},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true},{"id":26868,"name":"Social Groups","url":"https://www.academia.edu/Documents/in/Social_Groups?f_ri=15817","nofollow":true},{"id":67383,"name":"Language Use","url":"https://www.academia.edu/Documents/in/Language_Use?f_ri=15817","nofollow":true},{"id":680338,"name":"Elderly Women","url":"https://www.academia.edu/Documents/in/Elderly_Women?f_ri=15817"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11791748" data-work_id="11791748" 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/11791748/Toward_automating_a_human_behavioral_coding_system_for_married_couples_interactions_using_speech_acoustic_features">Toward automating a human behavioral coding system for married couples�� interactions using speech acoustic features</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Observational methods are fundamental to the study of human behavior in the behavioral sciences. For example, in the context of research on intimate relationships, psychologists' hypotheses are often empirically tested by video recording... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11791748" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Observational methods are fundamental to the study of human behavior in the behavioral sciences. For example, in the context of research on intimate relationships, psychologists' hypotheses are often empirically tested by video recording interactions of couples and manually coding relevant behaviors using standardized coding systems. This coding process can be time-consuming, and the resulting coded data may have a high degree of variability because of a number of factors (e.g., inter-evaluator differences). These challenges provide an opportunity to employ engineering methods to aid in automatically coding human behavioral data. In this work, we analyzed a large corpus of married couples' problem-solving interactions. Each spouse was manually coded with multiple session-level behavioral observations (e.g., level of blame toward other spouse), and we used acoustic speech features to automatically classify extreme instances for six selected codes (e.g., "low" vs. "high" blame). Specifically, we extracted prosodic, spectral, and voice quality features to capture global acoustic properties for each spouse and trained gender-specific and gender-independent classifiers. The best overall automatic system correctly classified 74.1% of the instances, an improvement of 3.95% absolute (5.63% relative) over our previously reported best results. We compare performance for the various factors: across codes, gender, classifier type, and feature type.</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/11791748" 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="caa528fc6b266b2f55ced7afe54e0d74" rel="nofollow" data-download="{"attachment_id":46523465,"asset_id":11791748,"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/46523465/download_file?st=MTczNzkwMDM3MCw4LjIyMi4yMDguMTQ2&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="29019872" href="https://independent.academia.edu/BrianBaucom">Brian Baucom</a><script data-card-contents-for-user="29019872" type="text/json">{"id":29019872,"first_name":"Brian","last_name":"Baucom","domain_name":"independent","page_name":"BrianBaucom","display_name":"Brian Baucom","profile_url":"https://independent.academia.edu/BrianBaucom?f_ri=15817","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_11791748 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11791748"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 11791748, container: ".js-paper-rank-work_11791748", }); });</script></li><li class="js-percentile-work_11791748 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 = 11791748; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_11791748"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_11791748 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="11791748"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11791748; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11791748]").text(description); $(".js-view-count-work_11791748").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_11791748").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="11791748"><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="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=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15674" rel="nofollow" href="https://www.academia.edu/Documents/in/Linguistics">Linguistics</a>, <script data-card-contents-for-ri="15674" type="text/json">{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15817" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Communication">Speech Communication</a>, <script data-card-contents-for-ri="15817" type="text/json">{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="87818" rel="nofollow" href="https://www.academia.edu/Documents/in/Human_behavior">Human behavior</a><script data-card-contents-for-ri="87818" type="text/json">{"id":87818,"name":"Human behavior","url":"https://www.academia.edu/Documents/in/Human_behavior?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=11791748]'), work: {"id":11791748,"title":"Toward automating a human behavioral coding system for married couples�� interactions using speech acoustic features","created_at":"2015-04-04T09:04:21.073-07:00","url":"https://www.academia.edu/11791748/Toward_automating_a_human_behavioral_coding_system_for_married_couples_interactions_using_speech_acoustic_features?f_ri=15817","dom_id":"work_11791748","summary":"Observational methods are fundamental to the study of human behavior in the behavioral sciences. For example, in the context of research on intimate relationships, psychologists' hypotheses are often empirically tested by video recording interactions of couples and manually coding relevant behaviors using standardized coding systems. This coding process can be time-consuming, and the resulting coded data may have a high degree of variability because of a number of factors (e.g., inter-evaluator differences). These challenges provide an opportunity to employ engineering methods to aid in automatically coding human behavioral data. In this work, we analyzed a large corpus of married couples' problem-solving interactions. Each spouse was manually coded with multiple session-level behavioral observations (e.g., level of blame toward other spouse), and we used acoustic speech features to automatically classify extreme instances for six selected codes (e.g., \"low\" vs. \"high\" blame). Specifically, we extracted prosodic, spectral, and voice quality features to capture global acoustic properties for each spouse and trained gender-specific and gender-independent classifiers. The best overall automatic system correctly classified 74.1% of the instances, an improvement of 3.95% absolute (5.63% relative) over our previously reported best results. We compare performance for the various factors: across codes, gender, classifier type, and feature type.","downloadable_attachments":[{"id":46523465,"asset_id":11791748,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":29019872,"first_name":"Brian","last_name":"Baucom","domain_name":"independent","page_name":"BrianBaucom","display_name":"Brian Baucom","profile_url":"https://independent.academia.edu/BrianBaucom?f_ri=15817","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=15817","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=15817","nofollow":true},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true},{"id":87818,"name":"Human behavior","url":"https://www.academia.edu/Documents/in/Human_behavior?f_ri=15817","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_66025457" data-work_id="66025457" 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/66025457/La_radio_que_convence_Manual_para_creativos_y_locutores_publicitarios">La radio que convence. Manual para creativos y locutores publicitarios</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Quiero ser locutor...o locutora. Cuántas veces a lo largo de los años chicos y chicas ilusionadas por la profesión te confiesan este deseo. Quiero ser locutor...pero no sé por dónde empezar. Generalmente son alumnos que ya han tenido... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_66025457" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Quiero ser locutor...o locutora. Cuántas veces a lo largo de los años chicos y chicas ilusionadas por la profesión te confiesan este deseo. Quiero ser locutor...pero no sé por dónde empezar. Generalmente son alumnos que ya han tenido contacto con algún medio de comunicación audiovisual y allí han descubierto que el micrófono es lo suyo. A otros les han dicho muchas veces aquello de ‘¡pero qué voz tienes! Y directamente quisieron dedicarse a ello. Unos por su manera de expresarse y otros por su voz han decidido que quieren dedicarse a la locución profesional. Pero, exactamente ¿qué es la locución?</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/66025457" 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="37cabc6b1de591ab1a59960b7d043d6f" rel="nofollow" data-download="{"attachment_id":77376106,"asset_id":66025457,"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/77376106/download_file?st=MTczNzkwMDM3MCw4LjIyMi4yMDguMTQ2&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="50031720" href="https://upsa.academia.edu/CarmenMar%C3%ADaAlonsoGonz%C3%A1lez">Carmen María Alonso González</a><script data-card-contents-for-user="50031720" type="text/json">{"id":50031720,"first_name":"Carmen María","last_name":"Alonso González","domain_name":"upsa","page_name":"CarmenMaríaAlonsoGonzález","display_name":"Carmen María Alonso González","profile_url":"https://upsa.academia.edu/CarmenMar%C3%ADaAlonsoGonz%C3%A1lez?f_ri=15817","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_66025457 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="66025457"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 66025457, container: ".js-paper-rank-work_66025457", }); });</script></li><li class="js-percentile-work_66025457 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 = 66025457; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_66025457"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_66025457 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="66025457"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 66025457; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=66025457]").text(description); $(".js-view-count-work_66025457").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_66025457").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="66025457"><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="94" rel="nofollow" href="https://www.academia.edu/Documents/in/Discourse_Analysis">Discourse Analysis</a>, <script data-card-contents-for-ri="94" type="text/json">{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="953" rel="nofollow" href="https://www.academia.edu/Documents/in/Rhetoric">Rhetoric</a>, <script data-card-contents-for-ri="953" type="text/json">{"id":953,"name":"Rhetoric","url":"https://www.academia.edu/Documents/in/Rhetoric?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="994" rel="nofollow" href="https://www.academia.edu/Documents/in/Journalism">Journalism</a>, <script data-card-contents-for-ri="994" type="text/json">{"id":994,"name":"Journalism","url":"https://www.academia.edu/Documents/in/Journalism?