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This paper aims to discuss old and contemporary perspectives in understanding language acquisition taking into account the neural theory of language. Discussing a recent theory by Kuhl (2010), neural substrates of first language learning will be put forward (Berwick et al., 2013). Neural substrates of phonetic learning, word learning, sentence processing, and syntax development are separately discussed. As a novel window to look into language learning in a greater detail, second language learning in relation to the theories of language acquisition is further discussed. Second language learning and dual vs. single coding structure relating to language acquisition are discussed in relation to the theories that have previously been explained. Finally, a discussion of contemporary issues in understanding both first and second language acquisition in relation to bilingualism is presented. In sum, investigating language acquisition requires a multi-disciplinary approach taking psychology, linguistics, and cognitive neuroscience of language into account is necessary.

Matching stimuli across a range of influencing variables is no less important for studies of face recognition than it is for those of word processing. Whereas a number of corpora exist to allow experimenters to select a carefully controlled set of word stimuli, similar databases for famous faces do not exist. This article, therefore, provides researchers in the area of face recognition with a useful resource on which to base their stimulus selection. In the first phase of the investigation, British adults over 40 years of age were requested to generate the names of famous people (or celebrities) that they thought they would recognize and to write these down. The most frequently named celebrities were then rated by adults from the same age population for familiarity, distinctiveness, and age of acquisition. The result is a database of 696 famous people, with an indication of their relative eminence in the public consciousness and rated for these important variables. Phoneme counts are also provided for each famous person, together with family name frequency counts in the general population, where available. Materials and links may be accessed at www.psychonomic.org/archive.

In 3 experiments, the authors studied the organization of spatiotemporal information in memory. Stimuli consisted of configurations of dots, presented sequentially. The stimuli were either proportional, with interdot distances corresponding to interdot durations, or not proportional, with interdol distances not corresponding to interdot durations. After a learning phase, participants reproduced the spatial (Experiment 1), temporal (Experiment 2), or spatial and temporal (Experiment 3) characteristics of the target 60 times in succession. In the nonproportional conditions, effects of variable interdot durations or distances on the reproduction of, respectively, constant distances (tau effect) or durations (kappa effect) were observed, whereas no such effects were observed when variable distances or durations were to be produced. Tau and kappa effects influenced the accuracy but not the variability of responses. The results are discussed in light of the distinction between properties of the stabilized mental image and the process of stabilization., (((c) 2004 APA, all rights reserved))

Three experiments examined the role of three distinctive perceptual factors in recognition and recall memory. Using a subject-paced presentation rate, the first two experiments (recognition and recall) examined (1) the number of phonological-to-orthographic neighbors, (2) phonological-to-orthographic consistency, and (3) orthographic-to-phonological consistency. The third experiment (recall) reexamined the number of phonological-to-orthographic neighbors, using an experimenter-paced presentation rate of 2 sec per item. In both recognition and recall memory tasks, the number of phonological-to-orthographic neighbors influenced memory performance, whereas the two types of consistency did not. The results indicate that having fewer phonological-to-orthographic neighbors (i.e., having distinct mappings between orthography and phonology, and between phonology and orthography, e.g., pulp) relieve words from interference in episodic memory tests for such words. Furthermore, words that are indistinct in terms of these mappings (e.g., tuck) are subject to interference from words with similar representations (e.g., luck, buck, stuck), and this weakens the memory trace for a particular word.

Psychology of subject matter refers to the scientific study of learning and instruction within school subjects. The growing research literature on teaching and learning of school subjects represents one of educational psychology's most productive accomplishments of the past two decades. The purpose of this chapter is to examine representative advances in the psychology of subject matter, including how people learn to read words, comprehend printed passages, write compositions, solve arithmetic word problems, and understand how scientific systems work. The introduction provides a historical overview of how to promote transfer and is followed by reviews of representative research in learning and teaching of reading fluency, reading comprehension, writing, mathematics, and science.

Three experiments examined the effects of task switching and response correspondence in a psychological refractory period paradigm. A letter task (vowel-consonant) and a digit task (odd-even) were combined to form 4 possible dual-task pairs in each trial: letter-letter, letter-digit, digit-digit, and digit-letter. Foreknowledge of task transition (repeat or switch) and task identity (letter or digit) was varied across experiments: no foreknowledge in Experiment 1, partial foreknowledge (task transition only) in Experiment 2, and full foreknowledge in Experiment 3. For all experiments, the switch cost for Task 2 was additive with stimulus onset asynchrony, and the response-correspondence effect for Task 2 was numerically smaller in the switch condition than in the repeat condition. These outcomes suggest that reconfiguration for Task 2 takes place after the central processing of Task 1 and that the crosstalk correspondence effect is due to response activation by way of stimulus-response associations.

