Speech Production

The mental health, adaptive behaviour and intellectual abilities of people with Down syndrome (n=129) were evaluated in a population-based survey of social and health care records. Females had better cognitive abilities and speech production compared with males. Males had more behavioural problems than females. Behaviour suggestive of attention deficit hyperactivity disorder was often seen in childhood. Depression was diagnosed mainly in adults with mild to moderate intellectual disability. Autistic behaviour was most common in individuals with profound intellectual disability. Elderly people often showed decline of adaptive behaviour associated with Alzheimer's disease. Case descriptions are presented to illustrate the multitude of mental health and behavioural issues seen from childhood to old age in this population.

This chapter provides an overview of research on the phonetic changes that occur in one's native language (L1) due to recent experience in another language (L2), a phenomenon known as phonetic drift. Through a survey of empirical findings on segmental and suprasegmental acoustic properties, the chapter examines the features of the L1 that are subject to phonetic drift, the cognitive mechanism(s) behind phonetic drift, and the various factors that influence the likelihood of phonetic drift. In short, virtually all aspects of L1 speech are subject to drift, but different aspects do not drift in the same manner, possibly due to multiple routes of L2 influence coexisting at different levels of L1 phonological structure. In addition to the timescale of these changes, the chapter discusses the relationship between phonetic drift and attrition as well as some of the enduring questions in this area.

Abstract: The article examines Polish translations of the Derridian term différance. Polish philosophical discourse uses the following renditions of différance: róż (ni (c) oś) ć by Bogdan Banasiak, różNICa by Tadeusz Sławek, gra-na-zwłokę-o-różnicę by Stanisław Cichowicz and the most popular: różnia by Joanna Skoczylas. Should a mistake be deliberately committed in Polish, as it was done in the original? Or should it be corrected, and if so–how to explain the correction?

Any parallels between the communication of human and non-human primates (Savage-Rumbaugh et al. 1998) have routinely been rejected by generative linguists on the basis of the alleged creativity and syntactic power of human speech, which, they claim, are not shared by non-human primates (Chomsky 1972). In this paper I examine the consequences of this view and demonstrate that inevitably such a belief in human creativity and symbolic understanding (Deacon 1997) leads to a form of Cartesian dualism. I contrast the generativist approach with Skinner's classic model of verbal behaviour (1957), in which there is no room for general concepts or meaning. In fact, Skinner's model turns out to be even more radical in its rejection of general concepts and symbolic reference than more recent psycholinguistic ones, such as Levelt (1989), and philosophical ones, such as Dennett (1993). I argue that the almost total ostracism of Skinner's views by most linguists (starting with Chomsky 1959) was unjustified and is due for a re-evaluation.

Linguistic studies focusing on monolinguals have often examined individuals with considerable experience using another language. Results of a methodological review suggest that conflating ostensibly 'multicompetent' individuals with monolinguals is still common practice. A year-long longitudinal study of speech production demonstrates why this practice is problematic. Adult native English speakers recently arrived in Korea showed significant changes in their production of English stops and vowels (in terms of voice onset time, fundamental frequency, and formant frequencies) during Korean classes and continued to show altered English production a year later, months after their last Korean class. Consistent with an Incidental Processing Hypothesis (IPH) concerning the processing of ambient linguistic input, some changes persisted even in speakers who reported limited active use of Korean in their daily life. These patterns thus suggest that the linguistic experience obtained in a foreign language environment induces and then prolongs restructuring of the native language, making the multicompetent native speaker in a foreign language environment unrepresentative of a monolingual in a native language environment. Such restructuring supports the view that one’s native language continues to evolve in adulthood, highlighting the need for researchers to be explicit about a population under study and to accordingly control (and describe) language background in a study sample.

In a series of picture-word interference experiments, Catalan-Spanish bilinguals named pictures in Catalan with distractor words printed either in Catalan (same-language pairs) or in Spanish (differentlanguage pairs). Naming was facilitated when the distractor was the name of the picture in both same-[e.g., taula-taula (table in Catalan)] and different-language pairs [e.g., taula-mesa (table in Spanish)]. We also found that the facilitation effect was larger for same-language pairs and that semantically related distractors in the same-vs different-language conditions were similarly interfering. These results are interpreted within a lexical model that assumes that only words of the target language are considered for lexical selection and can, therefore, compete for selection. Converging evidence from several experiments indicates that the facilitation asymmetry for same name distractors arises because same-language distractors can activate target phonemes via nonlexical, graphemephoneme conversion processes. Facilitation was obtained with phonologically related distractors for both same-and different-language conditions but not for their translations. The results suggest that nonlexical phonological processes contribute to the phonological facilitation effect.