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15817" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Communication">Speech Communication</a><script data-card-contents-for-ri="15817" type="text/json">{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=66025457]'), work: {"id":66025457,"title":"La radio que convence. Manual para creativos y locutores publicitarios","created_at":"2021-12-26T07:51:22.896-08:00","url":"https://www.academia.edu/66025457/La_radio_que_convence_Manual_para_creativos_y_locutores_publicitarios?f_ri=15817","dom_id":"work_66025457","summary":"Quiero ser locutor...o locutora. Cuántas veces a lo largo de los años chicos y chicas ilusionadas por la profesión te confiesan este deseo. Quiero ser locutor...pero no sé por dónde empezar. Generalmente son alumnos que ya han tenido contacto con algún medio de comunicación audiovisual y allí han descubierto que el micrófono es lo suyo. A otros les han dicho muchas veces aquello de ‘¡pero qué voz tienes! Y directamente quisieron dedicarse a ello. Unos por su manera de expresarse y otros por su voz han decidido que quieren dedicarse a la locución profesional. Pero, exactamente ¿qué es la locución?","downloadable_attachments":[{"id":77376106,"asset_id":66025457,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":50031720,"first_name":"Carmen María","last_name":"Alonso González","domain_name":"upsa","page_name":"CarmenMaríaAlonsoGonzález","display_name":"Carmen María Alonso González","profile_url":"https://upsa.academia.edu/CarmenMar%C3%ADaAlonsoGonz%C3%A1lez?f_ri=15817","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=15817","nofollow":true},{"id":953,"name":"Rhetoric","url":"https://www.academia.edu/Documents/in/Rhetoric?f_ri=15817","nofollow":true},{"id":994,"name":"Journalism","url":"https://www.academia.edu/Documents/in/Journalism?f_ri=15817","nofollow":true},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true},{"id":16286,"name":"Radio Research","url":"https://www.academia.edu/Documents/in/Radio_Research?f_ri=15817"},{"id":20153,"name":"Persuasion","url":"https://www.academia.edu/Documents/in/Persuasion?f_ri=15817"},{"id":26945,"name":"Communication Skills","url":"https://www.academia.edu/Documents/in/Communication_Skills?f_ri=15817"},{"id":28500,"name":"Visual perception (Psychology)","url":"https://www.academia.edu/Documents/in/Visual_perception_Psychology_?f_ri=15817"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_47743083" data-work_id="47743083" 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/47743083/Talk_in_the_primary_curriculum_seeking_pupil_empowerment_in_current_curriculum_approaches">Talk in the primary curriculum: seeking pupil empowerment in current curriculum approaches</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">At the time of writing, primary English education is, once again, at a crossroads. Within the context of a continuing focus on underachievement in writing for key groups of learners and a large body of research, which suggests that... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_47743083" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">At the time of writing, primary English education is, once again, at a crossroads. Within the context of a continuing focus on underachievement in writing for key groups of learners and a large body of research, which suggests that classroom talk is a powerful means of improving children's success in all areas of the curriculum including writing, this article considers two current approaches to talk in the primary curriculum -Talk for Writing and Towards Dialogic Teaching. In doing so, it critically analyses these texts through the theoretical lens of education as social reproduction with a view to identifying their ideological assumptions about the purpose of talk in the curriculum. Discussion considers how such assumptions may influence classroom practice and contribute to the teachers' understanding of the role of oracy within the primary classroom. The article concludes that whilst both texts might suggest a socially reproductive approach to education, both have the potential to empower the learner through the skilful implementation of oracy as the foundation of teaching and learning.</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/47743083" 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="513409747d9411e8b8a3e89ee315e50d" rel="nofollow" data-download="{"attachment_id":66686670,"asset_id":47743083,"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/66686670/download_file?st=MTczNzkwMDM3MCw4LjIyMi4yMDguMTQ2&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="134357226" href="https://westscotland.academia.edu/CaroleBignell">Carole Bignell</a><script data-card-contents-for-user="134357226" type="text/json">{"id":134357226,"first_name":"Carole","last_name":"Bignell","domain_name":"westscotland","page_name":"CaroleBignell","display_name":"Carole Bignell","profile_url":"https://westscotland.academia.edu/CaroleBignell?f_ri=15817","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_47743083 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="47743083"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 47743083, container: ".js-paper-rank-work_47743083", }); 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$(".js-view-count[data-work-id=47743083]").text(description); $(".js-view-count-work_47743083").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_47743083").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="47743083"><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="206" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Change">Social Change</a>, <script data-card-contents-for-ri="206" type="text/json">{"id":206,"name":"Social Change","url":"https://www.academia.edu/Documents/in/Social_Change?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="858" rel="nofollow" href="https://www.academia.edu/Documents/in/Literacy">Literacy</a>, <script data-card-contents-for-ri="858" type="text/json">{"id":858,"name":"Literacy","url":"https://www.academia.edu/Documents/in/Literacy?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4626" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Cognition">Social Cognition</a>, <script data-card-contents-for-ri="4626" type="text/json">{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9491" rel="nofollow" href="https://www.academia.edu/Documents/in/Pedagogy">Pedagogy</a><script data-card-contents-for-ri="9491" type="text/json">{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=47743083]'), work: {"id":47743083,"title":"Talk in the primary curriculum: seeking pupil empowerment in current curriculum approaches","created_at":"2021-04-26T03:37:32.077-07:00","url":"https://www.academia.edu/47743083/Talk_in_the_primary_curriculum_seeking_pupil_empowerment_in_current_curriculum_approaches?f_ri=15817","dom_id":"work_47743083","summary":"At the time of writing, primary English education is, once again, at a crossroads. Within the context of a continuing focus on underachievement in writing for key groups of learners and a large body of research, which suggests that classroom talk is a powerful means of improving children's success in all areas of the curriculum including writing, this article considers two current approaches to talk in the primary curriculum -Talk for Writing and Towards Dialogic Teaching. In doing so, it critically analyses these texts through the theoretical lens of education as social reproduction with a view to identifying their ideological assumptions about the purpose of talk in the curriculum. Discussion considers how such assumptions may influence classroom practice and contribute to the teachers' understanding of the role of oracy within the primary classroom. The article concludes that whilst both texts might suggest a socially reproductive approach to education, both have the potential to empower the learner through the skilful implementation of oracy as the foundation of teaching and learning.","downloadable_attachments":[{"id":66686670,"asset_id":47743083,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":134357226,"first_name":"Carole","last_name":"Bignell","domain_name":"westscotland","page_name":"CaroleBignell","display_name":"Carole Bignell","profile_url":"https://westscotland.academia.edu/CaroleBignell?f_ri=15817","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":206,"name":"Social Change","url":"https://www.academia.edu/Documents/in/Social_Change?f_ri=15817","nofollow":true},{"id":858,"name":"Literacy","url":"https://www.academia.edu/Documents/in/Literacy?f_ri=15817","nofollow":true},{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=15817","nofollow":true},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=15817","nofollow":true},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817"},{"id":89488,"name":"Teaching Methods","url":"https://www.academia.edu/Documents/in/Teaching_Methods?f_ri=15817"},{"id":106933,"name":"Social theories","url":"https://www.academia.edu/Documents/in/Social_theories?f_ri=15817"},{"id":364937,"name":"Social Values","url":"https://www.academia.edu/Documents/in/Social_Values?f_ri=15817"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy?f_ri=15817"},{"id":883348,"name":"Discourse Communities","url":"https://www.academia.edu/Documents/in/Discourse_Communities?f_ri=15817"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_27216806" data-work_id="27216806" 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/27216806/ESL_Methodology_and_Student_Language_Learning_in_Bilingual_Elementary_Schools">ESL Methodology and Student Language Learning in Bilingual Elementary Schools</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Feb 78 OB-NIE-G-0112 62p.; Document may not reproduce well due to print quality EDRS PRICE 'MF-$0.83 HC-$3.50 Plus Postage. ABSTRACT</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/27216806" 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="8d640b7e41ba6b9ee5159ad534463341" rel="nofollow" data-download="{"attachment_id":47473775,"asset_id":27216806,"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/47473775/download_file?st=MTczNzkwMDM3MCw4LjIyMi4yMDguMTQ2&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="6085697" href="https://umcp.academia.edu/NellyStromquist">Nelly Stromquist</a><script data-card-contents-for-user="6085697" type="text/json">{"id":6085697,"first_name":"Nelly","last_name":"Stromquist","domain_name":"umcp","page_name":"NellyStromquist","display_name":"Nelly Stromquist","profile_url":"https://umcp.academia.edu/NellyStromquist?f_ri=15817","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_27216806 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="27216806"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 27216806, container: ".js-paper-rank-work_27216806", }); 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$(".js-view-count[data-work-id=27216806]").text(description); $(".js-view-count-work_27216806").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_27216806").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="27216806"><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="15674" rel="nofollow" href="https://www.academia.edu/Documents/in/Linguistics">Linguistics</a>, <script data-card-contents-for-ri="15674" type="text/json">{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15817" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Communication">Speech Communication</a>, <script data-card-contents-for-ri="15817" type="text/json">{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="36556" rel="nofollow" href="https://www.academia.edu/Documents/in/Elementary_Education">Elementary Education</a>, <script data-card-contents-for-ri="36556" type="text/json">{"id":36556,"name":"Elementary Education","url":"https://www.academia.edu/Documents/in/Elementary_Education?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="89488" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_Methods">Teaching Methods</a><script data-card-contents-for-ri="89488" type="text/json">{"id":89488,"name":"Teaching Methods","url":"https://www.academia.edu/Documents/in/Teaching_Methods?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=27216806]'), work: {"id":27216806,"title":"ESL Methodology and Student Language Learning in Bilingual Elementary Schools","created_at":"2016-07-24T04:27:25.532-07:00","url":"https://www.academia.edu/27216806/ESL_Methodology_and_Student_Language_Learning_in_Bilingual_Elementary_Schools?f_ri=15817","dom_id":"work_27216806","summary":"Feb 78 OB-NIE-G-0112 62p.; Document may not reproduce well due to print quality EDRS PRICE 'MF-$0.83 HC-$3.50 Plus Postage. ABSTRACT","downloadable_attachments":[{"id":47473775,"asset_id":27216806,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6085697,"first_name":"Nelly","last_name":"Stromquist","domain_name":"umcp","page_name":"NellyStromquist","display_name":"Nelly Stromquist","profile_url":"https://umcp.academia.edu/NellyStromquist?f_ri=15817","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=15817","nofollow":true},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true},{"id":36556,"name":"Elementary Education","url":"https://www.academia.edu/Documents/in/Elementary_Education?f_ri=15817","nofollow":true},{"id":89488,"name":"Teaching Methods","url":"https://www.academia.edu/Documents/in/Teaching_Methods?f_ri=15817","nofollow":true},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy?f_ri=15817"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12911063" data-work_id="12911063" 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/12911063/Strategies_for_Communicating">Strategies for Communicating</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/12911063" 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="2287ac697c0d78c0401fe34748816eba" rel="nofollow" data-download="{"attachment_id":45851834,"asset_id":12911063,"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/45851834/download_file?st=MTczNzkwMDM3MCw4LjIyMi4yMDguMTQ2&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="32075857" href="https://independent.academia.edu/EveVClark">Eve V. Clark</a><script data-card-contents-for-user="32075857" type="text/json">{"id":32075857,"first_name":"Eve V.","last_name":"Clark","domain_name":"independent","page_name":"EveVClark","display_name":"Eve V. Clark","profile_url":"https://independent.academia.edu/EveVClark?f_ri=15817","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_12911063 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12911063"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12911063, container: ".js-paper-rank-work_12911063", }); });</script></li><li class="js-percentile-work_12911063 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 = 12911063; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_12911063"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_12911063 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="12911063"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12911063; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12911063]").text(description); $(".js-view-count-work_12911063").