Discusses the contribution of the little-known linguist Gemelli who favors a holistic approach to human language emphasizing the human personality as an essential factor in the expression of speech. Gemelli makes clear the breadth of the field of language psychology in contrast with the narrowness of psycholinguistics. (CFM)

The study of slips of the tongue (which offers glimpses of processes underlying speech) is facilitated by several research techniques which induce slips in the laboratory setting. Several of these techniques and results obtained are discussed. Results often support the hypothesis that verbal slips reveal hidden anxieties. (DH)

A critical indicator of spoken language knowledge is the ability to discern the finest possible distinctions that exist between words in a language-minimal pairs, for example, the distinction between the novel words beesh and peesh. Infants differentiate similar-sounding novel labels like "bih" and "dih" by 17 months of age or earlier in the context of word learning. Adult word learners readily distinguish similar-sounding words. What is unclear is the shape of learning between infancy and adulthood: Is there a nonlinear increase early in development, or is there protracted improvement as experience with spoken language amasses? Three experiments tested monolingual English-speaking children aged 3 to 6 years and young adults. Children underperformed when learning minimal-pair words compared with adults (Experiment 1), compared with learning dissimilar words even when speech materials were optimized for young children (Experiment 2), and when the number of word instances during learning was quadrupled (Experiment 3). Nonetheless, the youngest group readily recognized familiar minimal pairs (Experiment 3). Results are consistent with a lengthy trajectory for detailed sound pattern learning in one's native language(s), although other interpretations are possible. Suggestions for research on developmental trajectories across various age ranges are made.

In six experiments we explored how biphone probability and lexical neighborhood density influence listeners' categorization of vowels embedded in nonword sequences. We found independent effects of each. Listeners shifted categorization of a phonetic continuum to create a higher probability sequence, even when neighborhood density was controlled. Similarly, listeners shifted categorization to create a nonword from a denser neighborhood, even when biphone probability was controlled. Next, using a visual world eye-tracking task, we determined that biphone probability information is used rapidly by listeners in perception. In contrast, task complexity and irrelevant variability in the stimuli interfere with neighborhood density effects. These results support a model in which both biphone probability and neighborhood density independently affect word recognition, but only biphone probability effects are observed early in processing.

This study uses non-native perception data to examine the relationship between perceived phonetic similarity of segments and their phonological patterning. Segments that are phonetically similar to one another are anticipated to pattern together phonologically, and segments that share articulatory or acoustic properties are also expected to be perceived as similar. What is not yet clear is whether segments that pattern together phonologically are perceived as similar. This study addresses this question by examining how L1 English listeners and L1 Guébie listeners perceive non-native implosive consonants compared with plosives and sonorants. English does not have contrastive implosives, whereas Guébie has a bilabial implosive. The bilabial implosive phonologically patterns with sonorants in Guébie, to the exclusion of obstruents. Two perception experiments show English listeners make more perceptual categorization errors between implosives and voiced plosives than Guébie listeners do, but both listener groups are more likely to classify implosives as similar to voiced plosives than sonorants. The results also show that Guébie listeners are better at categorizing non-native implosive consonants (i.e., alveolar implosives) than English listeners, showing that listeners are able to extend features or gestures from their L1 to non-native implosive consonants. The results of these experiments suggest a cross-linguistic perceptual similarity hierarchy of implosives compared with other segments that are not affected by L1 phonological patterning.

When speaking to infants, adults often produce speech that differs systematically from that directed to other adults. To quantify the acoustic properties of this speech style across a wide variety of languages and cultures, we extracted results from empirical studies on the acoustic features of infant-directed speech. We analysed data from 88 unique studies (734 effect sizes) on the following five acoustic parameters that have been systematically examined in the literature: fundamental frequency (f0), f0 variability, vowel space area, articulation rate and vowel duration. Moderator analyses were conducted in hierarchical Bayesian robust regression models to examine how these features change with infant age and differ across languages, experimental tasks and recording environments. The moderator analyses indicated that f0, articulation rate and vowel duration became more similar to adult-directed speech over time, whereas f0 variability and vowel space area exhibited stability throughout development. These results point the way for future research to disentangle different accounts of the functions and learnability of infant-directed speech by conducting theory-driven comparisons among different languages and using computational models to formulate testable predictions.