Bilingual speakers frequently report experiencing greater emotional resonance in their first language compared to their second. In Experiment 1, Turkish university students who had learned English as a foreign language had reduced skin conductance responses (SCRs) when listening to emotional phrases in English compared to Turkish, an effect which was most pronounced for childhood reprimands. A second type of emotional language, reading out loud true and false statements, was studied in Experiment 2. Larger SCRs were elicited by lies compared to true statements, and larger SCRs were evoked by English statements compared to Turkish statements. In contrast, ratings of how strongly participants felt they were lying showed that Turkish lies were more strongly felt than English lies. Results suggest that two factors influence the electrodermal activity elicited when bilingual speakers lie in their two languages: arousal due to emotions associated with lying, and arousal due to anxiety about managing speech production in non-native language. Anxiety and emotionality when speaking a non-naive language need to be better understood to inform practices ranging from bilingual psychotherapy to police interrogation of suspects and witnesses.

In the present study, we tested the hypothesis that bilingualism may cause a linguistic disadvantage in lexical access even for bilinguals' first and dominant language. To this purpose, we conducted a picture naming experiment comparing the performance of monolinguals and highly-proficient, L1-dominant bilinguals. The results revealed that monolinguals name pictures faster than bilinguals, both when bilinguals perform picture naming in their first and dominant language and when they do so in their weaker second language. This is the first time it has been demonstrated that bilinguals show a naming disadvantage in their L1 in comparison to monolingual speakers.

The first part of this paper reviews research evidence for typological similarity and/or L2 status as determinants of cross-linguistic influence (CLI) in multilingual lexical production. The second part presents a model of vocabulary acquisition as a framework to explain CLI at form, (syntactic) frame, and meaning levels as well as some of the developmental changes that have been reported for CLI patterns in relation to L3 learners’ proficiency. It is suggested that these patterns can be related to default processes and stages involved in the acquisition of individual word forms and their integration into networks of existing lexical triads as described in the Parasitic Model of vocabulary acquisition. The third part of this paper points to research into the complexity and non-linearity of multilingual lexical development and the need to learn more about it.

This study investigated the role of phonological memory (PM) in second language (L2) speech production by English-speaking adults who were learning Spanish. PM, operationalized as serial nonword recognition, and L2 lexical, narrative, and grammatical abilities from speech samples were assessed 13 weeks apart. After controlling for the amount of speech output, PM contributed significantly to the development of L2 narrative skills for less proficient participants (17.5% of variance explained) and to gains in correct use of function words for more proficient participants (15.7% of variance explained). These findings suggest that PM plays an important role in narrative development at earlier stages of L2 learning and in the acquisition of grammatical competence at later stages.

The study reported in this article aimed to investigate the way working memory capacity (WMC) interacts with careful online planning—a task-based implementation variable—to affect second language (L2) speech production. This issue is important to teachers, because it delves into one of the possible task-based implementation variables and thus could assist them in making empirically informed decisions in the classroom. It also bears significance for second language acquisition (SLA) researchers, in that it could help them test claims regarding the nature of interlanguages as well as the validity of speech production models that are essential in discussing the role and psycholinguistic functioning of planning in L2 performance and L2 acquisition (Ellis, 2005, 2009).

Despite abundant evidence of malleability in speech production, previous studies of the effects of late second-language learning on first-language speech production have been limited to advanced learners. This study examined these effects in novice learners, adult native English speakers enrolled in elementary Korean classes. In two acoustic studies, learners' production of English was found to be influenced by even brief experience with Korean. The effect was consistently one of assimilation to phonetic properties of Korean; moreover, it occurred at segmental, subsegmental, and global levels, often simultaneously. Taken together, the results suggest that cross-language linkages are established from the onset of second-language learning at multiple levels of phonological structure, allowing for pervasive influence of second-language experience on first-language representations. The findings are discussed with respect to current notions of cross-linguistic similarity, language development, and historical sound change.