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_12911063").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="12911063"><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=15817","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=15817","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=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4583" rel="nofollow" href="https://www.academia.edu/Documents/in/Child_Development">Child Development</a><script data-card-contents-for-ri="4583" type="text/json">{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=12911063]'), work: {"id":12911063,"title":"Strategies for Communicating","created_at":"2015-06-10T14:48:55.286-07:00","url":"https://www.academia.edu/12911063/Strategies_for_Communicating?f_ri=15817","dom_id":"work_12911063","summary":null,"downloadable_attachments":[{"id":45851834,"asset_id":12911063,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":32075857,"first_name":"Eve V.","last_name":"Clark","domain_name":"independent","page_name":"EveVClark","display_name":"Eve V. Clark","profile_url":"https://independent.academia.edu/EveVClark?f_ri=15817","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=15817","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=15817","nofollow":true},{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=15817","nofollow":true},{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development?f_ri=15817","nofollow":true},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=15817"},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817"},{"id":18174,"name":"Language","url":"https://www.academia.edu/Documents/in/Language?f_ri=15817"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_18910771" data-work_id="18910771" 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/18910771/Speech_across_the_menstrual_cycle_A_replication_and_extension_study">Speech across the menstrual cycle: A replication and extension study</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Whiteside et al. [S.P. Whiteside, A. Hanson, P.E. Cowell, Hormones and temporal components of speech: sex differences and effects of menstrual cyclicity on speech, Neurosci. Lett. 367 (2004) 44-47] documented effects of menstrual cycle... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_18910771" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Whiteside et al. [S.P. Whiteside, A. Hanson, P.E. Cowell, Hormones and temporal components of speech: sex differences and effects of menstrual cyclicity on speech, Neurosci. Lett. 367 (2004) 44-47] documented effects of menstrual cycle phase and sex on voice onset time (VOT) in naturally timed speech using whole words. VOT is a temporal component of speech that plays an important role in production and perception [L.L. Koenig, Laryngeal factors in voiceless consonant production in men, women, and 5-year-olds, J. Speech Lang. Hear. Res. 43 (2000) 1211-1228; A. Löfqvist, L.L. Koenig, R.S. McGowan, Vocal tract aerodynamics in /aCa/ utterances: measurements, Speech Commun. 16 (1995) 49-66; T.M. Nearey, B. Rochet, Effects of place of articulation and vowel context in VOT production and perception for French and English Stops, J. Int. Phon. Assoc. 24 (1994) 1-18; L.M. Rimol, T. Eichele, K. Hugdahl, The effect of voice-onset-time on dichotic listening with consonant-vowel syllables, Neuropsychologia 44 (2006) 191-196; P.G. Simos, R.L. Diehl, J.I. Breier, M.R. Molis, G. Zouridakis, A.C. Papanicolaou, MEG correlates of categorical perception of a voice onset time continuum in humans, Cogn. Brain Res. 7 (1998) 215-219; S.P. Whiteside, J. Marshall, Developmental trends in voice onset time: some evidence for sex differences, Phonetica 58 (2001) 196-210]. The present study was designed to replicate and expand upon Whiteside et al. [S.P. Whiteside, A. Hanson, P.E. Cowell, Hormones and temporal components of speech: sex differences and effects of menstrual cyclicity on speech, Neurosci. Lett. 367 (2004) 44-47] using a speeded syllable repetition paradigm. VOT measurements for 6 English plosives (/p b t d k g/) were obtained from speech samples of 15 women and 20 men (age 20-25 years). Women were tested across two points in the menstrual cycle (Days 2-5: low estrogen and progesterone/low-EP; Days 18-25: high estrogen and progesterone/high-EP) and men were tested once. Results indicated significant interaction between menstrual cycle phase and voicing (F(1,14)=8.239, P&amp;amp;amp;amp;amp;amp;amp;lt;0.02), whereby the voiced plosives (b, g) displayed shorter VOT values and the voiceless plosives (p, k) displayed longer values at the high-EP phase. Thus, the distinction between the voiced and voiceless plosive was enhanced at high-EP. Significant sex effects (F(1,33)=10.080, P&amp;amp;amp;amp;amp;amp;amp;lt;0.005) were seen with women at high-EP but not the low-EP phase having longer VOT values than men for voiceless plosives. Sex differences between the voiced and voiceless plosives were enhanced at the high-EP phase. This study indicates a role for activational ovarian hormones in regulating temporal features of speech in both whole words and speeded syllable repetition.</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/18910771" 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="be5655fcdc999553a8d5914080c65ce9" rel="nofollow" data-download="{"attachment_id":42127820,"asset_id":18910771,"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/42127820/download_file?st=MTczNzkwMDM3MCw4LjIyMi4yMDguMTQ2&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="38942684" href="https://independent.academia.edu/SandraWhiteside">Sandra Whiteside</a><script data-card-contents-for-user="38942684" type="text/json">{"id":38942684,"first_name":"Sandra","last_name":"Whiteside","domain_name":"independent","page_name":"SandraWhiteside","display_name":"Sandra Whiteside","profile_url":"https://independent.academia.edu/SandraWhiteside?f_ri=15817","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_18910771 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="18910771"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 18910771, container: ".js-paper-rank-work_18910771", }); 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$(".js-view-count[data-work-id=18910771]").text(description); $(".js-view-count-work_18910771").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_18910771").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="18910771"><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="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=15817","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=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15817" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Communication">Speech Communication</a>, <script data-card-contents-for-ri="15817" type="text/json">{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="42799" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech">Speech</a><script data-card-contents-for-ri="42799" type="text/json">{"id":42799,"name":"Speech","url":"https://www.academia.edu/Documents/in/Speech?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=18910771]'), work: {"id":18910771,"title":"Speech across the menstrual cycle: A replication and extension study","created_at":"2015-11-24T02:07:09.200-08:00","url":"https://www.academia.edu/18910771/Speech_across_the_menstrual_cycle_A_replication_and_extension_study?f_ri=15817","dom_id":"work_18910771","summary":"Whiteside et al. [S.P. Whiteside, A. Hanson, P.E. Cowell, Hormones and temporal components of speech: sex differences and effects of menstrual cyclicity on speech, Neurosci. Lett. 367 (2004) 44-47] documented effects of menstrual cycle phase and sex on voice onset time (VOT) in naturally timed speech using whole words. VOT is a temporal component of speech that plays an important role in production and perception [L.L. Koenig, Laryngeal factors in voiceless consonant production in men, women, and 5-year-olds, J. Speech Lang. Hear. Res. 43 (2000) 1211-1228; A. Löfqvist, L.L. Koenig, R.S. McGowan, Vocal tract aerodynamics in /aCa/ utterances: measurements, Speech Commun. 16 (1995) 49-66; T.M. Nearey, B. Rochet, Effects of place of articulation and vowel context in VOT production and perception for French and English Stops, J. Int. Phon. Assoc. 24 (1994) 1-18; L.M. Rimol, T. Eichele, K. Hugdahl, The effect of voice-onset-time on dichotic listening with consonant-vowel syllables, Neuropsychologia 44 (2006) 191-196; P.G. Simos, R.L. Diehl, J.I. Breier, M.R. Molis, G. Zouridakis, A.C. Papanicolaou, MEG correlates of categorical perception of a voice onset time continuum in humans, Cogn. Brain Res. 7 (1998) 215-219; S.P. Whiteside, J. Marshall, Developmental trends in voice onset time: some evidence for sex differences, Phonetica 58 (2001) 196-210]. The present study was designed to replicate and expand upon Whiteside et al. [S.P. Whiteside, A. Hanson, P.E. Cowell, Hormones and temporal components of speech: sex differences and effects of menstrual cyclicity on speech, Neurosci. Lett. 367 (2004) 44-47] using a speeded syllable repetition paradigm. VOT measurements for 6 English plosives (/p b t d k g/) were obtained from speech samples of 15 women and 20 men (age 20-25 years). Women were tested across two points in the menstrual cycle (Days 2-5: low estrogen and progesterone/low-EP; Days 18-25: high estrogen and progesterone/high-EP) and men were tested once. Results indicated significant interaction between menstrual cycle phase and voicing (F(1,14)=8.239, P\u0026amp;amp;amp;amp;amp;amp;amp;lt;0.02), whereby the voiced plosives (b, g) displayed shorter VOT values and the voiceless plosives (p, k) displayed longer values at the high-EP phase. Thus, the distinction between the voiced and voiceless plosive was enhanced at high-EP. Significant sex effects (F(1,33)=10.080, P\u0026amp;amp;amp;amp;amp;amp;amp;lt;0.005) were seen with women at high-EP but not the low-EP phase having longer VOT values than men for voiceless plosives. Sex differences between the voiced and voiceless plosives were enhanced at the high-EP phase. This study indicates a role for activational ovarian hormones in regulating temporal features of speech in both whole words and speeded syllable repetition.","downloadable_attachments":[{"id":42127820,"asset_id":18910771,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":38942684,"first_name":"Sandra","last_name":"Whiteside","domain_name":"independent","page_name":"SandraWhiteside","display_name":"Sandra Whiteside","profile_url":"https://independent.academia.edu/SandraWhiteside?f_ri=15817","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=15817","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=15817","nofollow":true},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true},{"id":42799,"name":"Speech","url":"https://www.academia.edu/Documents/in/Speech?f_ri=15817","nofollow":true},{"id":54495,"name":"Voice","url":"https://www.academia.edu/Documents/in/Voice?f_ri=15817"},{"id":64559,"name":"Progesterone","url":"https://www.academia.edu/Documents/in/Progesterone?f_ri=15817"},{"id":75509,"name":"Sex Difference","url":"https://www.academia.edu/Documents/in/Sex_Difference?f_ri=15817"},{"id":114045,"name":"Categorical Perception","url":"https://www.academia.edu/Documents/in/Categorical_Perception?f_ri=15817"},{"id":182850,"name":"Menstrual Cycle","url":"https://www.academia.edu/Documents/in/Menstrual_Cycle?f_ri=15817"},{"id":197354,"name":"Dichotic Listening","url":"https://www.academia.edu/Documents/in/Dichotic_Listening?f_ri=15817"},{"id":216712,"name":"Voice Onset Time","url":"https://www.academia.edu/Documents/in/Voice_Onset_Time?f_ri=15817"},{"id":358428,"name":"Estrogens","url":"https://www.academia.edu/Documents/in/Estrogens?f_ri=15817"},{"id":469656,"name":"Vocal Tract","url":"https://www.academia.edu/Documents/in/Vocal_Tract?f_ri=15817"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences?f_ri=15817"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_52634779" data-work_id="52634779" 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/52634779/An_Overview_of_Research_Literature_in_Family_Communication_1976_1982">An Overview of Research Literature in Family Communication: 1976-1982</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">An overview of the literature in family communication since 1976 reveals that a huge body of research continues to focus on the family context but that little of this research is being conducted by scholars whose primary interest is... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_52634779" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">An overview of the literature in family communication since 1976 reveals that a huge body of research continues to focus on the family context but that little of this research is being conducted by scholars whose primary interest is communication. Communication researchers could make a contribution to family communication research if they documented more precise relationships among levels of communication skills attainment, methods of communication training, and the degree of family member satisfaction with the family relationship. Contemporary communication research has drawn upon the conceptual frameworks of descriptive, prescriptive, and systems perspectives. The objective of the descriptive approach is to understand family relationships and the impact of the family unit on society. Studies of coupling, separation, and divorce are among the most common topic areas for those who adopt such a perspective. The prescriptive approach seeks to identify specific behaviors or techniques that can result in an improved communication climate and enhance family member satisfaction with the family unit. The systems approach emphasizes the relationship of all parts of the system (family members) and notes how the individual components of the,system relate to one another and affect the whole. Because of its utility and inherent flexibility in accommodating both descriptive and prescriptive approaches to the study of families, the systems approach will probably continue to undergird theoretical frameworks for investigating family communication. (HOD)</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/52634779" 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="a3b60220d6fc88c4ffec31f0306e748e" rel="nofollow" data-download="{"attachment_id":69806126,"asset_id":52634779,"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/69806126/download_file?st=MTczNzkwMDM3MCw4LjIyMi4yMDguMTQ2&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="10210548" href="https://txstate.academia.edu/StevenBeebe">Steven Beebe</a><script data-card-contents-for-user="10210548" type="text/json">{"id":10210548,"first_name":"Steven","last_name":"Beebe","domain_name":"txstate","page_name":"StevenBeebe","display_name":"Steven Beebe","profile_url":"https://txstate.academia.edu/StevenBeebe?f_ri=15817","photo":"https://0.academia-photos.com/10210548/18817342/18777395/s65_steven.beebe.jpg"}</script></span></span></li><li class="js-paper-rank-work_52634779 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="52634779"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 52634779, container: ".js-paper-rank-work_52634779", }); });</script></li><li class="js-percentile-work_52634779 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 = 52634779; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_52634779"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_52634779 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="52634779"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 52634779; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=52634779]").text(description); $(".js-view-count-work_52634779").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_52634779").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="52634779"><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="2065" rel="nofollow" href="https://www.academia.edu/Documents/in/Research_Methodology">Research Methodology</a>, <script data-card-contents-for-ri="2065" type="text/json">{"id":2065,"name":"Research Methodology","url":"https://www.academia.edu/Documents/in/Research_Methodology?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15817" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Communication">Speech Communication</a>, <script data-card-contents-for-ri="15817" type="text/json">{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="26945" rel="nofollow" href="https://www.academia.edu/Documents/in/Communication_Skills">Communication Skills</a><script data-card-contents-for-ri="26945" type="text/json">{"id":26945,"name":"Communication Skills","url":"https://www.academia.edu/Documents/in/Communication_Skills?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=52634779]'), work: {"id":52634779,"title":"An Overview of Research Literature in Family Communication: 1976-1982","created_at":"2021-09-17T06:45:10.484-07:00","url":"https://www.academia.edu/52634779/An_Overview_of_Research_Literature_in_Family_Communication_1976_1982?f_ri=15817","dom_id":"work_52634779","summary":"An overview of the literature in family communication since 1976 reveals that a huge body of research continues to focus on the family context but that little of this research is being conducted by scholars whose primary interest is communication. Communication researchers could make a contribution to family communication research if they documented more precise relationships among levels of communication skills attainment, methods of communication training, and the degree of family member satisfaction with the family relationship. Contemporary communication research has drawn upon the conceptual frameworks of descriptive, prescriptive, and systems perspectives. The objective of the descriptive approach is to understand family relationships and the impact of the family unit on society. Studies of coupling, separation, and divorce are among the most common topic areas for those who adopt such a perspective. The prescriptive approach seeks to identify specific behaviors or techniques that can result in an improved communication climate and enhance family member satisfaction with the family unit. The systems approach emphasizes the relationship of all parts of the system (family members) and notes how the individual components of the,system relate to one another and affect the whole. Because of its utility and inherent flexibility in accommodating both descriptive and prescriptive approaches to the study of families, the systems approach will probably continue to undergird theoretical frameworks for investigating family communication. (HOD)","downloadable_attachments":[{"id":69806126,"asset_id":52634779,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":10210548,"first_name":"Steven","last_name":"Beebe","domain_name":"txstate","page_name":"StevenBeebe","display_name":"Steven Beebe","profile_url":"https://txstate.academia.edu/StevenBeebe?f_ri=15817","photo":"https://0.academia-photos.com/10210548/18817342/18777395/s65_steven.beebe.jpg"}],"research_interests":[{"id":2065,"name":"Research Methodology","url":"https://www.academia.edu/Documents/in/Research_Methodology?f_ri=15817","nofollow":true},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true},{"id":26945,"name":"Communication Skills","url":"https://www.academia.edu/Documents/in/Communication_Skills?f_ri=15817","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_76765359" data-work_id="76765359" 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/76765359/Computer_Assisted_Language_Learning_system_based_on_dynamic_question_generation_and_error_prediction_for_automatic_speech_recognition">Computer Assisted Language Learning system based on dynamic question generation and error prediction for automatic speech recognition</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 research has used simulated interactions to investigate emotional and linguistic speech phenomena. Here, we evaluate the use of these simulated interactions by comparing speech addressed to imaginary speech partners produced by... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_76765359" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Previous research has used simulated interactions to investigate emotional and linguistic speech phenomena. Here, we evaluate the use of these simulated interactions by comparing speech addressed to imaginary speech partners produced by psychology students and actresses, to an existing study of natural speech addressed to genuine interaction partners. Simulated infant-(IDS), foreigner-(FDS) and adult-directed speech (ADS) was obtained from ten female students and ten female actresses. These samples were acoustically analysed and rated for positive vocal affect. Our results for affect for actresses and student speakers are consistent with previous findings using natural interactions, with IDS rated higher in positive affect than ADS/FDS, and ADS rated higher than FDS. In contrast to natural speech, acoustic analyses of IDS produced by student speakers revealed a smaller vowel space than ADS/FDS, with no significant difference between those adult conditions. In contrast to natural speech (IDS > ADS/FDS), the mean F 0 of IDS was significantly higher than ADS, but not than FDS. Acoustic analyses of actress speech were more similar to natural speech, with IDS vowel space significantly larger than ADS vowel space, and with the mean FDS vowel space positioned between these two conditions. IDS mean F 0 of the actress speakers was significantly higher than both ADS and FDS. These results indicate that training plays an important role in eliciting natural-like speech in simulated interactions, and that participants without training are less successful in reproducing such speech. Speech obtained from simulated interactions should therefore be used with caution, and level of experience and training of the speakers should be taken into account.</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/76765359" 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="652a48c42ea05747eda5e8ad9604fa21" rel="nofollow" data-download="{"attachment_id":84362802,"asset_id":76765359,"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/84362802/download_file?st=MTczNzkwMDM3MCw4LjIyMi4yMDguMTQ2&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="52852749" href="https://kyoto-u.academia.edu/TatsuyaKawahara">Tatsuya Kawahara</a><script data-card-contents-for-user="52852749" type="text/json">{"id":52852749,"first_name":"Tatsuya","last_name":"Kawahara","domain_name":"kyoto-u","page_name":"TatsuyaKawahara","display_name":"Tatsuya Kawahara","profile_url":"https://kyoto-u.academia.edu/TatsuyaKawahara?f_ri=15817","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_76765359 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="76765359"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 76765359, container: ".js-paper-rank-work_76765359", }); });</script></li><li class="js-percentile-work_76765359 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 = 76765359; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_76765359"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_76765359 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="76765359"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76765359; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76765359]").text(description); $(".js-view-count-work_76765359").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_76765359").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="76765359"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</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=15817","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=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="422" rel="nofollow" href="https://www.academia.edu/Documents/in/Computer_Science">Computer Science</a>, <script data-card-contents-for-ri="422" type="text/json">{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6789" rel="nofollow" href="https://www.academia.edu/Documents/in/Japanese">Japanese</a><script data-card-contents-for-ri="6789" type="text/json">{"id":6789,"name":"Japanese","url":"https://www.academia.edu/Documents/in/Japanese?