(a.) Being a monosyllable, or composed of monosyllables; as, a monosyllabic word; a monosyllabic language.
Example Sentences:
(1) Performance-intensity functions for monosyllabic words were obtained as a function of signal-to-noise ratio for broadband and low-pass filtered noise.
(2) Significant monosyllabic-word-list intelligibility improvements are shown in hearing-impaired and in normal-hearing subjects for virtually any environmental noise, including white noise, babble (interfering background conversations), cafeteria noise, high-frequency noise, and low-frequency noise at signal-to-noise ratios to below -20 dB.
(3) 2) Lists of monosyllabic words for the measurement of discrimination score (DS) for adults, children and small children.
(4) The AI transfer function for probability-high items rises steeply, much as for sentence materials, while the function for probability-low items rises more slowly, as for monosyllabic words.
(5) Most of the authors and experts advocate the opinion, that the monosyllabic word test (with test words in German) is not valid for foreigners.
(6) Consonant-nucleus-consonant monosyllabic words were filltered such that each spectral component had equal energy (i.e., "whitened") and peak clipped in one of four ways: minimal, 20, 30, and 40 dB of clipping.
(7) Monosyllabic triplet word intelligibility scores were obtained from normal-hearing and hearing-impaired, loudness-recruiting subjects under two experimental conditions: (1) high-pass (1200 Hz)-filtered, linear amplification, and (2) high-pass (1200 Hz)-filtered, compression amplification using input-to-output ratios of 5:1 and 20:1.
(8) The highest correlation obtained (0.67) was with monosyllabic speech discrimination in noise.
(9) Third-grade average and below-average readers were tested on a word repetition task with monosyllabic, multisyllabic, and pseudoword stimuli.
(10) Foreigners unable to speak or understand German can be examined with the monosyllabic discrimination test by Hahlbrock.
(11) Twenty adult male talkers recorded a monosyllabic word, and 13 acoustic measurements were made from spectrograms of each talker's production.
(12) Phoneme scores in monosyllabic words ranged from 30% to 72%; word scores in sentences ranged from 26% to 74%.
(13) Sixty monosyllabic, disyllabic, and trisyllabic words were recorded and presented at different times through earphones and vibrators to 20 normal-hearing adults and to 20 profoundly hearing-impaired children to evaluate their perception of number of syllables.
(14) High quality tape-recordings of three tonal patterns by four oesophageal and eight tracheo-oesophageal speakers in monosyllabic words were judged by a group of six speech and language therapy listeners.
(15) Word length, however, exerted an influence in the interview situation where the children tended to be disfluent on monosyllabic words.
(16) However, the intelligibility curves of monosyllabic words was poorer when esophageal speech was employed.
(17) In this study, 35 normal preschool children, ages 2:1-5:11 (years:months), were exposed to a monosyllabic nonsense word and its novel object referent.
(18) A complex pattern of vowel preferences and errors was only partially related to typical prespeech babbling preferences, but was strongly related to word structure variables (monosyllabic vs. disyllabic) including stress patterns of disyllabic words, as reflected in patterns of relative frequencies of vowels in stressed and unstressed syllables.
(19) Using the adaptive methodology known as the Doublet technique, speech-discrimination testing using monosyllabic word lists from the Northwestern University Auditory Test No.
(20) Each subject was administered eight tasks: four word repetition tasks (monosyllabic, monosyllabic presented in noise, three-item, and multisyllabic), rapid naming, syllable segmentation, paper folding, and form completion.
Multisyllabic
Definition:
Example Sentences:
(1) Two groups of nine, 5- to 11-month-old infants were tested for discrimination of a change in peak fundamental frequency (F0) within the final syllable of multisyllabic speechlike stimuli.
(2) Third-grade average and below-average readers were tested on a word repetition task with monosyllabic, multisyllabic, and pseudoword stimuli.
(3) Each subject was administered eight tasks: four word repetition tasks (monosyllabic, monosyllabic presented in noise, three-item, and multisyllabic), rapid naming, syllable segmentation, paper folding, and form completion.
(4) The LI and RI children performed comparably on every task with the exception of the multisyllabic word repetition task.
(5) Effects of threshold, increment, and syllable number are contrasted with earlier results for infant discrimination of both peak-intensity changes and vowel duration increments in the same multisyllabic stimuli.
(6) The results suggest that the naming of multisyllabic words draws on some of the same knowledge representations and processes as monosyllabic words; however, naming does not require syllabic decomposition.
(7) Hearing talkers produce shorter vowel and word durations in multisyllabic contexts than in monosyllabic contexts.
(8) The speech perception of the subjects was assessed with closed sets of vowels, consonants, and multisyllabic words; with open sets of words and sentences, and with speech tracking.
(9) Experiment 1 used multisyllabic words that vary in terms of the consistency of component spelling-sound correspondences.
(10) During the single-word utterance period, reduplication was associated with infrequent production of final consonants but frequent maintenance of multisyllabic structure.
(11) The phonetic transcription of multisyllabic names is often a plearurable challenge.
(12) On each trial, subjects heard repetitions ('pre-exposures') of two artificially-constructed, multisyllabic patterns that shared an embedded segment 1 or 2 syllables long (e.g., 2 shared syllables: [ga-li-SE] and [li-SE-stu]).
(13) Within the posterior region, there was further differentiation for multisyllabic speech into a parietal system, which appeared to mediate primarily praxic function, and a temporal system, which appeared to mediate verbal-echolalic function.
(14) All speech-like vocalizations were transcribed, and comparisons were made between the cleft and noncleft groups for (1) size of consonant inventory, (2) type and frequency of occurrence of consonants, and (3) frequency and type of multisyllabic productions.
(15) The analysis focused on two measures: (a) size of consonantal repertoire over time and (b) proportional occurrence of multisyllabic consonant-vowel utterances.
(16) Fourteen poor readers and 14 age-matched nondisabled subjects were taught to produce four novel, multisyllabic nonsense words.
(17) However, below average readers were significantly less accurate at repeating the multisyllabic and pseudoword stimuli.
(18) In addition, errors predominated in the medial position of words, and monosyllabic words had approximately the same error rate per number of consonants as did multisyllabic words.
(19) Comparison of multisyllabic utterances revealed a general tendency for the hearing-impaired subjects to produce fewer multisyllabic utterances containing true consonants and for some of the hearing-impaired children to produce a high proportion of vocalizations with glides or glottal stops.
(20) General descriptions of the syllabic shapes of intentional vocal acts at the prelinguistic and one-word stages demonstrated that most of the subjects used a substantial proportion of consonants in both mono- and multisyllabic vocalizations.