Despite abundant evidence of malleability in speech production, previous studies of the effects of late second-language learning on first-language production have been limited to advanced learners. This dissertation examines these effects in novice learners, finding that experience in a second language rapidly, and possibly inexorably, affects production of the native language. In a longitudinal study of Korean acquisition, native English-speaking adult learners (n = 19) produced the same English words at weekly intervals over the course of intensive elementary Korean classes. Results of two acoustic case studies indicate that experience with Korean rapidly influences the production of English, and that the effect is one of assimilation to phonetic properties of Korean. In case study 1, experience with Korean stop types is found to influence the production of English stop types (in terms of voice onset time and/or fundamental frequency onset) as early as the second week of Korean classes, resulting in the lengthening of VOT in English voiceless stops (in approximation to the longer VOT of the perceptually similar Korean aspirated stops) and the raising of F0 onset following English voiced and voiceless stops (in approximation to the higher F0 levels of Korean). Similarly, in case study 2, experience with the Korean vowel space is found to have a significant effect on production of the English vowel space, resulting in a general raising of females' English vowels in approximation to the overall higher Korean vowel space. These rapid effects of second-language experience on first-language production suggest that cross-language linkages are established from the onset of second-language learning, that they occur at multiple levels, and that they are based not on orthographic equivalence, but on phonetic and/or phonological proximity between languages. The findings are discussed with respect to current notions of cross-linguistic similarity, exemplar models of phonology, and language teaching and research practices.

Although the Ancients placed great emphasis on delivery, modern rhetorical scholars often overlook the oral dimensions of speech. Speech is powerful because of its ability to elicit a somatic response. Scholars in other disciplines are examining how speech affects the body, but contemporary rhetorical scholarship often overlooks their findings. This essay reviews scholarship both inside and outside of communication studies that demonstrates the interplay between rhetoric and orality, paying particular attention to how scientific scholarship can inform our conception of ethos and pathos. By drawing together scientific and rhetorical scholarship, scholars in all disciplines can gain a greater understanding of how speech affects the mind, body, and soul.

Early foreign language (FL) programs have grown rapidly worldwide in the past two decades, resting on the assumption that “earlier is better” for learning a FL. However, the majority of empirical studies that investigated the “earlier is better” hypothesis were conducted in naturalistic immersion contexts. Given the substantial differences in the quality and quantity of input and instruction, whether or not the results in immersion contexts can be generalized to FL learning contexts remains unknown. The current study aimed to fill this gap by reviewing and synthesizing 40 empirical studies published in the past fifty years that examined the age of learning effect in FL learning contexts. Overall, the synthesis revealed no solid evidence for a younger learner advantage in short-term or long-term linguistic outcomes. We conclude with implications for research and practice.

Keywords: early foreign language education, formal classroom instruction, age of learning effect, research synthesis, critical/sensitive period.

Purpose: To examine the relationship between phonological processing skills prior to kindergarten entry and reading skills at the end of 1st grade, in children with speech sound disorders (SSD). Method: The participants were 17 children with SSD and poor phonological processing skills (SSD-low PP), 16 children with SSD and good phonological processing skills (SSD-high PP), and 35 children with typical speech who were first assessed during their prekindergarten year using measures of phonological processing (i.e., speech perception, rime awareness, and onset awareness tests), speech production, receptive and expressive language, and phonological awareness skills. This assessment was repeated when the children were completing 1st grade. The Test of Word Reading Efficiency was also conducted at that time. First-grade sight word and nonword reading performance was compared across these groups. Results: At the end of 1st grade, the SSD-low PP group achieved significantly lower nonword decoding scores than the SSD-high PP and typical speech groups. The 2 SSD groups demonstrated similarly good receptive language skills and similarly poor articulation skills at that time, however. No between-group differences in sight word reading were observed. All but 1 child (in the SSD-low PP group) obtained reading scores that were within normal limits. Conclusion: Weaknesses in phonological processing were stable for the SSD-low PP subgroup over a 2-year period.