We describe ongoing efforts to better understand the interaction of spoken languages and their physical environments. We begin by briefly surveying research suggesting that languages evolve in ways that are influenced by the physical characteristics of their environments, however the primary focus is on the converse issue: how speech affects the physical environment. We discuss the speech-based production of airflow and aerosol particles that are buoyant in ambient air, based on some of the results in the literature. Most critically, we demonstrate a novel method used to capture aerosol, airflow, and acoustic data simultaneously. This method captures airflow data via a pneumotachograph and aerosol data via an electrical particle impactor. The data are collected underneath a laminar flow hood while participants breathe pure air, thereby eliminating background aerosol particles and isolating those produced during speech. Given the capabilities of the electrical particle impactor, which has not previously been used to analyze speech-based aerosols, the method allows for the detection of aerosol particles at temporal and physical resolutions exceeding those evident in the literature, even enabling the isolation of the role of individual sound types in the production of aerosols. The aerosols detected via this method range in size from 70 nanometers to 10 micrometers in diameter. Such aerosol particles are capable of hosting airborne pathogens. We discuss how this approach could ultimately yield data that are relevant to airborne disease transmission and offer preliminary results that illustrate such relevance. The method described can help uncover the actual articulatory gestures that generate aerosol emissions, as exemplified here through a discussion focused on plosive aspiration and vocal cord vibration. The results we describe illustrate in new ways the unseen and unheard ways in which spoken languages interact with their physical environments.

Embedded morphemes are thought to become available during the processing of multi-morphemic words, and impact access to the whole word. According to the edge-aligned embedded word activation theory Grainger & Beyersmann, (2017), embedded morphemes receive activation when the whole word can be decomposed into constituent morphemes. Thus, interfering with morphological decomposition also interferes with access to the embedded morphemes. Numerous studies have examined the effects of interfering with boundary and constituent-internal letters on morphological decomposition by comparing the effect of transposing letters at the morphemic boundary to constituent-internal letters. These studies, which report inconsistent findings, have typically used derived multi-morphemic words (e.g., cleaner), and sometimes use a control replacement letter condition that is not matched to the transposed letter conditions in terms of location. Across five experiments, we test the edge-aligned activation theory by examining the effects of replacing and transposing boundary and constituent-internal letters of compounds. Our findings suggest that replacing boundary letters interferes with access to both embedded constituents, while replacing constituent-internal letters still allows for access to the unaltered constituent, thus compensating for the interference in the altered constituent. Our findings are consistent with the edge-aligned theory with respect to letter replacement, and also imply that letter replacement must match the position of letter transposition when it is used as a control condition. [ABSTRACT FROM AUTHOR]

Phonological memory, or the ability to remember a novel word string well enough to repeat it, has long been characterized as a time-limited store. An alternative embodiment model sees it as the product of the dynamic sensorimotor (perceptual and production) processes that inform responses to speech. Keren-Portnoy et al. (2010) demonstrated that this capacity, often tested through nonword repetition and found to predict lexical advance, is itself predicted by the first advances in babbling. Pursuing the idea that phonological memory develops through vocal production, we trace its development-drawing on illustrative data from children learning six languages-from the earliest adult-like vocalizations through to the first words and the consolidation of early words into an initial lexical network and more stable representational capacity. We suggest that it is the interaction of perceptual and production experience that mediates the mapping of new forms onto lexical representations. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Diagnostic criteria for dyslexia describe specific reading difficulties, and single-deficit models, including the phonological deficit theory, have prevailed. Children seeking diagnosis, however, do not always show phonological deficits, and may present with strengths and challenges beyond reading. Through extensive neurological, neuropsychological, and academic evaluation, we describe four children with visuospatial, socio-emotional, and attention impairments and spared phonology, alongside long-standing reading difficulties. Diffusion tensor imaging revealed white matter alterations in inferior longitudinal, uncinate, and superior longitudinal fasciculi versus neurotypical children. Findings emphasize that difficulties may extend beyond reading in dyslexia and underscore the value of deep phenotyping in learning disabilities.