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=76765359]'), work: {"id":76765359,"title":"Computer Assisted Language Learning system based on dynamic question generation and error prediction for automatic speech recognition","created_at":"2022-04-17T20:09:49.360-07:00","url":"https://www.academia.edu/76765359/Computer_Assisted_Language_Learning_system_based_on_dynamic_question_generation_and_error_prediction_for_automatic_speech_recognition?f_ri=15817","dom_id":"work_76765359","summary":"Previous research has used simulated interactions to investigate emotional and linguistic speech phenomena. Here, we evaluate the use of these simulated interactions by comparing speech addressed to imaginary speech partners produced by psychology students and actresses, to an existing study of natural speech addressed to genuine interaction partners. Simulated infant-(IDS), foreigner-(FDS) and adult-directed speech (ADS) was obtained from ten female students and ten female actresses. These samples were acoustically analysed and rated for positive vocal affect. Our results for affect for actresses and student speakers are consistent with previous findings using natural interactions, with IDS rated higher in positive affect than ADS/FDS, and ADS rated higher than FDS. In contrast to natural speech, acoustic analyses of IDS produced by student speakers revealed a smaller vowel space than ADS/FDS, with no significant difference between those adult conditions. In contrast to natural speech (IDS \u003e ADS/FDS), the mean F 0 of IDS was significantly higher than ADS, but not than FDS. Acoustic analyses of actress speech were more similar to natural speech, with IDS vowel space significantly larger than ADS vowel space, and with the mean FDS vowel space positioned between these two conditions. IDS mean F 0 of the actress speakers was significantly higher than both ADS and FDS. These results indicate that training plays an important role in eliciting natural-like speech in simulated interactions, and that participants without training are less successful in reproducing such speech. Speech obtained from simulated interactions should therefore be used with caution, and level of experience and training of the speakers should be taken into account.","downloadable_attachments":[{"id":84362802,"asset_id":76765359,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":52852749,"first_name":"Tatsuya","last_name":"Kawahara","domain_name":"kyoto-u","page_name":"TatsuyaKawahara","display_name":"Tatsuya Kawahara","profile_url":"https://kyoto-u.academia.edu/TatsuyaKawahara?f_ri=15817","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=15817","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=15817","nofollow":true},{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=15817","nofollow":true},{"id":6789,"name":"Japanese","url":"https://www.academia.edu/Documents/in/Japanese?f_ri=15817","nofollow":true},{"id":11320,"name":"Automatic Speech Recognition","url":"https://www.academia.edu/Documents/in/Automatic_Speech_Recognition?f_ri=15817"},{"id":11984,"name":"Speech Recognition","url":"https://www.academia.edu/Documents/in/Speech_Recognition?f_ri=15817"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=15817"},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817"},{"id":36835,"name":"Speech Processing","url":"https://www.academia.edu/Documents/in/Speech_Processing?f_ri=15817"},{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning?f_ri=15817"},{"id":48636,"name":"Simulation","url":"https://www.academia.edu/Documents/in/Simulation?f_ri=15817"},{"id":78800,"name":"IDS","url":"https://www.academia.edu/Documents/in/IDS?f_ri=15817"},{"id":96156,"name":"Natural interaction","url":"https://www.academia.edu/Documents/in/Natural_interaction?f_ri=15817"},{"id":162271,"name":"Decision Tree","url":"https://www.academia.edu/Documents/in/Decision_Tree?f_ri=15817"},{"id":304590,"name":"Positive Feedback","url":"https://www.academia.edu/Documents/in/Positive_Feedback?f_ri=15817"},{"id":335267,"name":"Computer Language","url":"https://www.academia.edu/Documents/in/Computer_Language?f_ri=15817"},{"id":352837,"name":"Positive Affect","url":"https://www.academia.edu/Documents/in/Positive_Affect?f_ri=15817"},{"id":362512,"name":"Vocal","url":"https://www.academia.edu/Documents/in/Vocal?f_ri=15817"},{"id":504048,"name":"Simulator","url":"https://www.academia.edu/Documents/in/Simulator?f_ri=15817"},{"id":897823,"name":"Elsevier","url":"https://www.academia.edu/Documents/in/Elsevier?f_ri=15817"}]}, }) } })();</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="67bc14f8c73987e917899c7c5a3e9ba4" 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=MTczNzkwMDM3MCw4LjIyMi4yMDguMTQ2&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=15817","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=15817","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=15817","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=15817","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=15817","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=15817","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=15817","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=15817","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=15817","nofollow":true},{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=15817","nofollow":true},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=15817","nofollow":true},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=15817"},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=15817"},{"id":8667,"name":"Metacognition","url":"https://www.academia.edu/Documents/in/Metacognition?f_ri=15817"},{"id":9432,"name":"Experience Design","url":"https://www.academia.edu/Documents/in/Experience_Design?f_ri=15817"},{"id":11106,"name":"Self Control","url":"https://www.academia.edu/Documents/in/Self_Control?f_ri=15817"},{"id":11107,"name":"Self Monitoring","url":"https://www.academia.edu/Documents/in/Self_Monitoring?f_ri=15817"},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817"},{"id":18174,"name":"Language","url":"https://www.academia.edu/Documents/in/Language?f_ri=15817"},{"id":42799,"name":"Speech","url":"https://www.academia.edu/Documents/in/Speech?f_ri=15817"},{"id":72158,"name":"Speech Errors","url":"https://www.academia.edu/Documents/in/Speech_Errors?f_ri=15817"},{"id":137633,"name":"Feedback","url":"https://www.academia.edu/Documents/in/Feedback?f_ri=15817"},{"id":412086,"name":"Language and Memory","url":"https://www.academia.edu/Documents/in/Language_and_Memory?f_ri=15817"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_48405307" data-work_id="48405307" 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/48405307/Using_the_4MAT_System_Learning_Styles_Model_To_Teach_Persuasive_Speaking_in_the_Basic_Speech_Course">Using the 4MAT System Learning Styles Model To Teach Persuasive Speaking in the Basic Speech Course</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 4MAT system (an eight-step cycle of instruction that combines four learning style types and students&#39; preferences for right-brain or left-brain modes of learning) can guide instructors in planning teaching strategies to meet... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_48405307" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The 4MAT system (an eight-step cycle of instruction that combines four learning style types and students&#39; preferences for right-brain or left-brain modes of learning) can guide instructors in planning teaching strategies to meet students&#39; diverse learning needs. Each of the eight steps of the system emphasizes one of the learning types and alternatives from right- to left-mode information processing. The eight steps are: (1) create an experience or connect to past experiences; (2) analyze the experience; (3) integrate reflections into concepts; (4) define concepts; (5) try out concepts; (6) extend learning; (7) have students evaluate their own applications; and (8) integrate application and experience. After a communication instructor used the system to develop teaching strategies for numerous units of study, she noted an increase in student interest and better overall student performance. One such unit teaches students how to prepare effective call-to-action persuasive spee...</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/48405307" 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="284dc5b39db8b8e66dbb28256db5cb73" rel="nofollow" data-download="{"attachment_id":67035236,"asset_id":48405307,"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/67035236/download_file?st=MTczNzkwMDM3MCw4LjIyMi4yMDguMTQ2&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="13662331" href="https://independent.academia.edu/KarenDwyer">Karen Dwyer</a><script data-card-contents-for-user="13662331" type="text/json">{"id":13662331,"first_name":"Karen","last_name":"Dwyer","domain_name":"independent","page_name":"KarenDwyer","display_name":"Karen Dwyer","profile_url":"https://independent.academia.edu/KarenDwyer?f_ri=15817","photo":"https://0.academia-photos.com/13662331/149530819/139101675/s65_karen.dwyer.jpeg"}</script></span></span></li><li class="js-paper-rank-work_48405307 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="48405307"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 48405307, container: ".js-paper-rank-work_48405307", }); });</script></li><li class="js-percentile-work_48405307 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 = 48405307; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_48405307"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_48405307 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="48405307"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 48405307; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=48405307]").text(description); $(".js-view-count-work_48405307").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_48405307").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="48405307"><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="2621" rel="nofollow" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15817" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Communication">Speech Communication</a>, <script data-card-contents-for-ri="15817" type="text/json">{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="28076" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Style">Cognitive Style</a><script data-card-contents-for-ri="28076" type="text/json">{"id":28076,"name":"Cognitive Style","url":"https://www.academia.edu/Documents/in/Cognitive_Style?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=48405307]'), work: {"id":48405307,"title":"Using the 4MAT System Learning Styles Model To Teach Persuasive Speaking in the Basic Speech Course","created_at":"2021-05-04T17:25:57.950-07:00","url":"https://www.academia.edu/48405307/Using_the_4MAT_System_Learning_Styles_Model_To_Teach_Persuasive_Speaking_in_the_Basic_Speech_Course?f_ri=15817","dom_id":"work_48405307","summary":"The 4MAT system (an eight-step cycle of instruction that combines four learning style types and students\u0026#39; preferences for right-brain or left-brain modes of learning) can guide instructors in planning teaching strategies to meet students\u0026#39; diverse learning needs. Each of the eight steps of the system emphasizes one of the learning types and alternatives from right- to left-mode information processing. The eight steps are: (1) create an experience or connect to past experiences; (2) analyze the experience; (3) integrate reflections into concepts; (4) define concepts; (5) try out concepts; (6) extend learning; (7) have students evaluate their own applications; and (8) integrate application and experience. After a communication instructor used the system to develop teaching strategies for numerous units of study, she noted an increase in student interest and better overall student performance. One such unit teaches students how to prepare effective call-to-action persuasive spee...","downloadable_attachments":[{"id":67035236,"asset_id":48405307,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":13662331,"first_name":"Karen","last_name":"Dwyer","domain_name":"independent","page_name":"KarenDwyer","display_name":"Karen Dwyer","profile_url":"https://independent.academia.edu/KarenDwyer?f_ri=15817","photo":"https://0.academia-photos.com/13662331/149530819/139101675/s65_karen.dwyer.jpeg"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=15817","nofollow":true},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true},{"id":28076,"name":"Cognitive Style","url":"https://www.academia.edu/Documents/in/Cognitive_Style?f_ri=15817","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_5619578" data-work_id="5619578" 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/5619578/Same_Source_Different_Outcomes_A_Study_of_Swedish_Influence_on_the_Acquisition_of_English_in_Finland">Same Source, Different Outcomes: A Study of Swedish Influence on the Acquisition of English in Finland</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">With a Finnish-speaking majority and a Swedish-speaking minority, Finland offers a striking contrast in the kinds of cross-linguistic influence that can occur in the acquisition of English in a multilingual setting. While much previous... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_5619578" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">With a Finnish-speaking majority and a Swedish-speaking minority, Finland offers a striking contrast in the kinds of cross-linguistic influence that can occur in the acquisition of English in a multilingual setting. While much previous research has looked at the differences between Finnish and Swedish influences, our study compares Swedish influence on the use of English by native speakers of Swedish and by native speakers of Finnish, both positive and negative transfer being evident in the performances. The findings indicate that although both groups show influence from Swedish, the patterns of transfer are by no means identical.</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/5619578" 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="b677cb1ac56a44605626228483656bee" rel="nofollow" data-download="{"attachment_id":32941045,"asset_id":5619578,"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/32941045/download_file?st=MTczNzkwMDM3MCw4LjIyMi4yMDguMTQ2&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="8053952" href="https://utah.academia.edu/ScottJarvis">Scott Jarvis</a><script data-card-contents-for-user="8053952" type="text/json">{"id":8053952,"first_name":"Scott","last_name":"Jarvis","domain_name":"utah","page_name":"ScottJarvis","display_name":"Scott Jarvis","profile_url":"https://utah.academia.edu/ScottJarvis?f_ri=15817","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_5619578 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="5619578"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 5619578, container: ".js-paper-rank-work_5619578", }); 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While much previous research has looked at the differences between Finnish and Swedish influences, our study compares Swedish influence on the use of English by native speakers of Swedish and by native speakers of Finnish, both positive and negative transfer being evident in the performances. The findings indicate that although both groups show influence from Swedish, the patterns of transfer are by no means identical.","downloadable_attachments":[{"id":32941045,"asset_id":5619578,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":8053952,"first_name":"Scott","last_name":"Jarvis","domain_name":"utah","page_name":"ScottJarvis","display_name":"Scott Jarvis","profile_url":"https://utah.academia.edu/ScottJarvis?f_ri=15817","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=15817","nofollow":true},{"id":2308,"name":"Multilingualism","url":"https://www.academia.edu/Documents/in/Multilingualism?f_ri=15817","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=15817","nofollow":true},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory?f_ri=15817"},{"id":66080,"name":"Age","url":"https://www.academia.edu/Documents/in/Age?f_ri=15817"},{"id":80698,"name":"Films","url":"https://www.academia.edu/Documents/in/Films?f_ri=15817"},{"id":152553,"name":"Comparative Analysis","url":"https://www.academia.edu/Documents/in/Comparative_Analysis?f_ri=15817"},{"id":192697,"name":"Task analysis","url":"https://www.academia.edu/Documents/in/Task_analysis?f_ri=15817"},{"id":984543,"name":"Language Patterns","url":"https://www.academia.edu/Documents/in/Language_Patterns?f_ri=15817"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_27096270" data-work_id="27096270" 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/27096270/Spoken_and_gestural_production_in_a_naming_task_by_young_children_with_Down_syndrome">Spoken and gestural production in a naming task by young children 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">Lexical production in children with Down syndrome (DS) was investigated by examining spoken naming accuracy and the use of spontaneous gestures in a picture naming task. Fifteen children with DS (range 3.8-8.3 years) were compared to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_27096270" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Lexical production in children with Down syndrome (DS) was investigated by examining spoken naming accuracy and the use of spontaneous gestures in a picture naming task. Fifteen children with DS (range 3.8-8.3 years) were compared to typically developing children (TD), matched for chronological age and developmental age (range 2.6-4.3 years). Relative to TD children, children with DS were less accurate in speech (producing a greater number of unintelligible answers), yet they produced more gestures overall and of these a sig-niWcantly higher percentage of iconic gestures. Furthermore, the iconic gestures produced by children with DS accompanied by incorrect or no speech often expressed a concept similar to that of the target word, suggesting deeper conceptual knowledge relative to that expressed only in 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/27096270" 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="69806973ca48f97d96f900cd1ce09b87" rel="nofollow" data-download="{"attachment_id":47348764,"asset_id":27096270,"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/47348764/download_file?st=MTczNzkwMDM3MCw4LjIyMi4yMDguMTQ2&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="51145650" href="https://independent.academia.edu/CristinaCaselli">Cristina Caselli</a><script data-card-contents-for-user="51145650" type="text/json">{"id":51145650,"first_name":"Cristina","last_name":"Caselli","domain_name":"independent","page_name":"CristinaCaselli","display_name":"Cristina Caselli","profile_url":"https://independent.academia.edu/CristinaCaselli?f_ri=15817","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_27096270 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="27096270"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 27096270, container: ".js-paper-rank-work_27096270", }); 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$(".js-view-count[data-work-id=27096270]").text(description); $(".js-view-count-work_27096270").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_27096270").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="27096270"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">22</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="3147" rel="nofollow" href="https://www.academia.edu/Documents/in/Gesture">Gesture</a>, <script data-card-contents-for-ri="3147" type="text/json">{"id":3147,"name":"Gesture","url":"https://www.academia.edu/Documents/in/Gesture?f_ri=15817","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=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9851" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Development">Language Development</a>, <script data-card-contents-for-ri="9851" type="text/json">{"id":9851,"name":"Language Development","url":"https://www.academia.edu/Documents/in/Language_Development?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11832" rel="nofollow" href="https://www.academia.edu/Documents/in/Nonverbal_Communication">Nonverbal Communication</a><script data-card-contents-for-ri="11832" type="text/json">{"id":11832,"name":"Nonverbal Communication","url":"https://www.academia.edu/Documents/in/Nonverbal_Communication?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=27096270]'), work: {"id":27096270,"title":"Spoken and gestural production in a naming task by young children with Down syndrome","created_at":"2016-07-19T05:01:15.801-07:00","url":"https://www.academia.edu/27096270/Spoken_and_gestural_production_in_a_naming_task_by_young_children_with_Down_syndrome?f_ri=15817","dom_id":"work_27096270","summary":"Lexical production in children with Down syndrome (DS) was investigated by examining spoken naming accuracy and the use of spontaneous gestures in a picture naming task. Fifteen children with DS (range 3.8-8.3 years) were compared to typically developing children (TD), matched for chronological age and developmental age (range 2.6-4.3 years). Relative to TD children, children with DS were less accurate in speech (producing a greater number of unintelligible answers), yet they produced more gestures overall and of these a sig-niWcantly higher percentage of iconic gestures. Furthermore, the iconic gestures produced by children with DS accompanied by incorrect or no speech often expressed a concept similar to that of the target word, suggesting deeper conceptual knowledge relative to that expressed only in speech.","downloadable_attachments":[{"id":47348764,"asset_id":27096270,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":51145650,"first_name":"Cristina","last_name":"Caselli","domain_name":"independent","page_name":"CristinaCaselli","display_name":"Cristina Caselli","profile_url":"https://independent.academia.edu/CristinaCaselli?f_ri=15817","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":3147,"name":"Gesture","url":"https://www.academia.edu/Documents/in/Gesture?f_ri=15817","nofollow":true},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=15817","nofollow":true},{"id":9851,"name":"Language Development","url":"https://www.academia.edu/Documents/in/Language_Development?f_ri=15817","nofollow":true},{"id":11832,"name":"Nonverbal Communication","url":"https://www.academia.edu/Documents/in/Nonverbal_Communication?f_ri=15817","nofollow":true},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817"},{"id":18174,"name":"Language","url":"https://www.academia.edu/Documents/in/Language?f_ri=15817"},{"id":37413,"name":"Down Syndrome","url":"https://www.academia.edu/Documents/in/Down_Syndrome?f_ri=15817"},{"id":42799,"name":"Speech","url":"https://www.academia.edu/Documents/in/Speech?f_ri=15817"},{"id":64453,"name":"Gestures","url":"https://www.academia.edu/Documents/in/Gestures?f_ri=15817"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=15817"},{"id":66080,"name":"Age","url":"https://www.academia.edu/Documents/in/Age?f_ri=15817"},{"id":152553,"name":"Comparative Analysis","url":"https://www.academia.edu/Documents/in/Comparative_Analysis?f_ri=15817"},{"id":192697,"name":"Task analysis","url":"https://www.academia.edu/Documents/in/Task_analysis?f_ri=15817"},{"id":341121,"name":"Cognitive impairment","url":"https://www.academia.edu/Documents/in/Cognitive_impairment?f_ri=15817"},{"id":369542,"name":"Picture Naming","url":"https://www.academia.edu/Documents/in/Picture_Naming?f_ri=15817"},{"id":386538,"name":"Conceptual Knowledge","url":"https://www.academia.edu/Documents/in/Conceptual_Knowledge?f_ri=15817"},{"id":413194,"name":"Analysis of Variance","url":"https://www.academia.edu/Documents/in/Analysis_of_Variance?f_ri=15817"},{"id":538047,"name":"Young Children","url":"https://www.academia.edu/Documents/in/Young_Children?f_ri=15817"},{"id":978643,"name":"Typical Development","url":"https://www.academia.edu/Documents/in/Typical_Development?f_ri=15817"},{"id":1819399,"name":"Case Control 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Sciences","url":"https://www.academia.edu/Documents/in/Speech_Sciences?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15817" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Communication">Speech Communication</a>, <script data-card-contents-for-ri="15817" type="text/json">{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="484219" rel="nofollow" href="https://www.academia.edu/Documents/in/Basal_ganglia">Basal ganglia</a>, <script data-card-contents-for-ri="484219" type="text/json">{"id":484219,"name":"Basal ganglia","url":"https://www.academia.edu/Documents/in/Basal_ganglia?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="687875" rel="nofollow" href="https://www.academia.edu/Documents/in/Neurological_Motor_Speech_Disorder">Neurological Motor Speech Disorder</a><script data-card-contents-for-ri="687875" type="text/json">{"id":687875,"name":"Neurological Motor Speech Disorder","url":"https://www.academia.edu/Documents/in/Neurological_Motor_Speech_Disorder?