Language can be viewed as a structuring of cognitive units that can be transmitted among individuals for the purpose of communicating information. Cognitive units stand in specific and systematic relationships with one another, and linguists are interested in the characterization of these units and the nature of these relationships. Both can be examined at various levels of granularity. It has long been observed that languages exhibit distinct patterning of units in syntax and in phonology. This distinction, a universal characteristic of language, is termed duality of patterning . Syntax refers to the structuring of words in sequence via hierarchical organization, where words are meaningful units belonging to an infinitely expandable set. But words also are composed of structured cognitive units. Phonology structures a small, closed set of recombinable, non-meaningful units that compose words (or signs, in the case of signed languages). It is precisely the use of a set of non-meaningful arbitrary discrete units that allows word creation to be productive. 1 In this chapter we outline a proposal that views the evolution of syntax and of phonology as arising from different sources and ultimately converging in a symbiotic relationship. Duality of patterning forms the intellectual basis for this proposal. Grasp and other manual gestures in early hominids are, as Arbib (Chapter 1, this volume) notes, well suited to provide a link from the iconic to the symbolic. Critically, the iconic aspects of manual gestures lend them a meaningful aspect that is critical to evolution of a system of symbolic units. However, we will argue that, given duality of patterning, phonological evolution crucially requires the emergence of effectively non-meaningful combinatorial units. We suggest that vocal tract action gestures are well suited to play a direct role in phonological evolution because, as argued by Studdert-Kennedy (2002a), they are Action to Language via the Mirror Neuron System, ed. Michael A. Arbib. Published by Cambridge University Press. © Cambridge University Press 2006. vocal-acoustic-auditory chain of communication. However, we are suggesting that the systems evolved in parallel complementary ways, and the existence of signed languages with syntactic structures comparable to spoken language indicates that a manual-optic-visual chain remains accessible for communication, given a suitably structured linguistic system, namely one having duality of patterning. 4 Except where they directly interact with one another, in the prosodic form of utterances. function as atoms or integral building blocks; further, it requires a "glue" that can bond these atomic units together into larger combinatorial structures or molecules. From an evolutionary perspective, we wish to consider the possibility that the basis for these (units and glue) was already largely present in the vocal tract and its control before the evolution of phonology, thus explaining how such a system might have readily taken on (or over) the job of distinguishing words from one another.

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".

Traditionally, models of speech comprehension and production do not depend on concepts and processes from the phonological short-term memory (pSTM) literature. Likewise, in working memory research, pSTM is considered to be a language-independent system that facilitates language acquisition rather than speech processing per se. We discuss couplings between pSTM, speech perception and speech production, and we propose that pSTM arises from the cycling of information between two phonological buffers, one involved in speech perception and one in speech production. We discuss the specific role of these processes in speech processing, and argue that models of speech perception and production, and our understanding of their neural bases, will benefit from incorporating them.

This chapter provides an overview of major theories and findings in the field of second language (L2) phonetics and phonology. Four main conceptual frameworks are discussed and compared: the Perceptual Assimilation Model-L2, the Native Language Magnet Theory, the Automatic Selective Perception Model, and the Speech Learning Model. These frameworks differ in terms of their empirical focus, including the type of learner (e.g., beginner vs. advanced) and target modality (e.g., perception vs. production), and in terms of their theoretical assumptions, such as the basic unit or window of analysis that is relevant (e.g., articulatory gestures, position-specific allophones). Despite the divergences among these theories, three recurring themes emerge from the literature reviewed. First, the learning of a target L2 structure (segment, prosodic pattern, etc.) is influenced by phonetic and/or phonological similarity to structures in the native language (L1). In particular, L1-L2 similarity exists at multiple levels and does not necessarily benefit L2 outcomes. Second, the role played by certain factors, such as acoustic phonetic similarity between close L1 and L2 sounds, changes over the course of learning, such that advanced learners may differ from novice learners with respect to the effect of a specific variable on observed L2 behavior. Third, the connection between L2 perception and production (insofar as the two are hypothesized to be linked) differs significantly from the perception-production links observed in L1 acquisition. In service of elucidating the predictive differences among these theories, this contribution discusses studies that have investigated L2 perception and/or production primarily at a segmental level. In addition to summarizing the areas in which there is broad consensus, the chapter points out a number of questions which remain a source of debate in the field today.