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Children's language input is rife with acoustic variability. Much of this variability may facilitate learning by highlighting unvarying, criterial speech attributes. But in many cases, learners experience variation in those criterial attributes themselves, as when hearing speakers with different accents. How flexible are children in the face of this variability? The current study taught 3-5-year-olds new words containing speech-sound variability: a single picture might be labeled both deev and teev. After learning, children's knowledge was tested by presenting two pictures and asking them to point to one. Picture-pointing accuracy and eye movements were tracked. While children pointed less accurately and looked less rapidly to dual-label than single-label words, they robustly exceeded chance. Performance was weaker when children learned two distinct labels, such as vayfe and fosh, for a single object. Findings suggest moderate learning even with speech-sound variability. One implication is that neural representations of speech contain rich gradient information.

Human speech perception results from neural computations that transform external acoustic speech signals into internal representations of words. The superior temporal gyrus (STG) contains the nonprimary auditory cortex and is a critical locus for phonological processing. Here, we describe how speech sound representation in the STG relies on fundamentally nonlinear and dynamical processes, such as categorization, normalization, contextual restoration, and the extraction of temporal structure. A spatial mosaic of local cortical sites on the STG exhibits complex auditory encoding for distinct acoustic-phonetic and prosodic features. We propose that as a population ensemble, these distributed patterns of neural activity give rise to abstract, higher-order phonemic and syllabic representations that support speech perception. This review presents a multi-scale, recurrent model of phonological processing in the STG, highlighting the critical interface between auditory and language systems.

This article reviews research on when acoustic-phonetic variability facilitates, inhibits, or does not impact perceptual development for spoken language, to illuminate mechanisms by which variability aids learning of language sound patterns. We first summarize structures and sources of variability. We next present proposed mechanisms to account for how and why variability impacts learning. Finally, we review effects of variability in the domains of speech-sound category and pattern learning; word-form recognition and word learning; and accent processing. Variability can be helpful, harmful, or neutral depending on the learner's age and learning objective. Irrelevant variability can facilitate children's learning, particularly for early learning of words and phonotactic rules. For speech-sound change detection and word-form recognition, children seem either unaffected or impaired by irrelevant variability. At the same time, inclusion of variability in training can aid generalization. Variability between accents may slow learning-but with the longer-term benefits of improved comprehension of multiple accents. By highlighting accent as a form of acoustic-phonetic variability and considering impacts of dialect prestige on children's learning, we hope to contribute to a better understanding of how exposure to multiple accents impacts language development and may have implications for literacy development. This article is categorized under: Linguistics > Language Acquisition Psychology > Language Psychology > Perception and Psychophysics.

Phonemes have variant pronunciations depending on context. For instance, in American English, the [t] in pat [pæt] and the [d] in pad [pæd] are both realized with a tap [ɾ] when the -ing suffix is attached, [pæɾɪŋ]. We show that despite greater distributional and acoustic support for the [t]-tap alternation, 12-month-olds successfully relate taps to stems with a perceptually-similar final [d], not the dissimilar final-[t]. Thus, distributional learning of phonological alternations is constrained by infants' preference for the alternation of perceptually-similar segments. Further, the ability to relate variant surface forms emerges between 8- and 12-months. Our findings of biased learning provide further empirical support for a role for perceptual similarity in the acquisition of linguistically-relevant categories. We discuss the implications of our findings for phonological theory, language acquisition and models of the mental lexicon.

After discussing the origins and the underlying philosophy of the Vilnius Philomath Society as well as the way in which its archives are preserved, the author proceeds to examine one of the surviving manuscripts: The Virgin of Orleans, authored by Adam Mickiewicz. Set against the data from previous research on the language of the Philomaths by Kurz, the analysis of the spelling convention and the phonetics of the manuscript (e.g. the orthographic representations of j, o / ó, ż / z, x; prepositional phrases; word truncations; the pronunciation of nasal and raised vowels; palatalisation of consonants) helps determine that they fall closer to the language of the Philomaths and the North-Eastern Borderlands of Poland than to the national literary norm of the time. Above all, the analysis reveals that Mickiewicz’s spelling patterns were highly inconsistent, posing a major challenge to his publishers.