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=32438606]'), work: {"id":32438606,"title":"motor2.pdf","created_at":"2017-04-15T12:21:30.622-07:00","url":"https://www.academia.edu/32438606/motor2_pdf?f_ri=15817","dom_id":"work_32438606","summary":null,"downloadable_attachments":[{"id":52631121,"asset_id":32438606,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":40840767,"first_name":"Marwa","last_name":"Ghouini","domain_name":"ucl","page_name":"MarwaGhouini","display_name":"Marwa Ghouini","profile_url":"https://ucl.academia.edu/MarwaGhouini?f_ri=15817","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":5390,"name":"Speech Sciences","url":"https://www.academia.edu/Documents/in/Speech_Sciences?f_ri=15817","nofollow":true},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true},{"id":484219,"name":"Basal ganglia","url":"https://www.academia.edu/Documents/in/Basal_ganglia?f_ri=15817","nofollow":true},{"id":687875,"name":"Neurological Motor Speech Disorder","url":"https://www.academia.edu/Documents/in/Neurological_Motor_Speech_Disorder?f_ri=15817","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_44233516 coauthored" data-work_id="44233516" 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/44233516/Extending_automatic_vowel_formant_extraction_to_New_Englishes_A_comparison_of_different_methods">Extending automatic vowel formant extraction to New Englishes: A comparison of different methods</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">While different automated procedures for vowel formant prediction have recently been proposed, it is unclear how reliably these methods perform in the phonetic study of vowels in New Englishes and how such approaches could be applied to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44233516" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">While different automated procedures for vowel formant prediction have recently been proposed, it is unclear how reliably these methods perform in the phonetic study of vowels in New Englishes and how such approaches could be applied to specific varieties. This paper compares different automatic methods for vowel formant prediction in New Englishes, using manual measurements of Trinidadian English as a baseline. The results show that all methods perform significantly better than default formant parameters often used in speech analysis packages, and that a Bayesian formant tracker calibrated with American (US-FAVE) and Trinidadian English (TRINI-FAVE) generally provides better results than an automatic procedure that optimizes formant ceilings on a vowel-and speaker-specific level. TRINI-FAVE measures vowels characteristic of Trinidadian English most accurately. Phonetic studies of vowels in New Englishes can benefit from these methods.</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/44233516" 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="b6f5648d86da7534c7a178ad1a86ef16" rel="nofollow" data-download="{"attachment_id":64603373,"asset_id":44233516,"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/64603373/download_file?st=MTczNzkwMDM3MCw4LjIyMi4yMDguMTQ2&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="29969070" href="https://uni-muenster.academia.edu/PhilippMeer">Philipp Meer</a><script data-card-contents-for-user="29969070" type="text/json">{"id":29969070,"first_name":"Philipp","last_name":"Meer","domain_name":"uni-muenster","page_name":"PhilippMeer","display_name":"Philipp Meer","profile_url":"https://uni-muenster.academia.edu/PhilippMeer?f_ri=15817","photo":"https://0.academia-photos.com/29969070/10597687/19762255/s65_philipp.meer.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-44233516">+1</span><div class="hidden js-additional-users-44233516"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/Jos%C3%A9MatuteFlores">José Matute Flores</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-44233516'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-44233516').html(); 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This paper compares different automatic methods for vowel formant prediction in New Englishes, using manual measurements of Trinidadian English as a baseline. The results show that all methods perform significantly better than default formant parameters often used in speech analysis packages, and that a Bayesian formant tracker calibrated with American (US-FAVE) and Trinidadian English (TRINI-FAVE) generally provides better results than an automatic procedure that optimizes formant ceilings on a vowel-and speaker-specific level. TRINI-FAVE measures vowels characteristic of Trinidadian English most accurately. Phonetic studies of vowels in New Englishes can benefit from these methods.","downloadable_attachments":[{"id":64603373,"asset_id":44233516,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":29969070,"first_name":"Philipp","last_name":"Meer","domain_name":"uni-muenster","page_name":"PhilippMeer","display_name":"Philipp Meer","profile_url":"https://uni-muenster.academia.edu/PhilippMeer?f_ri=15817","photo":"https://0.academia-photos.com/29969070/10597687/19762255/s65_philipp.meer.jpg"},{"id":174383031,"first_name":"José Matute","last_name":"Flores","domain_name":"independent","page_name":"JoséMatuteFlores","display_name":"José Matute Flores","profile_url":"https://independent.academia.edu/Jos%C3%A9MatuteFlores?f_ri=15817","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=15817","nofollow":true},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=15817","nofollow":true},{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=15817","nofollow":true},{"id":2525,"name":"Language Variation and Change","url":"https://www.academia.edu/Documents/in/Language_Variation_and_Change?f_ri=15817","nofollow":true},{"id":3244,"name":"Bayesian","url":"https://www.academia.edu/Documents/in/Bayesian?f_ri=15817"},{"id":7945,"name":"Caribbean Studies","url":"https://www.academia.edu/Documents/in/Caribbean_Studies?f_ri=15817"},{"id":8938,"name":"Sociophonetics","url":"https://www.academia.edu/Documents/in/Sociophonetics?f_ri=15817"},{"id":10632,"name":"World Englishes","url":"https://www.academia.edu/Documents/in/World_Englishes?f_ri=15817"},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817"},{"id":21025,"name":"Acoustic Phonetics","url":"https://www.academia.edu/Documents/in/Acoustic_Phonetics?f_ri=15817"},{"id":67103,"name":"Varieties of English","url":"https://www.academia.edu/Documents/in/Varieties_of_English?f_ri=15817"},{"id":109386,"name":"New Englishes","url":"https://www.academia.edu/Documents/in/New_Englishes?f_ri=15817"},{"id":137967,"name":"Trinidad and Tobago","url":"https://www.academia.edu/Documents/in/Trinidad_and_Tobago?f_ri=15817"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4547220" data-work_id="4547220" 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/4547220/Is_the_DTW_distance_really_a_metric_An_algorithm_reducing_the_number_of_DTW_comparisons_in_isolated_word_recognition">Is the DTW "distance" really a metric? An algorithm reducing the number of DTW comparisons in isolated word recognition</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">in general, the inter-word dissimilarity measure supplied by Dynamic Time Warping algorithms can not be assumed to be a metric because it does not fully satisfy all the required properties (the triangle inequality in particular). In this... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_4547220" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">in general, the inter-word dissimilarity measure supplied by Dynamic Time Warping algorithms can not be assumed to be a metric because it does not fully satisfy all the required properties (the triangle inequality in particular). In this paper, however, empirical evidence of loose satisfaction of these properties with real speech will be presented, allowing the assumption of a "loose metric space" structure in the set of parametric representations of words in a given vocabulary. Based on this structure, a search algorithm will be introduced which eliminates the need of computing the DTW-distance between the test word and many of the prototypes in the dictionary for Isolated Word Recognition. Experiments with vocabularies of different characteristics, have proved that the algorithm finds the nearest prototype by performing DTW computations with an average of only 30% of the words in the dictionary. This figure has been observed to decrease with increasing dictionary size, and also if the test word is close to the corresponding prototype ("well uttered" word).</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/4547220" 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="8d8c90fecc28d583796723a5b92bbb45" rel="nofollow" data-download="{"attachment_id":49797365,"asset_id":4547220,"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/49797365/download_file?st=MTczNzkwMDM3MCw4LjIyMi4yMDguMTQ2&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="5673885" href="https://independent.academia.edu/HectorSegovia">Hector Segovia</a><script data-card-contents-for-user="5673885" type="text/json">{"id":5673885,"first_name":"Hector","last_name":"Segovia","domain_name":"independent","page_name":"HectorSegovia","display_name":"Hector Segovia","profile_url":"https://independent.academia.edu/HectorSegovia?f_ri=15817","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_4547220 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4547220"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4547220, container: ".js-paper-rank-work_4547220", }); 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$(".js-view-count[data-work-id=4547220]").text(description); $(".js-view-count-work_4547220").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_4547220").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="4547220"><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="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=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15674" rel="nofollow" href="https://www.academia.edu/Documents/in/Linguistics">Linguistics</a>, <script data-card-contents-for-ri="15674" type="text/json">{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15817" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Communication">Speech Communication</a>, <script data-card-contents-for-ri="15817" type="text/json">{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="90515" rel="nofollow" href="https://www.academia.edu/Documents/in/Word_Recognition">Word Recognition</a><script data-card-contents-for-ri="90515" type="text/json">{"id":90515,"name":"Word Recognition","url":"https://www.academia.edu/Documents/in/Word_Recognition?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=4547220]'), work: {"id":4547220,"title":"Is the DTW \"distance\" really a metric? An algorithm reducing the number of DTW comparisons in isolated word recognition","created_at":"2013-09-21T12:52:47.900-07:00","url":"https://www.academia.edu/4547220/Is_the_DTW_distance_really_a_metric_An_algorithm_reducing_the_number_of_DTW_comparisons_in_isolated_word_recognition?f_ri=15817","dom_id":"work_4547220","summary":"in general, the inter-word dissimilarity measure supplied by Dynamic Time Warping algorithms can not be assumed to be a metric because it does not fully satisfy all the required properties (the triangle inequality in particular). In this paper, however, empirical evidence of loose satisfaction of these properties with real speech will be presented, allowing the assumption of a \"loose metric space\" structure in the set of parametric representations of words in a given vocabulary. Based on this structure, a search algorithm will be introduced which eliminates the need of computing the DTW-distance between the test word and many of the prototypes in the dictionary for Isolated Word Recognition. Experiments with vocabularies of different characteristics, have proved that the algorithm finds the nearest prototype by performing DTW computations with an average of only 30% of the words in the dictionary. This figure has been observed to decrease with increasing dictionary size, and also if the test word is close to the corresponding prototype (\"well uttered\" word).","downloadable_attachments":[{"id":49797365,"asset_id":4547220,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5673885,"first_name":"Hector","last_name":"Segovia","domain_name":"independent","page_name":"HectorSegovia","display_name":"Hector Segovia","profile_url":"https://independent.academia.edu/HectorSegovia?f_ri=15817","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=15817","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=15817","nofollow":true},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true},{"id":90515,"name":"Word Recognition","url":"https://www.academia.edu/Documents/in/Word_Recognition?f_ri=15817","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_8043043" data-work_id="8043043" 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" rel="nofollow" href="https://www.academia.edu/8043043/Fundamentals_of_Oral_Communication_3rd_edition">Fundamentals of Oral Communication, 3rd edition</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Research-based, comprehensive textbook covering public speaking, interpersonal communication, small group communication, interviewing, digital literacy (communicating with technology), & much more.