Five experiments are reported in which the picture naming performance of bilingual speakers in a languageswitching task was explored. In Experiment 1, Spanish learners of Catalan and Korean learners of Spanish were asked to perform a switching task between their first and dominant language (L1, Spanish or Korean) and their second language (L2, Catalan or Spanish). For these two groups switching from the weaker language (L2) to the more dominant language (L1) was harder than vice versa. This asymmetrical switching cost was not present when highly proficient Spanish-Catalan bilinguals performed the task either in their two dominant languages (Experiments 2 and 3) or in their dominant language (L1) and in their much weaker language (L3 English; Experiment 4). Furthermore, highly proficient bilinguals showed faster naming latencies in their weaker languages (L2 and L3) than in their dominant language (L1). Experiment 5 tested whether a bias in the triggering of lexicalization is at the basis of such a difference. Together these results reveal that the switching performance of highly proficient bilinguals does not seem to be subject to the same mechanisms as that of L2 learners.

In a series of picture-word interference experiments, Catalan-Spanish bilinguals named pictures in Catalan with distractor words printed either in Catalan (same-language pairs) or in Spanish (differentlanguage pairs). Naming was facilitated when the distractor was the name of the picture in both same-[e.g., taula-taula (table in Catalan)] and different-language pairs [e.g., taula-mesa (table in Spanish)]. We also found that the facilitation effect was larger for same-language pairs and that semantically related distractors in the same-vs different-language conditions were similarly interfering. These results are interpreted within a lexical model that assumes that only words of the target language are considered for lexical selection and can, therefore, compete for selection. Converging evidence from several experiments indicates that the facilitation asymmetry for same name distractors arises because same-language distractors can activate target phonemes via nonlexical, graphemephoneme conversion processes. Facilitation was obtained with phonologically related distractors for both same-and different-language conditions but not for their translations. The results suggest that nonlexical phonological processes contribute to the phonological facilitation effect.

This study explores the relationship between working memory capacity and self-repair behavior in first (L1) and second language (L2) oral production. 40 Iranian intermediate EFL learners participated in this study. Their working memory capacity was measured via a version of listening span test. The participants performed two oral narrative tasks, one in their L2 (English) and one in their L1 (Farsi). Then, they were asked to listen to their own narrations and comment on the repairs they made in their speech. Self-repairs were analyzed and categorized taking into account the participants’ stimulated recall comments.  Results of the analyses pointed to positive correlations between the participants’ working memory capacity and self-repairs in the L2 but not in the L1. Also, results revealed that whereas in the case of L1, the participants effectuated different-information and appropriacy repairs more than error-repairs, in the case of L2 more error-repairs were made.

Increasingly, children with Down syndrome receive literacy instruction based on a phonological awareness philosophy with the expectation of acquiring functional reading skills. Previous research demonstrates that a phonological awareness based reading programme delivers excellent results in terms of literacy acquisition and improvements in speech production for children with speech and language delays. Unfortunately, little research exists to support the effectiveness of this approach for children with Down syndrome. The current research study examined using a phonological awareness based intervention programme with three children with Down syndrome (aged 7;2, 8;4, and 8;10). A multiple baseline across behaviours design was selected. The intervention programme focused on the key skills of alliteration detection, phoneme isolation, spelling of orthographically regular words and rhyme detection. Two tasks (comprehension of passive structures and spatial structures) were selected as control behaviours. Phoneme segmentation and speech intelligibility were selected to investigate generalisation of intervention targets to other related skill areas. The results indicated that the participants improved the phonological awareness skills targeted in the intervention programme. Unfortunately, no generalisation to other areas of phonological awareness was noted. In summary, the results indicate that children with Down syndrome can bene®t from a phonological awareness based approach to literacy. #

A theoretical overview and supporting data are presented about the control of the segmental component of speech production. Findings of "motor-equivalent" trading relations between the contributions of two constrictions to the same acoustic transfer function provide preliminary support for the idea that segmental control is based on acoustic or auditory-perceptual goals. The goals are determined partly by non-linear, quanta1 relations (called "saturation effects") between motor commands and articulatory movements and between articulation and sound. Since processing times would be too long to allow the use of auditory feedback for closed-loop error correction in achieving acoustic goals, the control mechanism must use a robust "internal model" of the relation between articulation and the sound output that is learned during speech acquisition. Studies of the speech of cochlear implant and bilateral acoustic neuroma patients provide evidence supporting two roles for auditory feedback in adults: maintenance of the internal model, and monitoring the acoustic environment to help assure intelligibility by guiding relatively rapid adjustments in "postural" parameters underlying average sound level, speaking rate and the amount of prosodically-based inflection of FO and SPL. 0 1997 Elsevier Science B.V.