Control of speech formants is important for the production of distinguishable speech sounds and is achieved with both feedback and learned feedforward control. However, it is unclear whether the learning of feedforward control involves the mechanisms of feedback control. Speakers have been shown to compensate for unpredictable transient mid-utterance perturbations of pitch and loudness feedback, demonstrating online feedback control of these speech features. To determine whether similar feedback control mechanisms exist in the production of formants, responses to unpredictable vowel formant feedback perturbations were examined. Results showed similar within-trial compensatory responses to formant perturbations that were presented at utterance onset and mid-utterance. The relationship between online feedback compensation to unpredictable formant perturbations and sensorimotor adaptation to consistent formant perturbations was further examined. Within-trial online compensation responses were not correlated with across-trial sensorimotor adaptation. A detailed analysis of within-trial time course dynamics across trials during sensorimotor adaptation revealed that across-trial sensorimotor adaptation responses did not result from an incorporation of within-trial compensation response. These findings suggest that online feedback compensation and sensorimotor adaptation are governed by distinct neural mechanisms. These findings have important implications for models of speech motor control in terms of how feedback and feedforward control mechanisms are implemented.

Well-specified phonological representations are important for the development of spoken and written language. This study investigates the types of speech errors and the quality of phonological representations in Greek-speaking school-age children with high-functioning autism spectrum disorder (HF-ASD), as well as the relationship between stored phonological representations and speech output in this sample, according to Stackhouse and Wells' (1997) model. All participants completed a phonological and a naming test, and a non-word repetition task. A receptive phonological task was administered to a subgroup of HF-ASD and typically developing (TD) participants. According to performance in the phonological test, the HF-ASD children were categorised as ASD with Speech Sound Disorder (SSD) or ASD without SSD. The HF-ASD children made significantly more speech errors and showed significant difficulties in the repetition of non-words and the stored phonological representations compared to the TD group but had the same naming abilities with their TD peers. The ASD children with SSD and without SSD performed alike in the receptive task, indicating that both groups had unspecified phonological representations. These results support the hypothesis of distinct phonological representations for speech input and output and highlight the need of using receptive tasks to evaluate underlying phonological knowledge, a process which could allow clinicians to identify the level of speech breakdown. [ABSTRACT FROM AUTHOR]

This study aims to elucidate the factors that affect the robustness of word form representations by exploring the relative influence of lexical stress and segmental identity (consonant vs. vowel) on infant word recognition. Our main question was which changes to the words may go unnoticed and which may lead the words to be unrecognizable. One-hundred 11-month-old Hebrew-learning infants were tested in two experiments using the Central Fixation Procedure. In Experiment 1, 20 infants were presented with iambic Familiar and Unfamiliar words. The infants listened longer to Familiar than to Unfamiliar words, indicating their recognition of frequently heard word forms. In Experiment 2, four groups of 20 infants each were tested in each of four conditions involving altered iambic Familiar words contrasted with iambic Unfamiliar nonwords. In each condition, one segment in the Familiar word was changed-either a consonant or a vowel, in either the first (unstressed) or the second (stressed) syllable. In each condition, recognition of the Familiar words despite the change indicates a less accurate or less well-specified representation. Infants recognized Familiar words despite changes to the weak (first) syllable, regardless of whether the change involved a consonant or a vowel (conditions 2a, 2c). However, a change of either consonant or vowel in the stressed (second) syllable blocked word recognition (conditions 2b, 2d). These findings support the proposal that stress pattern plays a key role in early word representation, regardless of segmental identity.

Auditory working memory impairments feature prominently in schizophrenia. However, the existence of altered and perhaps compensatory neural dynamics, sub-serving auditory working memory, remains largely unexplored. We compared the dynamics of induced high gamma power (iHGP) across cortex in humans during speech-sound working memory in individuals with schizophrenia (SZ) and healthy comparison subjects (HC) using magnetoencephalography (MEG). SZ showed similar task performance to HC while utilizing different brain regions. During encoding of speech sounds, SZ lacked the correlation of iHGP with task performance in posterior superior temporal gyrus (STGp) that was observed in healthy subjects. Instead, SZ recruited the visual word form area (VWFA) during both stimulus encoding and response preparation. Importantly, VWFA activity during encoding correlated with the magnitude of SZ hallucinations, task performance and an independent measure of verbal working memory. These findings suggest that VWFA plasticity is harnessed to compensate for STGp dysfunction in schizophrenia patients with hallucinations.