</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/8043043" 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="7be27d9fbb3e48bf0130ac05fc008478" rel="nofollow" data-download="{"attachment_id":34814844,"asset_id":8043043,"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/34814844/download_file?st=MTczNzkwMDM3MCw4LjIyMi4yMDguMTQ2&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="7079429" href="https://ncsu.academia.edu/RoySchwartzman">Roy Schwartzman</a><script data-card-contents-for-user="7079429" type="text/json">{"id":7079429,"first_name":"Roy","last_name":"Schwartzman","domain_name":"ncsu","page_name":"RoySchwartzman","display_name":"Roy Schwartzman","profile_url":"https://ncsu.academia.edu/RoySchwartzman?f_ri=15817","photo":"https://0.academia-photos.com/7079429/2666788/105701954/s65_roy.schwartzman.jpg"}</script></span></span></li><li class="js-paper-rank-work_8043043 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8043043"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8043043, container: ".js-paper-rank-work_8043043", }); });</script></li><li class="js-percentile-work_8043043 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 = 8043043; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_8043043"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_8043043 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="8043043"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8043043; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8043043]").text(description); $(".js-view-count-work_8043043").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_8043043").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="8043043"><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="11711" rel="nofollow" href="https://www.academia.edu/Documents/in/Public_Speaking">Public Speaking</a>, <script data-card-contents-for-ri="11711" type="text/json">{"id":11711,"name":"Public Speaking","url":"https://www.academia.edu/Documents/in/Public_Speaking?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15817" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Communication">Speech Communication</a>, <script data-card-contents-for-ri="15817" type="text/json">{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="26945" rel="nofollow" href="https://www.academia.edu/Documents/in/Communication_Skills">Communication Skills</a>, <script data-card-contents-for-ri="26945" type="text/json">{"id":26945,"name":"Communication Skills","url":"https://www.academia.edu/Documents/in/Communication_Skills?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="52154" rel="nofollow" href="https://www.academia.edu/Documents/in/Communication_Studies">Communication Studies</a><script data-card-contents-for-ri="52154" type="text/json">{"id":52154,"name":"Communication Studies","url":"https://www.academia.edu/Documents/in/Communication_Studies?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=8043043]'), work: {"id":8043043,"title":"Fundamentals of Oral Communication, 3rd edition","created_at":"2014-08-21T11:59:58.905-07:00","url":"https://www.academia.edu/8043043/Fundamentals_of_Oral_Communication_3rd_edition?f_ri=15817","dom_id":"work_8043043","summary":"Research-based, comprehensive textbook covering public speaking, interpersonal communication, small group communication, interviewing, digital literacy (communicating with technology), \u0026 much more.","downloadable_attachments":[{"id":34814844,"asset_id":8043043,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7079429,"first_name":"Roy","last_name":"Schwartzman","domain_name":"ncsu","page_name":"RoySchwartzman","display_name":"Roy Schwartzman","profile_url":"https://ncsu.academia.edu/RoySchwartzman?f_ri=15817","photo":"https://0.academia-photos.com/7079429/2666788/105701954/s65_roy.schwartzman.jpg"}],"research_interests":[{"id":11711,"name":"Public Speaking","url":"https://www.academia.edu/Documents/in/Public_Speaking?f_ri=15817","nofollow":true},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817","nofollow":true},{"id":26945,"name":"Communication Skills","url":"https://www.academia.edu/Documents/in/Communication_Skills?f_ri=15817","nofollow":true},{"id":52154,"name":"Communication Studies","url":"https://www.academia.edu/Documents/in/Communication_Studies?f_ri=15817","nofollow":true},{"id":157614,"name":"Presentation Skills, Public Speaking","url":"https://www.academia.edu/Documents/in/Presentation_Skills_Public_Speaking?f_ri=15817"},{"id":362568,"name":"Oral Communication Skills","url":"https://www.academia.edu/Documents/in/Oral_Communication_Skills?f_ri=15817"},{"id":475749,"name":"Basic Course Communication","url":"https://www.academia.edu/Documents/in/Basic_Course_Communication?f_ri=15817"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44298189" data-work_id="44298189" 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/44298189/People_with_Disabilities_in_Oral_Communication_Centers_Pathways_Toward_Acknowledgment_and_Engagement">People with Disabilities in Oral Communication Centers: Pathways Toward Acknowledgment and Engagement</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">With an estimated 11 percent of all undergraduate students (at least two million) having a disability and the numbers of such students increasing (National Council on Disability, 2015), oral communication tutoring centers face an... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44298189" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">With an estimated 11 percent of all undergraduate students (at least two million) having a disability and the numbers of such students increasing (National Council on Disability, 2015), oral communication tutoring centers face an escalating imperative to account for this population in their instructional practices. The Multidimensional Attitudes Scale (MAS) Toward Persons With Disabilities was administered to a demographically diverse sample (n = 149) of communication center student tutors and a control group of undergraduates. Results reveal positive emotions toward PWDs, with proclivity toward avoidance due to shyness and nervousness around PWDs. In the behavioral dimension,<br />prevalent reactions to PWDs clustered around non-acknowledgment (preferring to read or use their phones, or not initiating any interaction). These findings may reflect the need to more actively stimulate direct personal interactions with people who are unfamiliar or<br />different, which the current generation of digitally saturated college students often finds challenging.</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/44298189" 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="ac01125daa17d9877498c4de50410b06" rel="nofollow" data-download="{"attachment_id":64682058,"asset_id":44298189,"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/64682058/download_file?st=MTczNzkwMDM3MCw4LjIyMi4yMDguMTQ2&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="7079429" href="https://ncsu.academia.edu/RoySchwartzman">Roy Schwartzman</a><script data-card-contents-for-user="7079429" type="text/json">{"id":7079429,"first_name":"Roy","last_name":"Schwartzman","domain_name":"ncsu","page_name":"RoySchwartzman","display_name":"Roy Schwartzman","profile_url":"https://ncsu.academia.edu/RoySchwartzman?f_ri=15817","photo":"https://0.academia-photos.com/7079429/2666788/105701954/s65_roy.schwartzman.jpg"}</script></span></span></li><li class="js-paper-rank-work_44298189 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44298189"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44298189, container: ".js-paper-rank-work_44298189", }); });</script></li><li class="js-percentile-work_44298189 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 = 44298189; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_44298189"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_44298189 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="44298189"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44298189; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44298189]").text(description); $(".js-view-count-work_44298189").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44298189").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="44298189"><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="859" rel="nofollow" href="https://www.academia.edu/Documents/in/Communication">Communication</a>, <script data-card-contents-for-ri="859" type="text/json">{"id":859,"name":"Communication","url":"https://www.academia.edu/Documents/in/Communication?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1014" rel="nofollow" href="https://www.academia.edu/Documents/in/Scholarship_of_Teaching_and_Learning">Scholarship of Teaching and Learning</a>, <script data-card-contents-for-ri="1014" type="text/json">{"id":1014,"name":"Scholarship of Teaching and Learning","url":"https://www.academia.edu/Documents/in/Scholarship_of_Teaching_and_Learning?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1062" rel="nofollow" href="https://www.academia.edu/Documents/in/Special_Education">Special Education</a>, <script data-card-contents-for-ri="1062" type="text/json">{"id":1062,"name":"Special Education","url":"https://www.academia.edu/Documents/in/Special_Education?f_ri=15817","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2260" rel="nofollow" href="https://www.academia.edu/Documents/in/Disability_Studies">Disability Studies</a><script data-card-contents-for-ri="2260" type="text/json">{"id":2260,"name":"Disability Studies","url":"https://www.academia.edu/Documents/in/Disability_Studies?f_ri=15817","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44298189]'), work: {"id":44298189,"title":"People with Disabilities in Oral Communication Centers: Pathways Toward Acknowledgment and Engagement","created_at":"2020-10-14T14:41:29.473-07:00","url":"https://www.academia.edu/44298189/People_with_Disabilities_in_Oral_Communication_Centers_Pathways_Toward_Acknowledgment_and_Engagement?f_ri=15817","dom_id":"work_44298189","summary":"With an estimated 11 percent of all undergraduate students (at least two million) having a disability and the numbers of such students increasing (National Council on Disability, 2015), oral communication tutoring centers face an escalating imperative to account for this population in their instructional practices. The Multidimensional Attitudes Scale (MAS) Toward Persons With Disabilities was administered to a demographically diverse sample (n = 149) of communication center student tutors and a control group of undergraduates. Results reveal positive emotions toward PWDs, with proclivity toward avoidance due to shyness and nervousness around PWDs. In the behavioral dimension,\nprevalent reactions to PWDs clustered around non-acknowledgment (preferring to read or use their phones, or not initiating any interaction). These findings may reflect the need to more actively stimulate direct personal interactions with people who are unfamiliar or\ndifferent, which the current generation of digitally saturated college students often finds challenging.","downloadable_attachments":[{"id":64682058,"asset_id":44298189,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7079429,"first_name":"Roy","last_name":"Schwartzman","domain_name":"ncsu","page_name":"RoySchwartzman","display_name":"Roy Schwartzman","profile_url":"https://ncsu.academia.edu/RoySchwartzman?f_ri=15817","photo":"https://0.academia-photos.com/7079429/2666788/105701954/s65_roy.schwartzman.jpg"}],"research_interests":[{"id":859,"name":"Communication","url":"https://www.academia.edu/Documents/in/Communication?f_ri=15817","nofollow":true},{"id":1014,"name":"Scholarship of Teaching and Learning","url":"https://www.academia.edu/Documents/in/Scholarship_of_Teaching_and_Learning?f_ri=15817","nofollow":true},{"id":1062,"name":"Special Education","url":"https://www.academia.edu/Documents/in/Special_Education?f_ri=15817","nofollow":true},{"id":2260,"name":"Disability Studies","url":"https://www.academia.edu/Documents/in/Disability_Studies?f_ri=15817","nofollow":true},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=15817"},{"id":17802,"name":"Diversity \u0026 Inclusion","url":"https://www.academia.edu/Documents/in/Diversity_and_Inclusion?f_ri=15817"},{"id":18512,"name":"Inclusive Education","url":"https://www.academia.edu/Documents/in/Inclusive_Education?f_ri=15817"},{"id":52154,"name":"Communication Studies","url":"https://www.academia.edu/Documents/in/Communication_Studies?f_ri=15817"},{"id":58241,"name":"Tutoring","url":"https://www.academia.edu/Documents/in/Tutoring?f_ri=15817"},{"id":283017,"name":"Communication Centers","url":"https://www.academia.edu/Documents/in/Communication_Centers?f_ri=15817"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_9923885" data-work_id="9923885" 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/9923885/Emergent_literacy_activities_instructional_adaptations_and_school_absence_of_children_with_cerebral_palsy_in_special_education">Emergent literacy activities, instructional adaptations and school absence of children with cerebral palsy in special education</a></div></div><div 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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="9a274064a6b524e1a341ce2e6d92b627" 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=MTczNzkwMDM3MCw4LjIyMi4yMDguMTQ2&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=15817","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", }); 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