Previous findings on adult second-language (L2) learners showed systematic phonetic changes in their production of the native language (L1) starting in the first weeks of L2 learning [Chang, C. B. (2012). Rapid and multifaceted effects of second-language learning on first-language speech production. Journal of Phonetics, 40, 249–268]. This "phonetic drift" of L1 production in novice L2 learners was consistent with reports of phonetic drift in advanced L2 learners; however, the fact that novice learners showed relatively pronounced drift was unexpected. To explore the hypothesis that this pattern is due to a novelty effect boosting the encoding and retrieval of elementary L2 experience, the current study compared the inexperienced learners analyzed previously (learners with no prior knowledge of the L2) to experienced learners enrolled in the same language program. In accordance with the hypothesis, experienced learners manifested less phonetic drift in their production of L1 stops and vowels than inexperienced learners, suggesting that progressive familiarization with an L2 leads to reduced phonetic drift at later stages of L2 experience. These findings contradict the assumption that L2 influence on the L1 is weakest at early stages of L2 learning and argue in favor of viewing the L1 and L2 both as dynamic systems undergoing continuous change.

Researchers studying the speech of individuals with probable Alzheimer's disease (PAD) report that morphosyntax is preserved relative to lexical aspects of speech. The current study questions whether dividing all errors into only two categories, morphosyntactic and lexical, is warranted, given the theoretical controversies concerning the production and representation of pronouns and closed-class words in particular. Two experiments compare the speech output of 10 individuals with Alzheimer's disease to that of 15 healthy age-and education-matched speakers. Results of the first experiment indicate that the pattern of errors in the speech of participants with mild PAD reflects an across-the-board increase in the same types of errors made by healthy older speakers, including closed-class and morphosyntactic errors. In the second task, participants produced a grammatical sentence from written stimuli consisting of a transitive verb and two nouns. Only adults with Alzheimer's disease had difficulties with this task, producing many more closed-class word errors than did healthy older adults. Three of the participants with PAD produced nearly agrammatic speech in this task. These 3 people did not differ from the rest of the PAD group in age, education, working memory, or degree of semantic impairment. Further, error rates on the two tasks were highly correlated. We conclude that morphosyntax is not preserved in the speech output of individuals with PAD, but is vulnerable to errors along with all aspects of language that must be generated by the speaker. We suggest that these results best support a model of speech production in which all words are represented by semantic and grammatical features, both of which are vulnerable to failures of activation when there is damage or noise in the system as a result of pathology, trauma, or even divided attention.

The goals of the theoretical work that we describe here are twofold. We intend first to develop a realistic understanding of language forms as language users know them, produce them and perceive them. Second we aim to understand how the forms might have emerged in the evolutionary history of humans and how they arise developmentally, as a child interacts with speakers in the environment.

The original task-dynamic model of speech production incorporated the theoretical tenets of Articulatory Phonology and provided a dynamics of inter-articulator coordination for single and co-produced constriction gestures, given a gestural score that specifies a time-dependent vector of gestural activations for a given utterance. More recently, the model has been significantly extended to provide a framework for investigating the higher order

This study examined the production of the two-way laryngeal contrast in Korean sibilant fricatives in two experiments covering low and high vowel environments. Acoustic analyses show that in a low vowel environment, the two fricatives differ from each other in fricative duration, aspiration duration, F1 onset, intensity buildup, and voice quality; however, the F1 and intensity differences disappear in a high vowel environment. In both environments, there are no differences in F0 onset, average intensity, or vowel length. In having a fricative contrast without a voiced member, Korean constitutes an exception to Jansen's (2004) laryngeal typology. This contrast seems to be typologically unique and can only be accommodated by the addition of an aspirated voiceless lenis category to the set of possible laryngeal classifications.

Research on the age of learning effect on second language learners’ foreign accents utilizes human judgments to determine speech production outcomes. Inferences drawn from analyses of these ratings are then used to inform theories. The present study focuses on rater differences in the age of learning effect research. Three groups of raters who differed in their native language background and language experience participated in the study: inexperienced native English speaker (NES) raters, experienced NES raters, and advanced nonnative English speaker (NNES) raters. All raters evaluated 64 speech samples taken from both NESs and NNESs who varied in their age of arrival in the second-language-speaking country. Results from the study showed that experienced NES raters were better than the other two rater groups at distinguishing NESs from NNESs. Although no rater group differences were found in scaling speakers’ foreign accents or in their interrater reliability, inexperienced NES raters were stricter in their ratings than both experienced NES raters and advanced NNES raters. Implications for research on age of learning effects are discussed.