In interactive models of speech production, wordforms that are related to a target form are co-activated during lexical planning, and co-activated wordforms can leave phonetic traces on the target. This mechanism has been proposed to account for phonetic similarities among morphologically related wordforms. We test this hypothesis in a Javanese verb paradigm. In Javanese, one class of verbs is inflected by nasalizing an initial voiceless obstruent: one form of each word begins with a nasal, while its otherwise identical relative begins with a voiceless obstruent. We predict that if morphologically related forms are co-activated during production, the nasal-initial forms of these words should show phonetic traces of their obstruent-initial forms, as compared to nasal-initial wordforms that do not alternate. Twenty-seven native Javanese speakers produced matched pairs of alternating and non-alternating wordforms. Based on an acoustic analysis of nasal resonance and closure duration, we present good evidence against the original hypothesis: We find that the alternating nasals are phonetically identical to the non-alternating ones on both measures. We argue that interactive effects during lexical planning do not offer the best account for morphologically conditioned phonetic similarities. We discuss an alternative involving competition between phonotactic constraints and word-specific phonological structures.

We aimed to identify neural regions where ischemia acutely after stroke is associated with impairment in phoneme discrimination, and to determine whether such deficits are associated with impairment of spoken word comprehension. We evaluated 33 patients within 48 h of left hemisphere ischemic stroke onset with tests of phoneme discrimination and word-picture matching. We identified Pearson correlations between accuracy in phoneme discrimination and accuracy of word comprehension and identified areas where the percentage of infarcted tissue was associated with severity of phoneme discrimination deficit. We found that 54% had deficits in phoneme discrimination relative to healthy controls. Accuracy in phoneme discrimination correlated with accuracy on word comprehension tests. Damage to left intraparietal sulcus and hypoperfusion and/or infarct of left superior temporal gyrus were associated with phoneme discrimination deficits acutely, although patients with these lesions showed improvement or resolution of the deficit by six months.

The human superior temporal gyrus (STG) is critical for extracting meaningful linguistic features from speech input. Local neural populations are tuned to acoustic-phonetic features of all consonants and vowels and to dynamic cues for intonational pitch. These populations are embedded throughout broader functional zones that are sensitive to amplitude-based temporal cues. Beyond speech features, STG representations are strongly modulated by learned knowledge and perceptual goals. Currently, a major challenge is to understand how these features are integrated across space and time in the brain during natural speech comprehension. We present a theory that temporally recurrent connections within STG generate context-dependent phonological representations, spanning longer temporal sequences relevant for coherent percepts of syllables, words, and phrases.

A central issue in the study of speech production is whether phonological encoding occurs sequentially or in parallel. Some of the strongest evidence for sequential phonological encoding comes from the number of segments primed effect-response latencies decrease when increasing the number of primed segments from 0 to 1 to 2 (e.g., Meyer, 1991). Although it is often assumed that all participants adopt the same response criterion in the naming task, standard instructions can lead to the strategic adoption of different response criteria (such as an initial segment-based criterion or a syllable-based criterion). Furthermore, the number of segments primed effect might be driven by the manner of the initial segment such as the acoustic characteristics of plosives. In this study, participants named monosyllabic words varying in initial segment plosivity in a 0, 1, or 2 segments primed naming task and were instructed in ways to induce either a segment or syllable criterion. Data were analyzed by acoustic latency, articulatory latency, and initial segment duration, as distinguishing between a segment and syllable criterion and sequential and parallel encoding requires more than just a single point in the time-course of articulation. Shorter acoustic latencies when priming 2 segments over 1 were contingent on the manner of the initial segment and the adoption of a segment criterion, clarifying the nature of the number of segments primed effect. Moreover, the similar acoustic latencies found across priming conditions when a syllable criterion was adopted support parallel phonological encoding. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Speech intelligibility is adversely affected by reverberation, particularly when listening to a foreign language. However, little is known about how phonetic learning is affected by room acoustics. This study investigated how room reverberation impacts the acquisition of novel phonetic categories during implicit training in virtual environments. Listeners were trained to distinguish a difficult nonnative dental-retroflex contrast in phonemes presented either in a fixed room (anechoic or reverberant) or in multiple anechoic and reverberant spaces typical of everyday listening. Training employed a videogame in which phonetic stimuli were paired with rewards delivered upon successful task performance, in accordance with the task-irrelevant perceptual learning paradigm. Before and after training, participants were tested using familiar and unfamiliar speech tokens, speakers, and rooms. Implicit training performed in multiple rooms induced learning, while training in a single environment did not. The multiple-room training improvement generalized to untrained rooms and tokens, but not to untrained voices. These results show that, following implicit training, nonnative listeners can overcome the detrimental effects of reverberation and that exposure to sounds in multiple reverberant environments during training enhances implicit phonetic learning rather than disrupting it.