This study focuses on the comorbidity between attention-deficit/hyperactivity disorder (ADHD) symptoms and speech sound disorder (SSD). SSD is a developmental disorder characterized by speech production errors that impact intelligibility. Previous research addressing this comorbidity has typically used heterogeneous groups of speech–language disordered children. This study employed more precise speech–language diagnostic criteria and examined ADHD symptomatology in 108 SSD children between the ages of 4 and 7 years old with specific language impairment (SLI) (n = 23, 14 males, 9 females) and without SLI (n = 85, 49 males, 36 females). We also examined whether a subcategory of SSD, persistent (n = 39, 25 males, 14 females) versus normalized SSD (n = 67, 38 males, 29 females), was associated with ADHD and/or interacted with SLI to predict ADHD symptomatology. Results indicated that participants in the SSD + SLI group had higher rates of inattentive ADHD symptoms than those in the SSD-only and control groups. In addition, an unexpected interaction emerged such that children with SLI and normalized-SSD had significantly higher ADHD inattentive ratings than the other subgroups. A proposed explanation for this interaction is discussed.

The perception of action is associated with increased activity in motor regions, implicating such regions in the recognition, understanding and imitation of actions. We examined the possibility that perception of speech, both auditory and visual, would also result in changes in the excitability of the motor system underlying speech production. Transcranial magnetic stimulation was applied to the face area of primary motor cortex to elicit motor-evoked potentials in the lip muscles. The size of the motor-evoked potentials was compared under the following conditions: listening to speech, listening to non-verbal sounds, viewing speech-related lip movements, and viewing eye and brow movements. Compared to control conditions, listening to and viewing speech enhanced the size of the motor-evoked potential. This effect was only seen in response to stimulation of the left hemisphere; stimulation of the right hemisphere produced no changes in motor-evoked potentials in any of the conditions. In a control experiment, the size of the motor-evoked potentials elicited in the muscles of the right hand did not differ among conditions, suggesting that speech-related changes in excitability are specific to the lip muscles. These results provide evidence that both auditory and visual speech perception facilitate the excitability of the motor system involved in speech production.

The present study tested the hypothesis that anxious apprehension involves more left-than right-hemisphere activity and that anxious arousal is associated with the opposite pattern. Behavioral and fMRI responses to threat stimuli in an emotional Stroop task were examined in nonpatient groups reporting anxious apprehension, anxious arousal, or neither. Reaction times were longer for negative than for neutral words. As predicted, brain activation distinguished anxious groups in a left inferior frontal region associated with speech production and in a right-hemisphere inferior temporal area. Addressing a second hypothesis about left-frontal involvement in emotion, distinct left frontal regions were associated with anxious apprehension versus processing of positive information. Results support the proposed distinction between the two types of anxiety and resolve an inconsistency about the role of left-frontal activation in emotion and psychopathology.

This study investigated the effect of perceptual training on second language (L2) learners’ perception and production of syllable structure, thereby shedding light on the relationship between L2 speech perception and production and on the nature of stored representations. Korean L2 learners of English completed perceptual training on palatal codas in a pretest-post-test design. We compared the effects of training on improvements in perception and production for trained and new words and talkers. A control group who completed an unrelated perceptual training was included for comparison. Results indicated that learners who received perceptual training on palatal codas outperformed those who did not in perception and production tasks and generalized learning to new words and new talkers. Yet perception improvements were not directly linked to production improvements. The finding that perceptual training improved production and allowed for generalizability to new words and talkers in both perception and production provides evidence that L2 perception and production systems are linked. However, the lack of a one-to-one relationship between perception and production improvements suggests that the representations underlying L2 speech perception and production may be distinct.