How do learners build up auditory pattern knowledge? Findings from children's spoken word learning suggest more robust auditory representations for highly familiar words than for newly learned words. This argues against spoken language learning as a process of simply acquiring a fixed set of speech sound categories, suggesting instead that specific words may be the relevant units. More generally, one might state this as the specific-learning hypothesis-that acquiring sound pattern knowledge involves learning specific patterns, rather than abstract pattern components. To understand the nature of human language knowledge, it is important to determine whether this specific learning reflects processes unique to spoken language learning or instead reflects more general auditory-learning processes. To investigate whether the specific-learning hypothesis extends to auditory pattern learning more generally, the present study tested the perceptual processing of familiar melodies versus carefully matched unfamiliar melodies. Children performed better at both audiovisual mapping (Exp. 1) and same-different auditory discrimination (Exp. 2) when hearing familiar melodies than when hearing unfamiliar melodies. This is consistent with the specific-learning hypothesis and with exemplar-style general-auditory accounts of pattern learning, although alternative explanations are possible.

We describe ongoing efforts to better understand the interaction of spoken languages and their physical environments. We begin by briefly surveying research suggesting that languages evolve in ways that are influenced by the physical characteristics of their environments, however the primary focus is on the converse issue: how speech affects the physical environment. We discuss the speech-based production of airflow and aerosol particles that are buoyant in ambient air, based on some of the results in the literature. Most critically, we demonstrate a novel method used to capture aerosol, airflow, and acoustic data simultaneously. This method captures airflow data via a pneumotachograph and aerosol data via an electrical particle impactor. The data are collected underneath a laminar flow hood while participants breathe pure air, thereby eliminating background aerosol particles and isolating those produced during speech. Given the capabilities of the electrical particle impactor, which has not previously been used to analyze speech-based aerosols, the method allows for the detection of aerosol particles at temporal and physical resolutions exceeding those evident in the literature, even enabling the isolation of the role of individual sound types in the production of aerosols. The aerosols detected via this method range in size from 70 nanometers to 10 micrometers in diameter. Such aerosol particles are capable of hosting airborne pathogens. We discuss how this approach could ultimately yield data that are relevant to airborne disease transmission and offer preliminary results that illustrate such relevance. The method described can help uncover the actual articulatory gestures that generate aerosol emissions, as exemplified here through a discussion focused on plosive aspiration and vocal cord vibration. The results we describe illustrate in new ways the unseen and unheard ways in which spoken languages interact with their physical environments.

This study aimed to assess what we refer to as the speaker discriminatory power asymmetry and its forensic implications in comparisons performed in different speaking styles: spontaneous dialogues vs. interviews. We also addressed the impact of data sampling on the speaker's discriminatory performance concerning different acoustic-phonetic estimates. The participants were 20 male speakers, Brazilian Portuguese speakers from the same dialectal area. The speech material consisted of spontaneous telephone conversations between familiar individuals, and interviews conducted between each individual participant and the researcher. Nine acoustic-phonetic parameters were chosen for the comparisons, spanning from temporal and melodic to spectral acoustic-phonetic estimates. Ultimately, an analysis based on the combination of different parameters was also conducted. Two speaker discriminatory metrics were examined: Cost Log-likelihood-ratio (Cllr) and Equal Error Rate (EER) values. A general speaker discriminatory trend was suggested when assessing the parameters individually. Parameters pertaining to the temporal acoustic-phonetic class depicted the weakest performance in terms of speaker contrasting power as evidenced by the relatively higher Cllr and EER values. Moreover, from the set of acoustic parameters assessed, spectral parameters, mainly high formant frequencies, i.e., F3 and F4, were the best performing in terms of speaker discrimination, depicting the lowest EER and Cllr scores. The results appear to suggest a speaker discriminatory power asymmetry concerning parameters from different acoustic-phonetic classes, in which temporal parameters tended to present a lower discriminatory power. The speaking style mismatch also seemed to considerably impact the speaker comparison task, by undermining the overall discriminatory performance. A statistical model based on the combination of different acoustic-phonetic estimates was found to perform best in this case. Finally, data sampling has proven to be of crucial relevance for the reliability of discriminatory power assessment.