Glottal inverse filtering (GIF) refers to technology to estimate the source of voiced speech, the glottal flow, from speech signals. When a new GIF algorithm is proposed, its accuracy needs to be evaluated. However, the evaluation of GIF is problematic because the ground truth, the real glottal volume velocity signal generated by the vocal folds, cannot be recorded non-invasively from natural speech. This absence of the ground truth has been circumvented in most previous GIF studies by using simple linear source-filter synthesis techniques with known artificial glottal flow models and all-pole vocal tract filters. Moreover, in a few previous studies, physical modeling of speech production has been utilized in synthesis of the test data for GIF evaluation. The evaluation strategy in previous GIF studies is, however, scattered between individual investigations and there is currently a lack of a coherent, common platform to be used in GIF evaluation. In order to address this shortcoming, the current study introduces a new environment, called OPENGLOT, for GIF evaluation. The key ideas of OPENGLOT are twofold: the environment is versatile (i.e., it provides different types of test signals for GIF evaluation) and open (i.e., the system can be used by anyone who wants to evaluate her or his new GIF method and compare it objectively to previously developed benchmark techniques). OPENGLOT consists of four main parts, Repositories I–IV, that contain data and sound synthesis software. Repository I contains a large set of synthetic glottal flow waveforms, and speech signals generated by using the Liljencrants–Fant (LF) waveform as an artificial excitation, and a digital all-pole filter to model the vocal tract. Repository II contains glottal flow and speech pressure signals generated using physical modeling of human speech production. Repository III contains pairs of glottal excitation and speech pressure signal generated by exciting 3D printed plastic vocal tract replica with LF excitations via a loudspeaker. Finally, Repository IV contains multichannel recordings (speech pressure signal, electroglottogram, high-speed video of the vocal folds) from natural production of speech. After presenting these four core parts of OPENGLOT, the article demonstrates the platform by presenting a typical use case.

Previous studies have found that talkers converge or diverge in phonetic form during a single conversational session or as a result of long-term exposure to a particular linguistic environment. In the current study, five pairs of previously unacquainted male roommates were recorded at four time intervals during the academic year. Phonetic convergence over time was assessed using a perceptual similarity test and measures of vowel spectra. There were distinct patterns of phonetic convergence during the academic year across roommate pairs, and perceptual detection of convergence varied for different linguistic items. In addition, phonetic convergence correlated moderately with roommates' self-reported closeness. These findings suggest that phonetic convergence in college roommates is variable and moderately related to the strength of a relationship.

The primary functional role of conversational hand gestures in narrative discourse is disputed. A novel experimental technique investigated whether gestures function primarily to aid speech production by the speaker, or communication to the listener. The experiment involved repeated narration of a cartoon story or stories to a single or multiple listeners. The pattern of results matched that predicted by the communication hypothesis. In a second experiment, the effects of attention in the listener were investigated. Significant differences were found in gesture production when narrating to attentive versus inattentive listeners. These results support the theory that during a narrative task gestures are produced primarily for the benefit of the listener. Our technique can readily be generalized to other tasks and contexts.

Sentence processing in Alzheimer's disease (AD) has been found to be influenced by several grammatical and extragrammatical factors, including phrase structure and verb-argument relations, number of propositions/verbs, and processing resource capacity. This study examines the effects of these variables on sentence production in AD. Normal control and AD subjects were asked to repeat six types of sentences varying along the above dimensions of complexity. Subjects' processing resource capacity was measured using several verbal working memory tests. AD subjects' sentence-repetition performance was impaired compared to the normal control group. Significant effects were observed for branching direction of phrase structure, canonicity of verb-argument relations, and serial position of errors. Sentencerepetition performance significantly correlated with working memory scores. The findings are interpreted within a resource capacity theory of sentence processing.

The present research used fMRI to measure brain activity in passive listening and picture-naming tasks with a group of early high proficient Spanish-Catalan bilinguals, in which Spanish was dominant, and a group of Spanish monolinguals. Both tasks were conducted in Spanish and the effect of cognateness was studied. The behavioural results showed slow naming responses in bilinguals. The fMRI results revealed that bilinguals and monolinguals differed only during the picture naming task. Unlike previous results, obtained mainly with L2, monolinguals displayed more activity in receptive language areas and less activity in the posterior cingulate cortex and right STG in the picture-naming task than bilinguals. As far as we know, this is the first study to investigate the neural basis of L1 processing in bilinguals and monolinguals by performing the task in the same language and in a monolingual context. The results indicate more efficient use of language networks in monolinguals because bilinguals utilised a more distributed network, which may imply subtle processing disadvantages.