The research features a manuscript of the Galician-Volynian Apostolus Christinopolitanus dated the XII century (The Lviv Historical Museum of Ukraine, No. 37). This manuscript is one of the earliest surviving copies of the Apostolus. It belongs to the Cyrillo-Methodian translation but contains a number of Preslavic readings. This paper focuses on the extratexts, i.e., inscriptions and in-junctions, in the Apostolus Christinopolitanus and presents a paleographic, orthographic, and phonetic analysis of the marginalia made by the three scribes of the manuscript. The author classified the marginalia made by the first scribe. The classification includes such types of postscripts as comments to facilitate the reading and edits to the main text, glosses, scholia, scribe's comments, etc. The analysis confirms that the extratexts were highly unified and standardized. The analysis of the linguistic features of the first scribe’s handwritten appendices shows the unified orthography of the main text and the marginalia, as well as reflects some features of the Old Russian of that time. The extratexts of the Apostolus Christinopolitanus also demonstrated a variety of pronunciations of Old Russian linguistic use. These texts prove the high degree of development of the book norm and the existence of normalizing aspirations in ancient Russian scriptoria.

Infants' ability to segment words in fluent speech is affected by their language experience. In this study we investigated the conditions under which infants can segment words in a non-native language. Using the Head-turn Preference Procedure, we found that monolingual English-learning 8-month-olds can segment bisyllabic words in Spanish (trochees and iambs) but not French (iambs). Our results are incompatible with accounts that rely on distributional learning, language rhythm similarity, or target word prosodic shape alone. Instead, we show that monolingual English-learning infants are able to segment words in a non-native language as long as words have stress, as is the case in English. More specifically, we show that even in a rhythmically different non-native language, English-learning infants can find words by detecting stressed syllables and treating them as word onsets or offsets.

It is generally accepted that infants initially discriminate native and non-native contrasts and that perceptual reorganization within the first year of life results in decreased discrimination of non-native contrasts, and improved discrimination of native contrasts. However, recent findings from Narayan, Werker, and Beddor (2010) surprisingly suggested that some acoustically subtle native-language contrasts might not be discriminated until the end of the first year of life. We first provide countervailing evidence that young English-learning infants can discriminate the Filipino contrast tested by Narayan et al. when tested in a more sensitive paradigm. Next, we show that young infants learning either English or French can also discriminate comparably subtle non-native contrasts from Tamil. These findings show that Narayan et al.'s null findings were due to methodological choices and indicate that young infants are sensitive to even subtle acoustic contrasts that cue phonetic distinctions cross-linguistically. Based on experimental results and acoustic analyses, we argue that instead of specific acoustic metrics, infant discrimination results themselves are the most informative about the salience of phonetic distinctions.

We compare the roles of overt accent and default focus marking in processing ellipsis structures headed by focus-sensitive coordinators (such as Danielle couldn't pass the quiz, let alone the final/Kayla). In a small auditory corpus study of radio transcripts, we establish that such structures overwhelmingly occur with contrastive pitch accents on the correlate and remnant ( the quiz and the final, or Danielle and Kayla), and that there is a strong bias to pair the remnant with the most local plausible correlate in production. In two auditory naturalness ratings experiments, we observe that marking a non-local correlate with contrastive pitch accent moderates, but does not fully overturn, the bias for local correlates in comprehension. We propose that the locality preference is due to a sentence-final default position for sentence accent, and that auditory processing is subject to "enduring focus," in which default positions for focus continue to influence the focus structure of the sentence even in the presence of overt accents. The importance of these results for models of auditory processing and of the processing of remnants in ellipsis structures is discussed.

When speaking, we dynamically coordinate movements of our jaw, tongue, lips, and larynx. To investigate the neural mechanisms underlying articulation, we used direct cortical recordings from human sensorimotor cortex while participants spoke natural sentences that included sounds spanning the entire English phonetic inventory. We used deep neural networks to infer speakers' articulator movements from produced speech acoustics. Individual electrodes encoded a diversity of articulatory kinematic trajectories (AKTs), each revealing coordinated articulator movements toward specific vocal tract shapes. AKTs captured a wide range of movement types, yet they could be differentiated by the place of vocal tract constriction. Additionally, AKTs manifested out-and-back trajectories with harmonic oscillator dynamics. While AKTs were functionally stereotyped across different sentences, context-dependent encoding of preceding and following movements during production of the same phoneme demonstrated the cortical representation of coarticulation. Articulatory movements encoded in sensorimotor cortex give rise to the complex kinematics underlying continuous speech production. VIDEO ABSTRACT.